From djrosen at comcast.net Sun Jan 1 18:32:33 2006 From: djrosen at comcast.net (David Rosen) Date: Sun, 1 Jan 2006 18:32:33 -0500 Subject: [WomenLiteracy] Literacy List Updated Message-ID: <65423178-F949-450B-92AE-F5626C4E9B91@comcast.net> Colleagues, For several years, as a volunteer service, I have published the Literacy List, a large online collection of free Adult Basic Education and English language (ELL/ESL/ESOL) Web sites, electronic discussion lists ("listservs"), and other Internet resources for adult basic skills learners, teachers and tutors. I have just updated it, removing a few outdated links and adding new ones. Please have a look. If you know of a good free Web site resource which you think should be added, please let me know. The Literacy List gets better as a result of teachers sharing their favorite online resources. You will find the Literacy List now in two locations: http://alri.org/literacylist.html or http:newsomeassociates.com (Select Publications at the Bottom of the Page) All the best in 2006. David J. Rosen djrosen at comcast.net From ALCDGG at langate.gsu.edu Tue Jan 3 15:06:06 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Tue, 03 Jan 2006 15:06:06 -0500 Subject: [WomenLiteracy] Internet and Gender Message-ID: A crosspost from the technology and literacy listserv that is pertinent to the discussion here: Some additional information about the different information consumption habits based on gender is available from CNN: http://www.cnn.com/2005/TECH/internet/12/29/internet.gender.reut/index.html It reports on a recent Pew Internet & American Life Project study about the web habits of men and women. The study found that men are heavier users of the internet tending to "log on more frequently and spend more time online." In addition, it discusses some of the different content and functions men and women tend to use, "men tend to be attracted to online activities (music downloads, chat rooms, auctions) that are far more action-oriented, while women tend to value things involving relationships or human connections (e-mail for interpersonal communication and connection, advice)." How can we (should we?) use this type of information to inform the way we engage adult literacy students in internet use? Should we think about engaging our male and female students differently to tap what might be most compeling for them? Do we need to try and close the gender gap in the type of internet use between male and female students? Best, Mariann >>> alcdgg at langate.gsu.edu 12/29/2005 5:28:50 PM >>> I found an article online that describes a study reporting demographic differences and the Internet. I am wondering if you think that the results match what you see in your classrooms, centers, and libraries, or what you hear learners say. I also have a more general question for you: Do the majority of your learners use the Internet? Here are excerpts from the article taken from http://www.clickz.com/stats/sectors/demographics/article.php/3574176 The Online Battle of the Sexes * * * Demographics By Enid Burns | December 29, 2005 As the gender gap narrows on the Internet, demographic differences hold more sway. The Pew Internet & American Life Project's report, "How Women and Men Use the Internet," finds online behavior differences between the two genders. Since 2002, the percentage of online users has increased for both men and women. Male online users increased from 61 percent in 2002 to 68 percent in 2005. The percentage of women online in 2002 was 57 percent; by 2005 the number increased to 66 percent. Though the percentage of male Internet users is consistently higher, the actual number of women online is higher because there are more women than men in the U.S. Age skews the gender gap. Young women, ages 18-29, are more likely to go online than men of the same age group. Eighty-six percent of the female group uses the Internet, compared to 80 percent of young males. The statistics are flipped among older adults in the over 65 group. Thirty-four percent of older men use the Web, compared to 21 percent of women in the same age group. Race is another demographic that sees a gender gap. White men are more likely to use the Web: 70 percent of white men and 67 percent of white women regularly going online. The percentage has increased for both sexes since 2002; 62 percent of white men and 58 percent of white women were online three years ago. The percentage of African-American women outnumbers African-American men online. Sixty percent of black women use the Web, compared to 50 percent of black men. In 2002, only 46 percent of black women and 48 percent of black men used the Web. English-speaking Hispanic women make up a fairly equal portion of the Web population. From 2002 to 2005, the percentage of online women in this group increased from 56 percent to 66 percent. Men from the English-speaking Hispanic community increased from 59 percent online three years ago to 67 percent this year. Married couples are more likely to go online than their single counterparts. Seventy-five percent of married or living-as-married women use the Internet compared to 56 percent of single women. Men mirror the statistic; 72 percent of married and living-as-married men are online, and only 62 percent of single men use the Internet. ********************************************************************************************** Once again, my questions are: - Do you think that the results match what you see in your classrooms, centers, and libraries, or what you hear learners say? - Do the majority of your learners use the Internet? Daphne Greenberg Assistant Professor Educational Psych. & Special Ed. Georgia State University P.O. Box 3979 Atlanta, Georgia 30302-3979 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu Daphne Greenberg Associate Director Center for the Study of Adult Literacy Georgia State University P.O. Box 3977 Atlanta, Georgia 30302-3977 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu ---------------------------------------------------- National Insitute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy From ALCDGG at langate.gsu.edu Tue Jan 3 15:12:12 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Tue, 03 Jan 2006 15:12:12 -0500 Subject: [WomenLiteracy] Conference Message-ID: This conference at Yale University during April will likely be of interest to many of you. *International Health Conference at Yale University in April 2006 - Early Bird Registration Rate! "Empowering Communities to Bridge Health Divides" * * When*: April 1-2, 2006 *Where*: Yale University, New Haven, Connecticut *Theme*: "Empowering Communities to Bridge Health Divides" *Who should attend?* Anyone interested in women's health, children's health, medicine, health education, health promotion, public health, international health, international service, eye care, nonprofits, or microenterprise *Conference Goal:* To empower conference attendees to identify health needs and to develop solutions to improve access to care for the medically underserved *How to Register - Early Bird Registration!* http://www.uniteforsight.org/2006_annual_conference.php *Early Bird Registration Rate:* $35 student rate; $50 for all others *_ A Few of the Scheduled Presentations _* *_ _* *_Keynote Address_ "Environment, Behavior and Health: Societies Matter" Al Sommer, MD, MHS **_Global Health in Discussion_*// ///"Global Health Governance in a Time of Rapid Change: Opportunities and Concerns"/ Derek Yach, MBChB, MPH ///"Millenium Development Goals,"/ Josh Ruxin, MPH, PhD ///"Community Approaches to Achieve Global Health Goals,"/ Jacob Kumaresan, MD, MPH, Dr.PH "Health as a Bridge to Peace," Paula Gutlove, DMD "Medical Diplomacy: Lessons Learned from the U.S.N.S. Mercy/HOPE Partnership, Banda Aceh and Nias Island, Indonesia," John P. Howe III, MD "War Hospital: A True Story of Surgery and Survival," Sheri Fink, MD, PhD "Teaching the Teachers: Empowering Refugee Communities Through School-Based Education," Valda Ford, MPH, MS, RN "Overcoming Inequalities in Healthcare Infrastructure: Models for the Future," Sanjay Basu "Germs of Progress: Schistosomiasis in Senegal and the Ethics, Politics and Economics of International Health, Research and Development," Kohar Jones, MD *_Women's and Children's Health_ *"Women's Health: A Global Overview," Allan Rosenfield, MD "Love, Labor, Loss - Film on Obstetric Fistula," Lisa Russell, MPH, Filmmaker "Strengthening Community Capacity for Maternal, Newborn and Child Health," Charles MacCormack "The Challenges of Pediatric AIDS in Africa - A Lesson in Hope and Humanity" Shaffiq Essajee, BMBCh "Is Women's Health a Human Right?" Padmini Murthy, MD, MPH, MS "Child Health and the Orphan Crisis in Rwanda," Dai Ellis, JD Candidate, Co-Director of Orphans of Rwanda "Descriptive Analysis of Women's Status at Buduburam Refugee Settlement, Ghana," Rena Patel, MPhil, BA, MD candidate "Preventing and Managing Obstetric Fistula in East Africa: Lessons from Ethiopia and Tanzania," Toyin Ajayi, MD Candidate *_Community-Based Healthcare_ *"Small Initiatives with Big Vision: Working With Communities to Change How They Address Healthcare," Evaleen Jones, MD and Betsy Fuller Matambanadzo "Fonkoze: Providing Financial and Educational Services to Haiti's Poor" Sharmi Sobhan and Anne Hastings, PhD "A Study of the Incidence of Caries in Rural Guatemala," Phillip Plunk, DDS, FADI* **_Global Eye Care_* //"Update on Vision 2020: the Right to Sight," Louis Pizzarello, MD //"Eye Care in Ghana," James Clarke, MD "Barriers to Eye Care: Results of Qualitative Research," Rosie Janiszewski, MS, CHES //////"Glaucoma Care in West Africa: the Ghana Experience" Leon W. Herndon, MD "What is Glaucoma?" Robert Ritch, MD "Glaucoma Screening in a High Risk Population of New Haven," Bruce Shields, MD "The EyeCare America Glaucoma EyeCare Program: Improving Health for the Medically Underserved in the US" Martin Wand, MD "Gender Disparities in Blindness and Visual Impairment" Ilene Gipson, PhD //"Health Care in Zambia Through the Eyes of an American Ophthalmologist," Thomas Beggins, MD "Strengths and Challenges of Mobile Eye Surgery Delivery in Rural Kenya," Sam Powdrill, PA, SPA "Eyes, AIDS, and Africa," Thomas J. Beggins, MD "Strategic planning for trachoma control in nine endemic countries," A. Sam-Abbenyi, MD, MSc "Challenges and Successes of Surgical Eye Care in Africa," Cathy Schanzer, MD "Building the Future of International Ophthalmology: SEE International/George Washington University International Residency Program Model," Harry S. Brown, MD "Global Health at the Community Level - Eye Health As Part of Improved Public Health Outreach," Nora Groce, PhD "Social Entrepreneurship and Presbyopia" Jordan Kassalow, OD, MPH /"Infinite Vision - The Story of Dr. V(enkataswamy) and the Aravind Eye Care System,"/ Pavithra Krishnan "High Volume Cataract Surgery at Aravind Eye Hospital - Film" "Kalinga Eye Hospital in India - A Film" ""Christian Blind Mission International (CBMI) and Oncho Control in Nigeria," Jeffrey Watson, MD "Sustainable Surgical Eye Care Delivery," Victoria Sheffield and John Barrows, MPH "The Technology of Partnership for Program Impact," Suzanne S. Gilbert, PhD, MPH "Mobile Eye Services in the Indian Himalaya," Keith Tauro "Public-Private Partnership as a Strategy for Addressing Global Health Issues: Lessons Learned from The Mectizan Donation Program," Brenda Colatrella "Lok Swasthya Sewa, a Model Health Cooperative in Ahmedabad, India." Chirag Shah, MD, MPH "Community Ophthalmology Needs in Bihar, India," Anna Cooper, MPH Candidate "From Eye Charts to Eye Clinics: Building Community Health Infrastructure," Sachin Jain, MD, MPH Candidate "A Vision of Possibilities: Merging Clinical and Public Health Perspectives in Ocular Health," Rohit Ramchandani, MPH "Glaucoma at Buduburam Refugee Camp in Ghana," Sally Ong "Community Strategies To Improve Eye Care," Satya B. Verma, OD, FAAO "Eye Care for Refugees in Thailand," Derek Mladenovich, OD *_Vision and Clinical Research_* "Advances In Corneal Transplantation," Shachar Tauber, MD "Nutritional Factors in the Development of Cataracts," Heskel M. Haddad, MD "The Ethics Behind Clinical Research in Developing Nations," Matthew D. Paul, MD *_Cultural Competency_* //"Lessons from the Camps: Why You Should Not Hug the Monk and other Faux Pas," Valda Ford, MPH, MS, RN *_Complete schedule can be seen at http://www.uniteforsight.org/2006_annual_conference.php _*** From ALCDGG at langate.gsu.edu Tue Jan 3 15:12:57 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Tue, 03 Jan 2006 15:12:57 -0500 Subject: [WomenLiteracy] Webcast Message-ID: This is a reminder about an important webcast scheduled for Friday, January 6, from 10:30 - noon. The results of the 2003 National Assessment of Adult Literacy have finally been released -- but what do the figures really tell us and how do we tell our communities and the news media what the numbers mean in terms of adult learners and adult basic education? Join ProLiteracy Worldwide's Marsha Tait, senior vice president of public affairs and Rochelle Cassella, director of marketing and corporate communications for a presentation and question and answer session on analyzing and interpreting the 2003 NAAL. This webcast is sponsored by California Library Literacy Services, in cooperation with ProLiteracy Worldwide. Friday, January 6, 10:30 am - Noon - FREE To participate live, go to http://rurallibraries.org/webcasts/01-06-06/ and take these three easy steps: 1. Test your computer (using the "Wizard" link at the bottom of the page) 2. Download and print Speaker Slides and Handouts 3. Register for webcast If you can't join us live, come view the archive afterwards at http://rurallibraries.org/webcasts/01-06-06/ The agenda will include: * An analysis of the NAAL report * Suggestions about how to talk to the media about it * Some ideas about next steps we can all take to ensure good public relations and public awareness about literacy issues About the Technology: A webcast is where the presenters are in a studio broadcasting live over the Internet, so you don't have to travel - you can participate at your desktop computer. Some libraries or literacy programs may want to project the webcast on a screen in a conference room, so that several participants can watch together. If you have any questions, please contact Dan Theobald at 415-431-0329 or dtheobald at i2icom.com Sam, Thanks for your response. I like the idea of thinking of a classroom as a "safe place" and your idea of "to teach differences as a positive and not a negative; and to teach that every individual, every group, every society, has differences - and those difference can be leveraged for the benefit of everyone." Does anyone on this listerv currently or in the past either created a "safe place" or was part of a learning opportunity where the leader created a "safe place"? If yes, can you share with us what this was like? Also, does anyone know of curricula that teaches about differences in the type of way that Sam is describing that would be helpful to adult literacy teachers? Daphne Daphne Greenberg Assistant Professor Educational Psych. & Special Ed. Georgia State University P.O. Box 3979 Atlanta, Georgia 30302-3979 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu Daphne Greenberg Associate Director Center for the Study of Adult Literacy Georgia State University P.O. Box 3977 Atlanta, Georgia 30302-3977 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu >>> samuel.mcgraw at seattlegoodwill.org 12/30/05 1:29 PM >>> Daphne, I think classrooms can be a "safe" place for transgender learners if the instructor creates a safe place. As a teacher, I believe because we teach students to note the differences (in all matters) differences will be noted. The next step: maybe to teach differences as a positive and not a negative; and to teach that every individual, every group, every society, has differences - and those difference can be leveraged for the benefit of everyone. I am surprised (and not surprised) that the police continue to be part of the problem and not part of the solution. Transgender learners, teachers, administrators will continue to have problems - as we continue to use differences to compete, make ourselves feel better, and hold on to socially "programmed" ideas. my thoughts - as we roll into a new year Sam - peace to everyone -----Original Message----- From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy-bounces at nifl.gov]On Behalf Of Daphne Greenberg Sent: Friday, December 30, 2005 9:36 AM To: womenliteracy at nifl.gov Subject: [WomenLiteracy] Some of us may have transgender learners in our classrooms. In the fall, Amnesty International produced a report on police abuse and misconduct against lesbian, gay, bisexual and transgender people in the US. According to the fall 2005 INTERACT Newsletter (published by the Women's Humans Rights Action Network of Amnesty International) one of the most signficant findings of the report is the degree to which transgender women are targeted for abuse and misconduct by the police. The newsletter also states that "violence against women is characteristically underreported because women are ashamed or fear skepticism and disbelief. Lesbians, transgender men and women who are perceived as too masculine fear reporting abuse as all too often they are seen as responsible for the violence committed agains them and the violence is seen as a 'punishment' for their lack of conformity." (p. 5) Do any of you have any thoughts about whether adult literacy classrooms are in "safe" places for transgender learners, teachers, administrators? Daphne Daphne Greenberg Assistant Professor Educational Psych. & Special Ed. Georgia State University P.O. Box 3979 Atlanta, Georgia 30302-3979 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu Daphne Greenberg Associate Director Center for the Study of Adult Literacy Georgia State University P.O. Box 3977 Atlanta, Georgia 30302-3977 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu ---------------------------------------------------- National Insitute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy ---------------------------------------------------- National Insitute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy From alcdgg at langate.gsu.edu Wed Jan 4 15:16:19 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Wed, 04 Jan 2006 15:16:19 -0500 Subject: [WomenLiteracy] webcast Message-ID: PLEASE NOTE: THE FOLLOWING WEBCAST TIME IS PACIFIC STANDARD TIME. PLEASE ADJUST ACCORDINGLY BASED ON WHERE YOU LIVE/WORK. This is a reminder about an webcast scheduled for Friday, January 6, from 10:30 - noon. The results of the 2003 National Assessment of Adult Literacy have finally been released -- but what do the figures really tell us and how do we tell our communities and the news media what the numbers mean in terms of adult learners and adult basic education? Join ProLiteracy Worldwide's Marsha Tait, senior vice president of public affairs and Rochelle Cassella, director of marketing and corporate communications for a presentation and question and answer session on analyzing and interpreting the 2003 NAAL. This webcast is sponsored by California Library Literacy Services, in cooperation with ProLiteracy Worldwide. Friday, January 6, 10:30 am - Noon - FREE To participate live, go to http://rurallibraries.org/webcasts/01-06-06/ and take these three easy steps: 1. Test your computer (using the "Wizard" link at the bottom of the page) 2. Download and print Speaker Slides and Handouts 3. Register for webcast If you can't join us live, come view the archive afterwards at http://rurallibraries.org/webcasts/01-06-06/ The agenda will include: * An analysis of the NAAL report * Suggestions about how to talk to the media about it * Some ideas about next steps we can all take to ensure good public relations and public awareness about literacy issues About the Technology: A webcast is where the presenters are in a studio broadcasting live over the Internet, so you don't have to travel - you can participate at your desktop computer. Some libraries or literacy programs may want to project the webcast on a screen in a conference room, so that several participants can watch together. If you have any questions, please contact Dan Theobald at 415-431-0329 or dtheobald at i2icom.com -- Dan Theobald Principal Consultant i2i Communications 3716 16th Street San Francisco, CA 94114 415-431-0329 FAX: 415-626-9499 dtheobald at i2icom.com www.i2icom.com Daphne Greenberg Assistant Professor Educational Psych. & Special Ed. Georgia State University P.O. Box 3979 Atlanta, Georgia 30302-3979 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu Daphne Greenberg Associate Director Center for the Study of Adult Literacy Georgia State University P.O. Box 3977 Atlanta, Georgia 30302-3977 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu From wjackson at roanegov.org Thu Jan 5 12:27:27 2006 From: wjackson at roanegov.org (Wendy Jackson) Date: Thu, 5 Jan 2006 12:27:27 -0500 Subject: [WomenLiteracy] "Safe Place" Message-ID: <20060105173631.B22B311D28@mail.nifl.gov> Daphne, A couple of years back, I took some classes at North Metro Technical College in Acworth, Georgia. The instructor, Diane Tate, encouraged us to be ourselves and appreciate the differences in each other. We were a very varied group. One of the young men had multiple piercings and a very radical hair style; another was a very young 17 year old home schooled boy. One of the women was a young single mother while I was a middle-aged house wife trying to find a new role. One of the men had been laid off after 15 years and was trying to gain documentation to obtain employment in a world that now looked at documentation before skills. With the help of the instructor, we learned to value each other for our differences. I found I would rather my son, who was then 11 years old, to have wild hair and a bright mind than to be "normal" and never have a challenging thought. The single mother knew she did not want to work for minimum wage due to a lack of education until her late thirties. The young gentleman from home school learned that things are not always as they seem in the outside world. It was an eye-opening experience that we would have missed if the instructor had not encouraged us to discuss and share our differences. She would point out positive things in each of us that were based on our differences. Instructors who are openly supportive of students in spite of their differences teach more than reading, writing and math. They teach confidence, compassion and humanity. They eradicate prejudice and broaden horizons. Wendy Jackson Roane County Adult Education 1082 N. Gateway Ave. Rockwood, TN 37854 (865) 376-6663 wjackson at roanegov.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20060105/ba40d476/attachment.html From alcdgg at langate.gsu.edu Thu Jan 5 18:40:08 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Thu, 05 Jan 2006 18:40:08 -0500 Subject: [WomenLiteracy] Teaching and Assessing with EFF Message-ID: (note to subscribe to the discussion list go to: http://www.nifl.gov/mailman/listinfo/Assessment) Announcement Please join the National Institute for Literacy Assessment Discussion List for a discussion on Teaching and Assessing with EFF Date: January 9 through 13, 2006 Guests: Aaron Kohring, Peggy McGuire, Regie Stites, and EFF Center Staff and Consultants. Aaron Kohring is a Research Associate at the Center for Literacy Studies, University of Tennessee, and is Coordinator of the Equipped for the Future Websites and Moderator of the NIFL Content Standards Discussion List. Peggy McGuire, M.A., is a Senior Research Associate and Equipped for the Future National Consultant at the Center for Literacy Studies, The University of Tennessee. Regie Stites, Ph.D., is Program Manager of the Literacy and Lifelong Learning, Center for Education Policy, SRI International in Menlo Park, CA. Dr. Stites assists EFF in planning assessment development and validation processes. Our discussion will focus on the EFF Assessment Framework, and how EFF assessments are developed for classroom use. Suggested preparations for this discussion: Go to the homepage of the EFF Collection at http://eff.cls.utk.edu/default.htm Ask yourself: what do I know about EFF? Click on Standards (left-hand toolbar) (http://eff.cls.utk.edu/assessment/standards.htm) Ask yourself: what are standards? what's the difference between EFF standards and competencies? Click on Guides (left-hand toolbar) http://eff.cls.utk.edu/assessment/guides.htm Ask yourself: what are EFF Performance Continua and how can I use this in my classroom? Click on Assessment Resource Collection (square red button) (http://eff.cls.utk.edu/assessment/default.htm) Ask yourself: what makes EFF assessments different from other types of assessment? Click on Assessment Tools (left-hand toolbar) (http://eff.cls.utk.edu/assessment/assessment_tools.htm) Ask yourself: is the Read With Understanding Assessment appropriate for my students' needs? Thought-provokers: 1. Pick any EFF standard, read its definition, and imagine what it would look like if you were actually assessing the application of the integrated skill process described in the standard's definition. 2. How often do you feel a need to look for evidence that learning has happened? How does the nature of the evidence you are looking for change as you look for learning within the space of one class session, one week, one week, one course, one year, and so on. Please join us! marie cora Moderator, NIFL Assessment Discussion List, and Coordinator/Developer LINCS Assessment Special Collection at http://literacy.kent.edu/Midwest/assessment From alcdgg at langate.gsu.edu Thu Jan 5 18:43:45 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Thu, 05 Jan 2006 18:43:45 -0500 Subject: [WomenLiteracy] webcast Message-ID: ANOTHER CORRECTION (I am so sorry for all of this...) The webcast is open only to California libraries. However, it will be archived for public access. Here's the link to the archived version, which will be available for anyone to watch by the end of the day Friday: http://rurallibraries.org/webcasts/01-06-06/ >>> alcdgg at langate.gsu.edu 01/04/06 3:16 PM >>> PLEASE NOTE: THE FOLLOWING WEBCAST TIME IS PACIFIC STANDARD TIME. PLEASE ADJUST ACCORDINGLY BASED ON WHERE YOU LIVE/WORK. This is a reminder about an webcast scheduled for Friday, January 6, from 10:30 - noon. The results of the 2003 National Assessment of Adult Literacy have finally been released -- but what do the figures really tell us and how do we tell our communities and the news media what the numbers mean in terms of adult learners and adult basic education? Join ProLiteracy Worldwide's Marsha Tait, senior vice president of public affairs and Rochelle Cassella, director of marketing and corporate communications for a presentation and question and answer session on analyzing and interpreting the 2003 NAAL. This webcast is sponsored by California Library Literacy Services, in cooperation with ProLiteracy Worldwide. Friday, January 6, 10:30 am - Noon - FREE To participate live, go to http://rurallibraries.org/webcasts/01-06-06/ and take these three easy steps: 1. Test your computer (using the "Wizard" link at the bottom of the page) 2. Download and print Speaker Slides and Handouts 3. Register for webcast If you can't join us live, come view the archive afterwards at http://rurallibraries.org/webcasts/01-06-06/ The agenda will include: * An analysis of the NAAL report * Suggestions about how to talk to the media about it * Some ideas about next steps we can all take to ensure good public relations and public awareness about literacy issues About the Technology: A webcast is where the presenters are in a studio broadcasting live over the Internet, so you don't have to travel - you can participate at your desktop computer. Some libraries or literacy programs may want to project the webcast on a screen in a conference room, so that several participants can watch together. If you have any questions, please contact Dan Theobald at 415-431-0329 or dtheobald at i2icom.com -- Dan Theobald Principal Consultant i2i Communications 3716 16th Street San Francisco, CA 94114 415-431-0329 FAX: 415-626-9499 dtheobald at i2icom.com www.i2icom.com Daphne Greenberg Assistant Professor Educational Psych. & Special Ed. Georgia State University P.O. Box 3979 Atlanta, Georgia 30302-3979 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu Daphne Greenberg Associate Director Center for the Study of Adult Literacy Georgia State University P.O. Box 3977 Atlanta, Georgia 30302-3977 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu ---------------------------------------------------- National Insitute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy From ALCDGG at langate.gsu.edu Fri Jan 6 14:15:18 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Fri, 06 Jan 2006 14:15:18 -0500 Subject: [WomenLiteracy] "Safe Place" Message-ID: Wendy ends her email by stating: "Instructors who are openly supportive of students in spite of their differences teach more than reading, writing and math. They teach confidence, compassion and humanity. They eradicate prejudice and broaden horizons." I was wondering if anyone has any thoughts about this. Have any of you experienced the above as learners in adult literacy classrooms? Have any of facilitated this as teachers of adults in adult literacy classrooms? Daphne >>> wjackson at roanegov.org 1/5/2006 12:27 PM >>> Daphne, A couple of years back, I took some classes at North Metro Technical College in Acworth, Georgia. The instructor, Diane Tate, encouraged us to be ourselves and appreciate the differences in each other. We were a very varied group. One of the young men had multiple piercings and a very radical hair style; another was a very young 17 year old home schooled boy. One of the women was a young single mother while I was a middle-aged house wife trying to find a new role. One of the men had been laid off after 15 years and was trying to gain documentation to obtain employment in a world that now looked at documentation before skills. With the help of the instructor, we learned to value each other for our differences. I found I would rather my son, who was then 11 years old, to have wild hair and a bright mind than to be "normal" and never have a challenging thought. The single mother knew she did not want to work for minimum wage due to a lack of education until her late thirties. The young gentleman from home school learned that things are not always as they seem in the outside world. It was an eye-opening experience that we would have missed if the instructor had not encouraged us to discuss and share our differences. She would point out positive things in each of us that were based on our differences. Instructors who are openly supportive of students in spite of their differences teach more than reading, writing and math. They teach confidence, compassion and humanity. They eradicate prejudice and broaden horizons. Wendy Jackson Roane County Adult Education 1082 N. Gateway Ave. Rockwood, TN 37854 (865) 376-6663 wjackson at roanegov.org From ALCDGG at langate.gsu.edu Mon Jan 9 14:48:45 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Mon, 09 Jan 2006 14:48:45 -0500 Subject: [WomenLiteracy] webcast Message-ID: The NAAL Web cast that was held with California libraries is now archived and can be accessed at http://rurallibraries.org/webcasts/01-06-06/ Daphne Greenberg Assistant Professor Educational Psych. & Special Ed. Georgia State University P.O. Box 3979 Atlanta, Georgia 30302-3979 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu Daphne Greenberg Associate Director Center for the Study of Adult Literacy Georgia State University P.O. Box 3977 Atlanta, Georgia 30302-3977 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu From ALCDGG at langate.gsu.edu Wed Jan 11 09:57:33 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Wed, 11 Jan 2006 09:57:33 -0500 Subject: [WomenLiteracy] adult literacy professional development Message-ID: Dear Colleague: Are you interested in getting more involved with adult literacy professional development? If so, then I hope you will join or renew membership with the Association of Adult Literacy Professional Developers (AALPD) for 2006: http://www.aalpd.org/membership_form.cfm While you are joining or renewing membership this month, you will also have the opportunity to: 1) Vote on this year's slate of officers (by January 31) 2) Vote on the top 6 priorities for AALPD (by January 31) Membership with AALPD is *free*. If you'd like more information about joining AALPD, then please see below. Thanks! Jackie Taylor, List Moderator, Adult Literacy Professional Development, jataylor at utk.edu ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Why should you join or renew your membership? Renewing Membership: As we grow and expand, we need updated information about our members in order to advocate effectively for professional development and provide members with the best possible services. So, we are asking everyone to renew their memberships by registering as an AALPD member in January of each year. ***Please take a moment to update your membership information and *vote* for this year's slate of officers and the top 6 AALPD priorities by visiting: http://www.aalpd.org/membership_form.cfm New Membership/Prospective Members: If you are not yet a member, are you interested in: - getting more involved with adult literacy professional development? - contributing your voice along with other advocates of adult literacy PD? - taking part in establishing (in the eyes of policy makers) the legitimacy of a national association of practitioners committed to adult literacy professional development? We invite you to become a formal member of the Association of Adult Literacy Professional Developers (AALPD). Membership in AALPD is *free* and open to adult educators interested or working in professional development in adult literacy. Individuals join AALPD by completing and submitting the Membership Form: http://www.aalpd.org/membership_form.cfm ============================================================= Vote While You Join or Renew Membership 1) **Members Vote for Slate of Officers by January 31st** On the membership page, you can also VOTE for the current slate of nominated AALPD officers (Chair, Vice-Chair and Secretary-Treasurer). http://www.aalpd.org/membership_form.cfm 2) **Vote on the Top 6 Priorities for AALPD** This year, the AALPD Executive Board is identifying top priorities for AALPD. Ideas for AALPD activities were gathered both from individuals in the field and by the board. Update your membership at: http://www.aalpd.org/membership_form.cfm and scroll to the bottom of the page to vote on the top 6 AALPD priorities. ============================================================= Why should you become a member of AALPD? * It's free! * You can vote for AALPD officers and on special issues that arise (Only AALPD members will be eligible to vote). * We will send you the latest information about upcoming trainings, events and resources. * You can have input into the design of next year's COABE pre-conference session. * You can contribute your voice to our advocacy efforts. * You can help to establish AALPD's legitimacy in the eyes of policy makers by demonstrating a strong membership of concerned practitioners committed to professional development. Thank you for joining or renewing your membership with AALPD. We're glad to have you on board! On behalf of the AALPD Executive Board, Jackie Taylor Adult Literacy Professional Development List Moderator jataylor at utk.edu From ALCDGG at langate.gsu.edu Thu Jan 12 11:43:30 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Thu, 12 Jan 2006 11:43:30 -0500 Subject: [WomenLiteracy] safety Message-ID: In response to a few postings that have been shared on this listserv, someone shared with me a story that she wanted me to post on her behalf. The names and some of the details have been changed to protect the identity of the people/site involved. A 17 year old, named Daniella F. showed up in the teacher's GED class. She had only sporadically attended classes at her highschool and once she could legally drop out did. One day she overheard people in a public library talking about a GED class and she decided to registar. She went to the office of the GED program, registered, got tested and then was placed in an appropriate class for someone at her level. She attended every day. After a few weeks of class, the teacher noticed a discrepancy in the names of the students that the office had sent her and the names of the students who showed up in class. Specifically, her roster showed a Daniel F. and not a Daniella F. So one day, she asked the class if anyone knew a Daniel F. Noone raised their hand. She then, asked Daniella if by any chance Daniel was her brother. She said no. Then she asked Daniella if she had enrolled in the program, because she noticed that she did not have a Daniella F. on her roster. Daniella replied that she did. At the end of class, Daniella went up to the teacher and admitted that she was Daniel. Apparently, because her official name is Daniel, she enrolled as Daniel, but she likes to be called Daniella. When she enrolled as Daniel, she dressed like a male, but once she attended class she dressed the way she feels comfortable, which is as a female. Unfortunately, both the teacher and Daniella did not know that there were some students in the hallway who heard Daniella share her information. When Daniella left program that day, they followed her as she walked away and in an empty and deserted lot they beat her up. They were a group of 3 teenage males who found her offensive. Daniella did not return to the program. The teacher was able to keep in touch with her for a few weeks and even tutored her for awhile, but then Daniella left town without leaving any contact information. Any thoughts or reactions to the above? Daphne Daphne Greenberg Assistant Professor Educational Psych. & Special Ed. Georgia State University P.O. Box 3979 Atlanta, Georgia 30302-3979 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu Daphne Greenberg Associate Director Center for the Study of Adult Literacy Georgia State University P.O. Box 3977 Atlanta, Georgia 30302-3977 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu From ALCDGG at langate.gsu.edu Thu Jan 12 11:50:54 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Thu, 12 Jan 2006 11:50:54 -0500 Subject: [WomenLiteracy] PTO conference request for proposals Message-ID: THERE IS STILL TIME TO SEND YOUR PROPOSAL! THE DEADLINE FOR SUBMISSION OF PROPOSALS HAS BEEN EXTENDED TO JANUARY 23! We invite you to submit a proposal to present at the workshop, or to register to attend the conference at our website: http://www.ptoweb.org for The 12th Annual Pedagogy & Theatre of the Oppressed International Conference "Engaging Community: Creating Critical Praxis" Go to the website: http://www.ptoweb.org for guidelines and to submit your proposal online and for information about the Conference, workshops, and housing. We are excited that Augusto Boal will conduct pre-conference workshops May 15-18, and that Michael Rohd will conduct a post conference workshop "Devising Performance: Collaboration, Engagement and Dialogue" on May 21-22. We are very excited that our featured guests at the Conference include Augusto Boal, Lilia Bartolome, Geneva Gay, Linda Parris-Bailey (with Marquez Rhyne) and Michael Rohd. The new PTO Newsletter is now available at the website. Read this issue and think about submitting your news or an article for the next issue. Please feel free to contact us with any questions or ideas you have about the conference or PTO, or to submit an article for the next newsletter. Contact information is on the website. Thank you all for you involvement and commitment. We hope to see you in May in North Carolina! Sincerely, Ellie Friedland, president, and The Board of Pedagogy & Theatre of the Oppressed From bertiemo at yahoo.com Thu Jan 12 12:05:15 2006 From: bertiemo at yahoo.com (Bertha Mo) Date: Thu, 12 Jan 2006 09:05:15 -0800 (PST) Subject: [WomenLiteracy] safety In-Reply-To: Message-ID: <20060112170515.86560.qmail@web30015.mail.mud.yahoo.com> I feel very sad and angry about what happened to Daniella. Unfortunately this is after the fact, but I have a few suggests for this teacher> 1. I encourage everyone of the students in my Freshman Success Class and also who is in my opportunity program to make a private 15 to 20 minute appt. with me so we can get to know one another....and we can talk about issues such as nick names, unusual issues..All behind closed doors.. 2. Be more careful about issues of privacy and confidentiality....some issues are best discussed during office hours behind closed doors 3. Safety of classrooms needs to be discussed with sponsors of literacy programs. After the incident was there a discussion about follow/up steps... 4. Did Daniella and the instructor receive counseling and support after the incident... 5. Was she ask about pressing charges and how she would be supporting to do this... Daniella and the teacher were both victims of violence against women...They both needed support. Several years ago, I was experienced an apt. invasion by a homeless man...I was pretty outraged when I didn't receive support from the police, or the few friends that I called...I wasn't physically hurt, but I felt psychologically invaded. I think I moved home to my parents house for a while after that incident. Best, Bertie Mo Daphne Greenberg wrote: In response to a few postings that have been shared on this listserv, someone shared with me a story that she wanted me to post on her behalf. The names and some of the details have been changed to protect the identity of the people/site involved. A 17 year old, named Daniella F. showed up in the teacher's GED class. She had only sporadically attended classes at her highschool and once she could legally drop out did. One day she overheard people in a public library talking about a GED class and she decided to registar. She went to the office of the GED program, registered, got tested and then was placed in an appropriate class for someone at her level. She attended every day. After a few weeks of class, the teacher noticed a discrepancy in the names of the students that the office had sent her and the names of the students who showed up in class. Specifically, her roster showed a Daniel F. and not a Daniella F. So one day, she asked the class if anyone knew a Daniel F. Noone raised their hand. She then, asked Daniella if by any chance Daniel was her brother. She said no. Then she asked Daniella if she had enrolled in the program, because she noticed that she did not have a Daniella F. on her roster. Daniella replied th at she did. At the end of class, Daniella went up to the teacher and admitted that she was Daniel. Apparently, because her official name is Daniel, she enrolled as Daniel, but she likes to be called Daniella. When she enrolled as Daniel, she dressed like a male, but once she attended class she dressed the way she feels comfortable, which is as a female. Unfortunately, both the teacher and Daniella did not know that there were some students in the hallway who heard Daniella share her information. When Daniella left program that day, they followed her as she walked away and in an empty and deserted lot they beat her up. They were a group of 3 teenage males who found her offensive. Daniella did not return to the program. The teacher was able to keep in touch with her for a few weeks and even tutored her for awhile, but then Daniella left town without leaving any contact information. Any thoughts or reactions to the above? Daphne Daphne Greenberg Assistant Professor Educational Psych. & Special Ed. Georgia State University P.O. Box 3979 Atlanta, Georgia 30302-3979 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu Daphne Greenberg Associate Director Center for the Study of Adult Literacy Georgia State University P.O. Box 3977 Atlanta, Georgia 30302-3977 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu ---------------------------------------------------- National Insitute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20060112/28a9b15c/attachment.html From nicwhite at comcast.net Thu Jan 12 12:05:47 2006 From: nicwhite at comcast.net (nicwhite at comcast.net) Date: Thu, 12 Jan 2006 17:05:47 +0000 Subject: [WomenLiteracy] safety Message-ID: <011220061705.7836.43C68C6B0004F69A00001E9C22007511500A9B0708990C0702@comcast.net> Daphne and other readers of this post... This story saddens me for so many reasons. The thing that keeps popping up in my head after reading it is confidentiality. I run an adult literacy program for women in Jacksonville, Florida and our center also provides counseling services, as well as advocacy for women who have been victims of sexual assault on site. Given the wide-range of social services we provide here at the Women's Center, confidentiality is not only necessary, but practically understood around here. Each department has confidentiality agreements and our students are aware that we take those policies very seriously. While our center in particular has this understanding and policies set in place, I can't help but think that the location where this scenario took place does not have that, and therefore whoever walked through the hall at the time that conversation took place was able to hear it. Therefore the student's right to confidentiality was not respected. Sometimes it's as easy as closing a door to an office, so that the student knows what he/she says does not go any further than that room. Confidentiality is so important, and something that I am constantly learning to respect more and more. Nicole -- Nicole White Program Coordinator Expanded Horizons Literacy Program Women's Center of Jacksonville (904)722-3000 ext: 233 www.womenscenterofjax.org www.promotetruth.org -------------- Original message ---------------------- From: "Daphne Greenberg" > In response to a few postings that have been shared on this listserv, someone > shared with me a story that she wanted me to post on her behalf. The names and > some of the details have been changed to protect the identity of the people/site > involved. > A 17 year old, named Daniella F. showed up in the teacher's GED class. She had > only sporadically attended classes at her highschool and once she could legally > drop out did. One day she overheard people in a public library talking about a > GED class and she decided to registar. She went to the office of the GED > program, registered, got tested and then was placed in an appropriate class for > someone at her level. She attended every day. After a few weeks of class, the > teacher noticed a discrepancy in the names of the students that the office had > sent her and the names of the students who showed up in class. Specifically, her > roster showed a Daniel F. and not a Daniella F. So one day, she asked the class > if anyone knew a Daniel F. Noone raised their hand. She then, asked Daniella if > by any chance Daniel was her brother. She said no. Then she asked Daniella if > she had enrolled in the program, because she noticed that she did not have a > Daniella F. on her roster. Daniella replied th > at she did. At the end of class, Daniella went up to the teacher and admitted > that she was Daniel. Apparently, because her official name is Daniel, she > enrolled as Daniel, but she likes to be called Daniella. When she enrolled as > Daniel, she dressed like a male, but once she attended class she dressed the way > she feels comfortable, which is as a female. Unfortunately, both the teacher and > Daniella did not know that there were some students in the hallway who heard > Daniella share her information. When Daniella left program that day, they > followed her as she walked away and in an empty and deserted lot they beat her > up. They were a group of 3 teenage males who found her offensive. Daniella did > not return to the program. The teacher was able to keep in touch with her for a > few weeks and even tutored her for awhile, but then Daniella left town without > leaving any contact information. > Any thoughts or reactions to the above? > Daphne > > Daphne Greenberg > Assistant Professor > Educational Psych. & Special Ed. > Georgia State University > P.O. Box 3979 > Atlanta, Georgia 30302-3979 > phone: 404-651-0127 > fax:404-651-4901 > dgreenberg at gsu.edu > > Daphne Greenberg > Associate Director > Center for the Study of Adult Literacy > Georgia State University > P.O. Box 3977 > Atlanta, Georgia 30302-3977 > phone: 404-651-0127 > fax:404-651-4901 > dgreenberg at gsu.edu > > ---------------------------------------------------- > National Insitute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy From smilin7 at direcway.com Thu Jan 12 13:40:04 2006 From: smilin7 at direcway.com (smilin7 at direcway.com) Date: Thu, 12 Jan 2006 13:40:04 -0500 Subject: [WomenLiteracy] safety Message-ID: <2cc2fa92cc2418.2cc24182cc2fa9@direcway.com> Wow... Daphne, thank you for sharing this story, my reaction -- heartache... and the woes and perils of the oft-changing facilities used for classes -- many places (most) where I've worked have had difficulties finding quiet private corners -- and too often the choice is to settle for what's doable -- that being circumstances similar to your story, where others' overhearing is a likelihood. I (personally) tend to 'assume' that others share my compassion and worldview -- even though on an intellectual level I'm well aware this is not so. In a GED class I taught a few years ago, there was a similar situation with a man/woman who him/herself chose to be one or the other -- and took offense if we guessed incorrectly -- physically, this person was strong and often highly defensive (privately shared stories of attacks, and certainly of personal emotional pain). He/she did stay with the class through three sessions that I'm aware of (and then I left that program). A positive from a story as poignant as this one, is that it becomes a memorable and definite LESSON for all of us -- to increase our sensitivity and alter our approaches... and hopefully to avoid inflicting a similar pain. I use variations of a "comment cards" idea as a way to foster ideas and awareness (idea copied from a wonderful professor, Dr. Pat Russo, years ago) -- I have out on every desk/at each seat recycled paper or index cards -- every class -- and encourage students to write or draw ANYthing -- a reaction to something they hear in class, an answer to any question asked (by a student or teacher) during a class, a word they liked and wanted to remember, a question they wanted to ask but were too intimidated to ask -- cards are fine without names -- anonymous (this is stressed) -- cards are collected at the end of class, teacher reads ALL of them, may or may not make notes in response, and ALL cards are posted at/on/near the entrance/exit of the classroom -- for all to read and see -- as well as to read and see any responses the teacher makes (I use a green or purple/other color pen for my responses, so they're easy to see). Some days (but not all days) I give a specific question/p rompt for students to react to (how did you feel about the assessment test (and why)? what is one of your best/worst memories from elementary school, I learned ___________ today., the best part of today's class, for me, was __________ , favorite quote/book/author, etc.). ALWAYS there is the option to 'pass.' I've had great success with this -- finding the time to keep up with it can be demanding -- but the silent rewards have always resounded within me -- I still keep cards written years ago from learners -- that have taught me something. Giving people, _every_ person, a voice, _and_ the dignity of having that voice _heard_, is powerful and healing. Thanks again for sharing, Holly From alcdgg at langate.gsu.edu Fri Jan 13 15:25:54 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Fri, 13 Jan 2006 15:25:54 -0500 Subject: [WomenLiteracy] Grant Writing Discussion Forum Message-ID: Participate in the VLC Effective Grant Writing Discussion Forum Does your organization rely on grants to pay for staffing, training, new equipment, and other organizational operations? Do you find it increasingly challenging to target funders, develop successful grant proposals, and provide effective project reporting and evaluation? From January 17 - 27, Verizon Literacy Campus (VLC) will offer a moderated discussion on the VLC Discussion Forum about the following facets of the grant writing process: Research: finding appropriate funding sources Relationship: building connections and associations with your funder Request: writing and submitting the proposal Reporting: evaluating your grant project and demonstrating accountability to your funder The guest moderator for this discussion will be Jim Aiello, development officer for ProLiteracy Worldwide. During the nine-day period, questions will be posted on the Forum for participants to discuss. As moderator, Jim will answer and pose additional questions and topics for participants. At the end of the period, this discussion will be archived on the VLC site. You can access the discussion by doing the following anytime beginning January 17: To read the messages posted to the Effective Grant Writing forum: 1. Go to www.literacycampus.org. 2. Click on "Discussion Forums" in the upper left menu bar. 3. Click on "For Program Staff". To respond to messages in the Effective Grant Writing discussion: Follow steps 1 and 2 above. If you are a new user, click on "Register" and complete the form displayed on your screen. Please note that you can control whether or not your e-mail address is displayed in your postings. If you have already registered for a VLC Discussion Forum: 1. Click on "Log In" and enter your user information. 2. Go to the Discussion Forum page at: http://www.literacycampus.org/discussion/index.asp 3. Click on "For Program Staff". You will see several topics displayed. 4. Click on "Effective Grant Writing". You will see a welcome message from Jim Aiello containing information about this discussion as well as instructions for accessing helpful resources in the VLC Library. New topics about grant writing will be posted regularly during the nine days of this moderated discussion. You are free to post responses to the questions or to post new topics for the participants to discuss. Please remember to visit the Discussion Forum page frequently to see new questions and postings. Additional resources will be made available in the VLC Library as supplemental background and information. Sylvia C. Lieshoff Verizon Literacy Campus: www.literacycampus.org From mev at litwomen.org Sat Jan 14 12:47:49 2006 From: mev at litwomen.org (mev at litwomen.org) Date: Sat, 14 Jan 2006 12:47:49 -0500 Subject: [WomenLiteracy] WE LEARN Conference Schedule - Posted Message-ID: 3rd Annual (Net)Working Conference on Women & Literacy - Moving to Power & Participation sponsored by: WE LEARN / Women Expanding: Literacy Education Action Resource Network The conference schedule and workshop descriptions are now posted on the WE LEARN website. Conference main page: http://www.litwomen.org/conferences/2006/main.html The Program Schedule can be viewed at: http://www.litwomen.org/conferences/2006/program.htm The Workshop Descriptions can be downloaded at: http://www.litwomen.org/conferences/2006/workshops.pdf *** Early registration deadline is Feb. 3, 2006 *** Conference Dates: Friday, March 10 ? Saturday, March 11, 2006 | New Haven, Connecticut Complete details below. For more information contact: 401-383-4374 or welearn at litwomen.org -------------------------- 3rd Annual (Net)Working Conference on Women & Literacy Moving to Power & Participation sponsored by: WE LEARN / Women Expanding: Literacy Education Action Resource Network Friday, March 10 ? Saturday, March 11, 2006 New Haven, Connecticut Yale University, Linsly Chittenden Hall Open to: ABE students, teachers, administrators, researchers, writers, grad students, community activists ? anyone interested in women's adult basic literacy/education and related issues? Keynote Speaker: Marcia Ann Gillespie* Confirmed Panelists: ? Daphne Greenberg ? Lorna River ? Char Caver ? Sandra Bridwell Presenter: Valerie Tutson Conference Features: ? Interactive Workshops ? Exhibits & Resource Sharing ? Student Gatherings ? Research & Policy Discussions ? Networking Opportunities & Community Building ? Annual WE LEARN Membership Meeting ? Arts & Reflection Spaces ? FUN!!! Early-Bird Registration Deadline: February 3, 2006 (15% discount) Pre-Registration Deadline: February 24, 2006 WE LEARN Membership & ABE Student Rates Available (see below) ? Conference Hotel Rates Available ? Light Breakfast & Lunch included ? Wheelchair accessible ? ASL interpretation available with pre-arrangement Conference Registration Rates EARLY Registration Deadline: February 3, 2006 (15% discount) Pre-Registration Deadline: February 24, 2006 WE LEARN Membership Rate Pre-Registraton: Two-day $85.00 | One-day $50.00 On-site: per day $55.00 Non-Membership Rate Pre-Registraton: Two-day $125.00 | One-Day $70.00 On-site: per day $75.00 ABE Student Rate Two-Day $15.00 | One-Day $10.00 (** Sorry, NO Early Registration discount for ABE student rate) We have a limited number of ABE student scholarships & work exchange options for the conference. ? For ABE students only, we can help with registration fees and some travel expenses. ? For Americorp/VISTA volunteers, college or graduate students & part-time teachers, we have a limited number of work exchange opportunities available. This will help offset registration fees ONLY. For more information & forms, go to: http://www.litwomen.org/conferences/2006/main.html or contact Mev Miller -- 401-383-4374 or welearn at litwomen.org The Program Schedule can be viewed at: http://www.litwomen.org/conferences/2006/program.htm The Workshop Descriptions can be downloaded at: http://www.litwomen.org/conferences/2006/workshops.pdf Co-Sponsored by WE LEARN | Women's, Gender, and Sexuality Studies Program at Yale University | literacytent.org To download registration details and form, travel information, & regular updates go to: http://www.litwomen.org/conferences/2006/main.html To receive more information contact: Mev Miller, Ed.D., Director | 401-383-4374 | welearn at litwomen.org 182 Riverside Ave., Cranston, RI 02910 *Marcia Ann Gillespie has served as Ms. magazine's editor in chief since 1993. Gillespie's association with Ms. magazine dates back to 1980 when she became a contributing editor. A trailblazer in the magazine industry, as the editor in chief of Essence from 1971-1980, Gillespie is credited with transforming the then-fledgling publication into one of the fastest growing women's magazines in the United States. During her tenure, Essence won a National Magazine Award, the industry's most prestigious honor. A vice president of Essence Communications, Inc., Gillespie was named "One of the Fifty Faces for America's Future" by Time magazine. For more info: http://www.soapboxinc.com/bio_gillespie.html -------------------------- WE LEARN Women Expanding: Literacy Education Action Resource Network www.litwomen.org/welearn.html Mev Miller, Ed.D., Director 182 Riverside Ave. Cranston, RI 02910 401-383-4374 welearn at litwomen.org From alcdgg at langate.gsu.edu Sat Jan 14 23:34:09 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Sat, 14 Jan 2006 23:34:09 -0500 Subject: [WomenLiteracy] Technology Grant Message-ID: Technology Grant News Announces 2006 "Opening New Territory with Technology" Deadline: May 30, 2006 Submit Application: newterritory at technologygrantnews.com http://www.technologygrantnews.com College, university, community college, post secondary educators, and adult educators are invited to apply for the 2006 "Opening New Territory with Technology" cash grant from Technology Grant News. The $500. cash grant is to be used for computer software or equipment for a project or goal that opens "new territory" for the applicant's field of study, school, profession or community. In addition, 25 subscriptions to Technology Grant News will be awarded to applicants. A 1-2 page description of the project or goal is required, explaining how or what the computer software or equipment will be used for. Projects and goals will be considered in all subject matters. The cash grant will be awarded based on usefulness of the project or goal to the field of study, the school, profession, or to the public. The 1-2 page description should be sent to: newterritory at technologygrantnews.com by May 30, 2006. The winner will be given the opportunity to write about the proposed project or goal for an article to be featured in Technology Grant News. The award will be announced in June 2006. From alcdgg at langate.gsu.edu Mon Jan 16 09:20:29 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Mon, 16 Jan 2006 09:20:29 -0500 Subject: [WomenLiteracy] grants for tutoring programs Message-ID: For those of you who run tutoring programs, this may be of interest: Funds Available for Fiscal Year 2006 Learn and Serve America Grant Competition The funds available for this year's competition in each of the categories for which Learn and Serve America provides grants: Higher Education $ 9,188,438 Community-Based $ 4,134,797 School-Based Competitive $ 5,071,135 School-Based Indian Tribes and US Territories $?*702,915 School-Based State Formula $17,656,465 Guidelines are at--- http://www.learnandserve.gov/for_organizations/funding/nofa.asp Daphne Greenberg Assistant Professor Educational Psych. & Special Ed. Georgia State University P.O. Box 3979 Atlanta, Georgia 30302-3979 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu Daphne Greenberg Associate Director Center for the Study of Adult Literacy Georgia State University P.O. Box 3977 Atlanta, Georgia 30302-3977 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu From cesarwattsg at yahoo.com Mon Jan 16 11:59:14 2006 From: cesarwattsg at yahoo.com (Cesar Watts) Date: Mon, 16 Jan 2006 08:59:14 -0800 (PST) Subject: [WomenLiteracy] non-reader who wants info on adult ed Message-ID: <20060116165914.39087.qmail@web30306.mail.mud.yahoo.com> Dear Friends: you have any advice for me to share with an adult non-reader(native english speaker) who is interested in obtaining information about basic reading and writing? A woman called me the other day and she is interested in educating herself and supporting her children's emerging literacy skills. I can help her out in relation to children's literacy, but wasn't sure where to send her for adult education information, as she has very low literacy skills. Cesar Watts Read Out Loud Hotline Coordinator DC LEARNs www.readoutloud.org www.dclearns.org 1-866-732-3688 --------------------------------- Yahoo! Photos ? Showcase holiday pictures in hardcover Photo Books. You design it and we?ll bind it! -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20060116/4e428518/attachment.html From bertiemo at yahoo.com Mon Jan 16 13:07:16 2006 From: bertiemo at yahoo.com (Bertha Mo) Date: Mon, 16 Jan 2006 10:07:16 -0800 (PST) Subject: [WomenLiteracy] non-reader who wants info on adult ed In-Reply-To: <20060116165914.39087.qmail@web30306.mail.mud.yahoo.com> Message-ID: <20060116180716.83785.qmail@web30003.mail.mud.yahoo.com> You didn't say where she was located. Rather than send her on a wild goose chase, I'd go on the internet and "google" some resources that are located in her neighborhood. Universities with Schools of Education, the local United Way, neighborhood libraries are all good resources. When you assemble a goodly number, perhaps your organization might put together a list of resources by neighborhood and put together into a very easy to read list. I suggest this because internet is not accessible to non-readers... A tip for all adults...As a lifelong reader, I've enriched my life by reading along with my daugher who is now 14. When she was young, it was Dr. Seuss, then the Underground Railroad and now she is reading the Harry Potter and discussing the Harry Potter series which I raced through. I'm looking forward to reading Narnia together... Best, Bertie Mo Cesar Watts wrote: Dear Friends: you have any advice for me to share with an adult non-reader(native english speaker) who is interested in obtaining information about basic reading and writing? A woman called me the other day and she is interested in educating herself and supporting her children's emerging literacy skills. I can help her out in relation to children's literacy, but wasn't sure where to send her for adult education information, as she has very low literacy skills. Cesar Watts Read Out Loud Hotline Coordinator DC LEARNs www.readoutloud.org www.dclearns.org 1-866-732-3688 --------------------------------- Yahoo! Photos ? Showcase holiday pictures in hardcover Photo Books. You design it and we?ll bind it!---------------------------------------------------- National Insitute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20060116/5e905a78/attachment.html From irrobert at swbell.net Mon Jan 16 12:30:51 2006 From: irrobert at swbell.net (Robert Pinhero) Date: Mon, 16 Jan 2006 11:30:51 -0600 Subject: [WomenLiteracy] non-reader who wants info on adult ed In-Reply-To: <20060116165914.39087.qmail@web30306.mail.mud.yahoo.com> Message-ID: <005501c61ac2$99c59c00$6401a8c0@Robert> Cesar there are @ half a dozen ProLiteracy affiliates in the D.C. area. That would be a good place to start HYPERLINK "http://proliteracy.org/locator/index.asp?action=submit"http://proliteracy.o rg/locator/index.asp?action=submit Robert _____ From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Cesar Watts Sent: Monday, January 16, 2006 10:59 AM To: womenliteracy at nifl.gov Subject: [WomenLiteracy] non-reader who wants info on adult ed Dear Friends: you have any advice for me to share with an adult non-reader(native english speaker) who is interested in obtaining information about basic reading and writing? A woman called me the other day and she is interested in educating herself and supporting her children's emerging literacy skills. I can help her out in relation to children's literacy, but wasn't sure where to send her for adult education information, as she has very low literacy skills. Cesar Watts Read Out Loud Hotline Coordinator DC LEARNs HYPERLINK "http://us.f303.mail.yahoo.com/ym/www.readoutloud.org"www.readoutloud.org HYPERLINK "http://us.f303.mail.yahoo.com/ym/www.dclearns.org"www.dclearns.org 1-866-732-3688 _____ Yahoo! Photos ? Showcase holiday pictures in hardcover HYPERLINK "http://us.rd.yahoo.com/mail_us/taglines/photobooks/*http://pa.yahoo.com/*ht tp://us.rd.yahoo.com/mail_us/taglines/photos/evt=38088/*http://pg.photos.yah oo.com/ph//page?.file=photobook_splash.html"Photo Books. You design it and we?ll bind it! -- No virus found in this incoming message. Checked by AVG Free Edition. Version: 7.1.371 / Virus Database: 267.14.18/230 - Release Date: 1/14/2006 -- No virus found in this outgoing message. Checked by AVG Free Edition. Version: 7.1.371 / Virus Database: 267.14.18/230 - Release Date: 1/14/2006 -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20060116/456289bd/attachment.html From irrobert at swbell.net Mon Jan 16 12:56:11 2006 From: irrobert at swbell.net (Robert Pinhero) Date: Mon, 16 Jan 2006 11:56:11 -0600 Subject: [WomenLiteracy] non-reader who wants info on adult ed In-Reply-To: <20060116165914.39087.qmail@web30306.mail.mud.yahoo.com> Message-ID: <006701c61ac6$24dc9340$6401a8c0@Robert> Better link HYPERLINK "http://proliteracy.org/locator/"http://proliteracy.org/locator/ _____ From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Cesar Watts Sent: Monday, January 16, 2006 10:59 AM To: womenliteracy at nifl.gov Subject: [WomenLiteracy] non-reader who wants info on adult ed Dear Friends: you have any advice for me to share with an adult non-reader(native english speaker) who is interested in obtaining information about basic reading and writing? A woman called me the other day and she is interested in educating herself and supporting her children's emerging literacy skills. I can help her out in relation to children's literacy, but wasn't sure where to send her for adult education information, as she has very low literacy skills. Cesar Watts Read Out Loud Hotline Coordinator DC LEARNs HYPERLINK "http://us.f303.mail.yahoo.com/ym/www.readoutloud.org"www.readoutloud.org HYPERLINK "http://us.f303.mail.yahoo.com/ym/www.dclearns.org"www.dclearns.org 1-866-732-3688 _____ Yahoo! Photos ? Showcase holiday pictures in hardcover HYPERLINK "http://us.rd.yahoo.com/mail_us/taglines/photobooks/*http://pa.yahoo.com/*ht tp://us.rd.yahoo.com/mail_us/taglines/photos/evt=38088/*http://pg.photos.yah oo.com/ph//page?.file=photobook_splash.html"Photo Books. You design it and we?ll bind it! -- No virus found in this incoming message. Checked by AVG Free Edition. Version: 7.1.371 / Virus Database: 267.14.18/230 - Release Date: 1/14/2006 -- No virus found in this outgoing message. Checked by AVG Free Edition. Version: 7.1.371 / Virus Database: 267.14.18/230 - Release Date: 1/14/2006 -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20060116/6f9d2c20/attachment.html From alcdgg at langate.gsu.edu Mon Jan 16 17:02:01 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Mon, 16 Jan 2006 17:02:01 -0500 Subject: [WomenLiteracy] classroom activity Message-ID: Holly includes in her post a great classroom idea and I wonder if any others on this listserv have done something like this, or have experienced something like this and would like to share with us your experiences. She writes: "I use variations of a "comment cards" idea as a way to foster ideas and awareness (idea copied from a wonderful professor, Dr. Pat Russo, years ago) -- I have out on every desk/at each seat recycled paper or index cards -- every class -- and encourage students to write or draw ANYthing -- a reaction to something they hear in class, an answer to any question asked (by a student or teacher) during a class, a word they liked and wanted to remember, a question they wanted to ask but were too intimidated to ask -- cards are fine without names -- anonymous (this is stressed) -- cards are collected at the end of class, teacher reads ALL of them, may or may not make notes in response, and ALL cards are posted at/on/near the entrance/exit of the classroom -- for all to read and see -- as well as to read and see any responses the teacher makes (I use a green or purple/other color pen for my responses, so they're easy to see). Some days (but not all days) I give a specific question/prompt for students to react to (how did you feel about the assessment test (and why)? what is one of your best/worst memories from elementary school, I learned ___________ today., the best part of today's class, for me, was __________ , favorite quote/book/author, etc.). ALWAYS there is the option to 'pass.' " Any thoughts to the above activity? Daphne >>> smilin7 at direcway.com 01/12/06 1:40 PM >>> Wow... Daphne, thank you for sharing this story, my reaction -- heartache... and the woes and perils of the oft-changing facilities used for classes -- many places (most) where I've worked have had difficulties finding quiet private corners -- and too often the choice is to settle for what's doable -- that being circumstances similar to your story, where others' overhearing is a likelihood. I (personally) tend to 'assume' that others share my compassion and worldview -- even though on an intellectual level I'm well aware this is not so. In a GED class I taught a few years ago, there was a similar situation with a man/woman who him/herself chose to be one or the other -- and took offense if we guessed incorrectly -- physically, this person was strong and often highly defensive (privately shared stories of attacks, and certainly of personal emotional pain). He/she did stay with the class through three sessions that I'm aware of (and then I left that program). A positive from a story as poignant as this one, is that it becomes a memorable and definite LESSON for all of us -- to increase our sensitivity and alter our approaches... and hopefully to avoid inflicting a similar pain. I use variations of a "comment cards" idea as a way to foster ideas and awareness (idea copied from a wonderful professor, Dr. Pat Russo, years ago) -- I have out on every desk/at each seat recycled paper or index cards -- every class -- and encourage students to write or draw ANYthing -- a reaction to something they hear in class, an answer to any question asked (by a student or teacher) during a class, a word they liked and wanted to remember, a question they wanted to ask but were too intimidated to ask -- cards are fine without names -- anonymous (this is stressed) -- cards are collected at the end of class, teacher reads ALL of them, may or may not make notes in response, and ALL cards are posted at/on/near the entrance/exit of the classroom -- for all to read and see -- as well as to read and see any responses the teacher makes (I use a green or purple/other color pen for my responses, so they're easy to see). Some days (but not all days) I give a specific question/p rompt for students to react to (how did you feel about the assessment test (and why)? what is one of your best/worst memories from elementary school, I learned ___________ today., the best part of today's class, for me, was __________ , favorite quote/book/author, etc.). ALWAYS there is the option to 'pass.' I've had great success with this -- finding the time to keep up with it can be demanding -- but the silent rewards have always resounded within me -- I still keep cards written years ago from learners -- that have taught me something. Giving people, _every_ person, a voice, _and_ the dignity of having that voice _heard_, is powerful and healing. Thanks again for sharing, Holly ---------------------------------------------------- National Insitute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy From alcdgg at langate.gsu.edu Mon Jan 16 17:03:52 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Mon, 16 Jan 2006 17:03:52 -0500 Subject: [WomenLiteracy] confidentiality Message-ID: Nicole, Can you share with us an example of a confidentiality agreement? Daphne >>> nicwhite at comcast.net 01/12/06 12:05 PM >>> Daphne and other readers of this post... This story saddens me for so many reasons. The thing that keeps popping up in my head after reading it is confidentiality. I run an adult literacy program for women in Jacksonville, Florida and our center also provides counseling services, as well as advocacy for women who have been victims of sexual assault on site. Given the wide-range of social services we provide here at the Women's Center, confidentiality is not only necessary, but practically understood around here. Each department has confidentiality agreements and our students are aware that we take those policies very seriously. While our center in particular has this understanding and policies set in place, I can't help but think that the location where this scenario took place does not have that, and therefore whoever walked through the hall at the time that conversation took place was able to hear it. Therefore the student's right to confidentiality was not respected . Sometimes it's as easy as closing a door to an office, so that the student knows what he/she says does not go any further than that room. Confidentiality is so important, and something that I am constantly learning to respect more and more. Nicole -- Nicole White Program Coordinator Expanded Horizons Literacy Program Women's Center of Jacksonville (904)722-3000 ext: 233 www.womenscenterofjax.org www.promotetruth.org -------------- Original message ---------------------- From: "Daphne Greenberg" > In response to a few postings that have been shared on this listserv, someone > shared with me a story that she wanted me to post on her behalf. The names and > some of the details have been changed to protect the identity of the people/site > involved. > A 17 year old, named Daniella F. showed up in the teacher's GED class. She had > only sporadically attended classes at her highschool and once she could legally > drop out did. One day she overheard people in a public library talking about a > GED class and she decided to registar. She went to the office of the GED > program, registered, got tested and then was placed in an appropriate class for > someone at her level. She attended every day. After a few weeks of class, the > teacher noticed a discrepancy in the names of the students that the office had > sent her and the names of the students who showed up in class. Specifically, her > roster showed a Daniel F. and not a Daniella F. So one day, she asked the class > if anyone knew a Daniel F. Noone raised their hand. She then, asked Daniella if > by any chance Daniel was her brother. She said no. Then she asked Daniella if > she had enrolled in the program, because she noticed that she did not have a > Daniella F. on her roster. Daniella replied th > at she did. At the end of class, Daniella went up to the teacher and admitted > that she was Daniel. Apparently, because her official name is Daniel, she > enrolled as Daniel, but she likes to be called Daniella. When she enrolled as > Daniel, she dressed like a male, but once she attended class she dressed the way > she feels comfortable, which is as a female. Unfortunately, both the teacher and > Daniella did not know that there were some students in the hallway who heard > Daniella share her information. When Daniella left program that day, they > followed her as she walked away and in an empty and deserted lot they beat her > up. They were a group of 3 teenage males who found her offensive. Daniella did > not return to the program. The teacher was able to keep in touch with her for a > few weeks and even tutored her for awhile, but then Daniella left town without > leaving any contact information. > Any thoughts or reactions to the above? > Daphne > > Daphne Greenberg > Assistant Professor > Educational Psych. & Special Ed. > Georgia State University > P.O. Box 3979 > Atlanta, Georgia 30302-3979 > phone: 404-651-0127 > fax:404-651-4901 > dgreenberg at gsu.edu > > Daphne Greenberg > Associate Director > Center for the Study of Adult Literacy > Georgia State University > P.O. Box 3977 > Atlanta, Georgia 30302-3977 > phone: 404-651-0127 > fax:404-651-4901 > dgreenberg at gsu.edu > > ---------------------------------------------------- > National Insitute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy ---------------------------------------------------- National Insitute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy From alcdgg at langate.gsu.edu Mon Jan 16 17:13:15 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Mon, 16 Jan 2006 17:13:15 -0500 Subject: [WomenLiteracy] safety Message-ID: Bertie, You make great suggestions. In answer to your questions, apparently Daniella did not want to press charges. Apparently, she had been the victim of many attacks near her school and the police often psychologically abused her, making fun of her way of dressing, calling her derogatory names, and telling her that she deserved to be beaten up. She did not feel comfortable reaching out to counselors, apparently she did not have good experiences at her high school with counselors telling her that she had to dress more appropriately (i.e. like a boy) when she attended school. The teacher wants me to thank you for your comment: "Daniella and the teacher were both victims of violence against women...They both needed support." The teacher was traumatized by this event, feeling responsible for Daniella getting beaten up. Although she knows that she did not commit the crime, she does feel very guilty about not making sure that noone could eavesdrop while Daniella was talking to her. No one had ever mentioned to her that counselling may help her with this experience, and she is going to look into it. She thanks you. Up until now she focused on the impact this all had on Daniella without thinking about the impact it had on her. Daphne >>> bertiemo at yahoo.com 01/12/06 12:05 PM >>> I feel very sad and angry about what happened to Daniella. Unfortunately this is after the fact, but I have a few suggests for this teacher> 1. I encourage everyone of the students in my Freshman Success Class and also who is in my opportunity program to make a private 15 to 20 minute appt. with me so we can get to know one another....and we can talk about issues such as nick names, unusual issues..All behind closed doors.. 2. Be more careful about issues of privacy and confidentiality....some issues are best discussed during office hours behind closed doors 3. Safety of classrooms needs to be discussed with sponsors of literacy programs. After the incident was there a discussion about follow/up steps... 4. Did Daniella and the instructor receive counseling and support after the incident... 5. Was she ask about pressing charges and how she would be supporting to do this... Daniella and the teacher were both victims of violence against women...They both needed support. Several years ago, I was experienced an apt. invasion by a homeless man...I was pretty outraged when I didn't receive support from the police, or the few friends that I called...I wasn't physically hurt, but I felt psychologically invaded. I think I moved home to my parents house for a while after that incident. Best, Bertie Mo Daphne Greenberg wrote: In response to a few postings that have been shared on this listserv, someone shared with me a story that she wanted me to post on her behalf. The names and some of the details have been changed to protect the identity of the people/site involved. A 17 year old, named Daniella F. showed up in the teacher's GED class. She had only sporadically attended classes at her highschool and once she could legally drop out did. One day she overheard people in a public library talking about a GED class and she decided to registar. She went to the office of the GED program, registered, got tested and then was placed in an appropriate class for someone at her level. She attended every day. After a few weeks of class, the teacher noticed a discrepancy in the names of the students that the office had sent her and the names of the students who showed up in class. Specifically, her roster showed a Daniel F. and not a Daniella F. So one day, she asked the class if anyone knew a Daniel F. Noone raised their hand. She then, asked Daniella if by any chance Daniel was her brother. She said no. Then she asked Daniella if she had enrolled in the program, because she noticed that she did not have a Daniella F. on her roster. Daniella replied th at she did. At the end of class, Daniella went up to the teacher and admitted that she was Daniel. Apparently, because her official name is Daniel, she enrolled as Daniel, but she likes to be called Daniella. When she enrolled as Daniel, she dressed like a male, but once she attended class she dressed the way she feels comfortable, which is as a female. Unfortunately, both the teacher and Daniella did not know that there were some students in the hallway who heard Daniella share her information. When Daniella left program that day, they followed her as she walked away and in an empty and deserted lot they beat her up. They were a group of 3 teenage males who found her offensive. Daniella did not return to the program. The teacher was able to keep in touch with her for a few weeks and even tutored her for awhile, but then Daniella left town without leaving any contact information. Any thoughts or reactions to the above? Daphne Daphne Greenberg Assistant Professor Educational Psych. & Special Ed. Georgia State University P.O. Box 3979 Atlanta, Georgia 30302-3979 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu Daphne Greenberg Associate Director Center for the Study of Adult Literacy Georgia State University P.O. Box 3977 Atlanta, Georgia 30302-3977 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu ---------------------------------------------------- National Insitute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy From kabeall at comcast.net Mon Jan 16 18:52:09 2006 From: kabeall at comcast.net (Kaye Beall) Date: Mon, 16 Jan 2006 18:52:09 -0500 Subject: [WomenLiteracy] New from NCSALL--Review of Adult Learning and Literacy, Volume 6 Message-ID: <008701c61af7$dd22d690$0202a8c0@your4105e587b6> The newest volume of the Review of Adult Learning and Literacy: Connecting Research, Policy, and Practice (Vol. 6, 2006) is now available from NCSALL. For more information, please visit the NCSALL Web site at http://www.ncsall.net. It includes chapters on: ? demographic change and low-literacy Americans ? the role of vocabulary in adult basic education (ABE) ? implications of research on spelling for ABE ? issues in teaching speaking skills to adult ESOL learners ? the preparation and stability of the ABE teaching workforce ? the adult literacy system in Ireland ? broad-based organizing as a vehicle for promoting adult literacy To order the Review of Adult Learning and Literacy, Volume 6, visit Erlbaum?s Web site (https://www.erlbaum.com/shop/tek9.asp?pg=search&mode=regular). To order Volume 6 at a 30% discount from NCSALL, go to our Order Form (http://www.ncsall.net/?id=1002); limited quantities available. **************** Kaye Beall Outreach Coordinator/NCSALL Dissemination Project World Education 4401 S. Madison St. Muncie, IN 47302 Tel: 765-717-3942 Fax: 208-694-8262 kaye_beall at worlded.org http://www.ncsall.net -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20060116/af6742fa/attachment.html From nicwhite at comcast.net Wed Jan 18 09:58:21 2006 From: nicwhite at comcast.net (nicwhite at comcast.net) Date: Wed, 18 Jan 2006 14:58:21 +0000 Subject: [WomenLiteracy] confidentiality Message-ID: <011820061458.25341.43CE578D0000637E000062FD22058844840A9B0708990C0702@comcast.net> Daphne, I am attaching a link to the Women's Center of Jacksonville's volunteer application packet. On pages 6 and 7 of the packet, you will find our confidentiality agreement that all volunteers are required to sign (as well as all staff of course). Hope this helps.... http://www.womenscenterofjax.org/pdf/volunteer_app.pdf Also, the more I thought about this topic and the story you shared, the more I realized how confidentiality is so much more than an agreement on a piece of paper (though the document is necessary and important in itself). It's about a spirit of respect, and acknowledgment of a person's right to privacy and private conversation (in the case of the story you shared). The environment that we have here at the Women's Center lends itself very well to upholding that spirit. Though the actual confidentiality document is vital, the respect and trust between any client/student and service provider/tutor/teacher comes first (in my opinion). Nicole -- Nicole White Program Coordinator Expanded Horizons Literacy Program Women's Center of Jacksonville (904)722-3000 ext: 233 www.womenscenterofjax.org www.promotetruth.org -------------- Original message ---------------------- From: "Daphne Greenberg" > Nicole, > Can you share with us an example of a confidentiality agreement? > Daphne > > >>> nicwhite at comcast.net 01/12/06 12:05 PM >>> > Daphne and other readers of this post... This story saddens me for so many > reasons. The thing that keeps popping up in my head after reading it is > confidentiality. I run an adult literacy program for women in Jacksonville, > Florida and our center also provides counseling services, as well as advocacy > for women who have been victims of sexual assault on site. Given the wide-range > of social services we provide here at the Women's Center, confidentiality is not > only necessary, but practically understood around here. Each department has > confidentiality agreements and our students are aware that we take those > policies very seriously. While our center in particular has this understanding > and policies set in place, I can't help but think that the location where this > scenario took place does not have that, and therefore whoever walked through the > hall at the time that conversation took place was able to hear it. Therefore > the student's right to confidentiality was not respected > . Sometimes it's as easy as closing a door to an office, so that the student > knows what he/she says does not go any further than that room. Confidentiality > is so important, and something that I am constantly learning to respect more and > more. > > Nicole > > -- > Nicole White > Program Coordinator > Expanded Horizons Literacy Program > Women's Center of Jacksonville > (904)722-3000 ext: 233 > www.womenscenterofjax.org > www.promotetruth.org > > -------------- Original message ---------------------- > From: "Daphne Greenberg" > > In response to a few postings that have been shared on this listserv, someone > > shared with me a story that she wanted me to post on her behalf. The names and > > some of the details have been changed to protect the identity of the > people/site > > involved. > > A 17 year old, named Daniella F. showed up in the teacher's GED class. She had > > only sporadically attended classes at her highschool and once she could > legally > > drop out did. One day she overheard people in a public library talking about a > > GED class and she decided to registar. She went to the office of the GED > > program, registered, got tested and then was placed in an appropriate class > for > > someone at her level. She attended every day. After a few weeks of class, the > > teacher noticed a discrepancy in the names of the students that the office had > > sent her and the names of the students who showed up in class. Specifically, > her > > roster showed a Daniel F. and not a Daniella F. So one day, she asked the > class > > if anyone knew a Daniel F. Noone raised their hand. She then, asked Daniella > if > > by any chance Daniel was her brother. She said no. Then she asked Daniella if > > she had enrolled in the program, because she noticed that she did not have a > > Daniella F. on her roster. Daniella replied th > > at she did. At the end of class, Daniella went up to the teacher and admitted > > that she was Daniel. Apparently, because her official name is Daniel, she > > enrolled as Daniel, but she likes to be called Daniella. When she enrolled as > > Daniel, she dressed like a male, but once she attended class she dressed the > way > > she feels comfortable, which is as a female. Unfortunately, both the teacher > and > > Daniella did not know that there were some students in the hallway who heard > > Daniella share her information. When Daniella left program that day, they > > followed her as she walked away and in an empty and deserted lot they beat her > > up. They were a group of 3 teenage males who found her offensive. Daniella did > > not return to the program. The teacher was able to keep in touch with her for > a > > few weeks and even tutored her for awhile, but then Daniella left town without > > leaving any contact information. > > Any thoughts or reactions to the above? > > Daphne > > > > Daphne Greenberg > > Assistant Professor > > Educational Psych. & Special Ed. > > Georgia State University > > P.O. Box 3979 > > Atlanta, Georgia 30302-3979 > > phone: 404-651-0127 > > fax:404-651-4901 > > dgreenberg at gsu.edu > > > > Daphne Greenberg > > Associate Director > > Center for the Study of Adult Literacy > > Georgia State University > > P.O. Box 3977 > > Atlanta, Georgia 30302-3977 > > phone: 404-651-0127 > > fax:404-651-4901 > > dgreenberg at gsu.edu > > > > ---------------------------------------------------- > > National Insitute for Literacy > > Women and Literacy mailing list > > WomenLiteracy at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/womenliteracy > > > ---------------------------------------------------- > National Insitute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > > ---------------------------------------------------- > National Insitute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy From alcdgg at langate.gsu.edu Sun Jan 22 17:30:06 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Sun, 22 Jan 2006 17:30:06 -0500 Subject: [WomenLiteracy] confidentiality Message-ID: Nicole, WOW!!!! Thank you so much for sharing this with us. I encourage everyone to look at pages 6 and 7 for an example of a confidentiality agreement (go to: http://www.womenscenterofjax.org/pdf/volunteer_app.pdf ) I am curious what others think about this example? Also, does anyone else on this listserv have a confidentiality policy that she/he can share with us? If not, do you think that it is important to have one? Daphne >>> nicwhite at comcast.net 01/18/06 9:58 AM >>> Daphne, I am attaching a link to the Women's Center of Jacksonville's volunteer application packet. On pages 6 and 7 of the packet, you will find our confidentiality agreement that all volunteers are required to sign (as well as all staff of course). Hope this helps.... http://www.womenscenterofjax.org/pdf/volunteer_app.pdf Also, the more I thought about this topic and the story you shared, the more I realized how confidentiality is so much more than an agreement on a piece of paper (though the document is necessary and important in itself). It's about a spirit of respect, and acknowledgment of a person's right to privacy and private conversation (in the case of the story you shared). The environment that we have here at the Women's Center lends itself very well to upholding that spirit. Though the actual confidentiality document is vital, the respect and trust between any client/student and service provider/tutor/teacher comes first (in my opinion). Nicole -- Nicole White Program Coordinator Expanded Horizons Literacy Program Women's Center of Jacksonville (904)722-3000 ext: 233 www.womenscenterofjax.org www.promotetruth.org -------------- Original message ---------------------- From: "Daphne Greenberg" > Nicole, > Can you share with us an example of a confidentiality agreement? > Daphne > > >>> nicwhite at comcast.net 01/12/06 12:05 PM >>> > Daphne and other readers of this post... This story saddens me for so many > reasons. The thing that keeps popping up in my head after reading it is > confidentiality. I run an adult literacy program for women in Jacksonville, > Florida and our center also provides counseling services, as well as advocacy > for women who have been victims of sexual assault on site. Given the wide-range > of social services we provide here at the Women's Center, confidentiality is not > only necessary, but practically understood around here. Each department has > confidentiality agreements and our students are aware that we take those > policies very seriously. While our center in particular has this understanding > and policies set in place, I can't help but think that the location where this > scenario took place does not have that, and therefore whoever walked through the > hall at the time that conversation took place was able to hear it. Therefore > the student's right to confidentiality was not respected > . Sometimes it's as easy as closing a door to an office, so that the student > knows what he/she says does not go any further than that room. Confidentiality > is so important, and something that I am constantly learning to respect more and > more. > > Nicole > > -- > Nicole White > Program Coordinator > Expanded Horizons Literacy Program > Women's Center of Jacksonville > (904)722-3000 ext: 233 > www.womenscenterofjax.org > www.promotetruth.org > > -------------- Original message ---------------------- > From: "Daphne Greenberg" > > In response to a few postings that have been shared on this listserv, someone > > shared with me a story that she wanted me to post on her behalf. The names and > > some of the details have been changed to protect the identity of the > people/site > > involved. > > A 17 year old, named Daniella F. showed up in the teacher's GED class. She had > > only sporadically attended classes at her highschool and once she could > legally > > drop out did. One day she overheard people in a public library talking about a > > GED class and she decided to registar. She went to the office of the GED > > program, registered, got tested and then was placed in an appropriate class > for > > someone at her level. She attended every day. After a few weeks of class, the > > teacher noticed a discrepancy in the names of the students that the office had > > sent her and the names of the students who showed up in class. Specifically, > her > > roster showed a Daniel F. and not a Daniella F. So one day, she asked the > class > > if anyone knew a Daniel F. Noone raised their hand. She then, asked Daniella > if > > by any chance Daniel was her brother. She said no. Then she asked Daniella if > > she had enrolled in the program, because she noticed that she did not have a > > Daniella F. on her roster. Daniella replied th > > at she did. At the end of class, Daniella went up to the teacher and admitted > > that she was Daniel. Apparently, because her official name is Daniel, she > > enrolled as Daniel, but she likes to be called Daniella. When she enrolled as > > Daniel, she dressed like a male, but once she attended class she dressed the > way > > she feels comfortable, which is as a female. Unfortunately, both the teacher > and > > Daniella did not know that there were some students in the hallway who heard > > Daniella share her information. When Daniella left program that day, they > > followed her as she walked away and in an empty and deserted lot they beat her > > up. They were a group of 3 teenage males who found her offensive. Daniella did > > not return to the program. The teacher was able to keep in touch with her for > a > > few weeks and even tutored her for awhile, but then Daniella left town without > > leaving any contact information. > > Any thoughts or reactions to the above? > > Daphne > > > > Daphne Greenberg > > Assistant Professor > > Educational Psych. & Special Ed. > > Georgia State University > > P.O. Box 3979 > > Atlanta, Georgia 30302-3979 > > phone: 404-651-0127 > > fax:404-651-4901 > > dgreenberg at gsu.edu > > > > Daphne Greenberg > > Associate Director > > Center for the Study of Adult Literacy > > Georgia State University > > P.O. Box 3977 > > Atlanta, Georgia 30302-3977 > > phone: 404-651-0127 > > fax:404-651-4901 > > dgreenberg at gsu.edu > > > > ---------------------------------------------------- > > National Insitute for Literacy > > Women and Literacy mailing list > > WomenLiteracy at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/womenliteracy > > > ---------------------------------------------------- > National Insitute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > > ---------------------------------------------------- > National Insitute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy ---------------------------------------------------- National Insitute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy From alcdgg at langate.gsu.edu Sun Jan 22 17:32:43 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Sun, 22 Jan 2006 17:32:43 -0500 Subject: [WomenLiteracy] taking care of ourselves Message-ID: I have been thinking a lot about Daniella and her teacher. I am struck by how the teacher was very thankful to Bertie for pointing out that the BOTH of them were victims and might want to seek support. How often, do we as teachers, check in with ourselves and notice whether we need support after dealing with a difficult issue in class? Is it easy to get this kind of support? Who can we reach out to for this kind of help? Any thoughts? Daphne >>> alcdgg at langate.gsu.edu 01/16/06 5:13 PM >>> Bertie, You make great suggestions. In answer to your questions, apparently Daniella did not want to press charges. Apparently, she had been the victim of many attacks near her school and the police often psychologically abused her, making fun of her way of dressing, calling her derogatory names, and telling her that she deserved to be beaten up. She did not feel comfortable reaching out to counselors, apparently she did not have good experiences at her high school with counselors telling her that she had to dress more appropriately (i.e. like a boy) when she attended school. The teacher wants me to thank you for your comment: "Daniella and the teacher were both victims of violence against women...They both needed support." The teacher was traumatized by this event, feeling responsible for Daniella getting beaten up. Although she knows that she did not commit the crime, she does feel very guilty about not making sure that noone could eavesdrop while Daniella was talking to her. No one had ever mentioned to her that counselling may help her with this experience, and she is going to look into it. She thanks you. Up until now she focused on the impact this all had on Daniella without thinking about the impact it had on her. Daphne >>> bertiemo at yahoo.com 01/12/06 12:05 PM >>> I feel very sad and angry about what happened to Daniella. Unfortunately this is after the fact, but I have a few suggests for this teacher> 1. I encourage everyone of the students in my Freshman Success Class and also who is in my opportunity program to make a private 15 to 20 minute appt. with me so we can get to know one another....and we can talk about issues such as nick names, unusual issues..All behind closed doors.. 2. Be more careful about issues of privacy and confidentiality....some issues are best discussed during office hours behind closed doors 3. Safety of classrooms needs to be discussed with sponsors of literacy programs. After the incident was there a discussion about follow/up steps... 4. Did Daniella and the instructor receive counseling and support after the incident... 5. Was she ask about pressing charges and how she would be supporting to do this... Daniella and the teacher were both victims of violence against women...They both needed support. Several years ago, I was experienced an apt. invasion by a homeless man...I was pretty outraged when I didn't receive support from the police, or the few friends that I called...I wasn't physically hurt, but I felt psychologically invaded. I think I moved home to my parents house for a while after that incident. Best, Bertie Mo Daphne Greenberg wrote: In response to a few postings that have been shared on this listserv, someone shared with me a story that she wanted me to post on her behalf. The names and some of the details have been changed to protect the identity of the people/site involved. A 17 year old, named Daniella F. showed up in the teacher's GED class. She had only sporadically attended classes at her highschool and once she could legally drop out did. One day she overheard people in a public library talking about a GED class and she decided to registar. She went to the office of the GED program, registered, got tested and then was placed in an appropriate class for someone at her level. She attended every day. After a few weeks of class, the teacher noticed a discrepancy in the names of the students that the office had sent her and the names of the students who showed up in class. Specifically, her roster showed a Daniel F. and not a Daniella F. So one day, she asked the class if anyone knew a Daniel F. Noone raised their hand. She then, asked Daniella if by any chance Daniel was her brother. She said no. Then she asked Daniella if she had enrolled in the program, because she noticed that she did not have a Daniella F. on her roster. Daniella replied th at she did. At the end of class, Daniella went up to the teacher and admitted that she was Daniel. Apparently, because her official name is Daniel, she enrolled as Daniel, but she likes to be called Daniella. When she enrolled as Daniel, she dressed like a male, but once she attended class she dressed the way she feels comfortable, which is as a female. Unfortunately, both the teacher and Daniella did not know that there were some students in the hallway who heard Daniella share her information. When Daniella left program that day, they followed her as she walked away and in an empty and deserted lot they beat her up. They were a group of 3 teenage males who found her offensive. Daniella did not return to the program. The teacher was able to keep in touch with her for a few weeks and even tutored her for awhile, but then Daniella left town without leaving any contact information. Any thoughts or reactions to the above? Daphne Daphne Greenberg Assistant Professor Educational Psych. & Special Ed. Georgia State University P.O. Box 3979 Atlanta, Georgia 30302-3979 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu Daphne Greenberg Associate Director Center for the Study of Adult Literacy Georgia State University P.O. Box 3977 Atlanta, Georgia 30302-3977 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu ---------------------------------------------------- National Insitute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy ---------------------------------------------------- National Insitute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy From bertiemo at yahoo.com Sun Jan 22 18:28:51 2006 From: bertiemo at yahoo.com (Bertha Mo) Date: Sun, 22 Jan 2006 15:28:51 -0800 (PST) Subject: [WomenLiteracy] taking care of ourselves In-Reply-To: Message-ID: <20060122232851.48572.qmail@web30007.mail.mud.yahoo.com> I think that any therapist or group associated with violence prevention and intervention, even a rape crisis program (not associated) with the police should have counselling resources for both of you. It is so important to realize that this is not an isolated incident...that if Daniella was treated this way then anyone who is different from a diverse group could elicit the same response...So besides dealing with the trauma, it is time to find like minded people in this community. And if there is no community, then it is time to create it...Because the following will happen.... "I did nothing when they took the Jews away because I was not Jewish, I did not nothing when they took the Japanese-Americans away, because I was not Japanese American. I did nothing when they came to take the gays away, because I was not gay. When they came take me away, no one was there to do anything... I know that the name of the community may not be identified because of confidentiality issues, but I think that any community in the US today, but the smallest would have resources. And if there are no local resourses perhaps one needs to go to another level. Best, Bertie Daphne Greenberg wrote:I have been thinking a lot about Daniella and her teacher. I am struck by how the teacher was very thankful to Bertie for pointing out that the BOTH of them were victims and might want to seek support. How often, do we as teachers, check in with ourselves and notice whether we need support after dealing with a difficult issue in class? Is it easy to get this kind of support? Who can we reach out to for this kind of help? Any thoughts? Daphne >>> alcdgg at langate.gsu.edu 01/16/06 5:13 PM >>> Bertie, You make great suggestions. In answer to your questions, apparently Daniella did not want to press charges. Apparently, she had been the victim of many attacks near her school and the police often psychologically abused her, making fun of her way of dressing, calling her derogatory names, and telling her that she deserved to be beaten up. She did not feel comfortable reaching out to counselors, apparently she did not have good experiences at her high school with counselors telling her that she had to dress more appropriately (i.e. like a boy) when she attended school. The teacher wants me to thank you for your comment: "Daniella and the teacher were both victims of violence against women...They both needed support." The teacher was traumatized by this event, feeling responsible for Daniella getting beaten up. Although she knows that she did not commit the crime, she does feel very guilty about not making sure that noone could eavesdrop while Daniella was talking to her. No one had ever mentioned to her that counselling may help her with this experience, and she is going to look into it. She thanks you. Up until now she focused on the impact this all had on Daniella without thinking about the impact it had on her. Daphne >>> bertiemo at yahoo.com 01/12/06 12:05 PM >>> I feel very sad and angry about what happened to Daniella. Unfortunately this is after the fact, but I have a few suggests for this teacher> 1. I encourage everyone of the students in my Freshman Success Class and also who is in my opportunity program to make a private 15 to 20 minute appt. with me so we can get to know one another....and we can talk about issues such as nick names, unusual issues..All behind closed doors.. 2. Be more careful about issues of privacy and confidentiality....some issues are best discussed during office hours behind closed doors 3. Safety of classrooms needs to be discussed with sponsors of literacy programs. After the incident was there a discussion about follow/up steps... 4. Did Daniella and the instructor receive counseling and support after the incident... 5. Was she ask about pressing charges and how she would be supporting to do this... Daniella and the teacher were both victims of violence against women...They both needed support. Several years ago, I was experienced an apt. invasion by a homeless man...I was pretty outraged when I didn't receive support from the police, or the few friends that I called...I wasn't physically hurt, but I felt psychologically invaded. I think I moved home to my parents house for a while after that incident. Best, Bertie Mo Daphne Greenberg wrote: In response to a few postings that have been shared on this listserv, someone shared with me a story that she wanted me to post on her behalf. The names and some of the details have been changed to protect the identity of the people/site involved. A 17 year old, named Daniella F. showed up in the teacher's GED class. She had only sporadically attended classes at her highschool and once she could legally drop out did. One day she overheard people in a public library talking about a GED class and she decided to registar. She went to the office of the GED program, registered, got tested and then was placed in an appropriate class for someone at her level. She attended every day. After a few weeks of class, the teacher noticed a discrepancy in the names of the students that the office had sent her and the names of the students who showed up in class. Specifically, her roster showed a Daniel F. and not a Daniella F. So one day, she asked the class if anyone knew a Daniel F. Noone raised their hand. She then, asked Daniella if by any chance Daniel was her brother. She said no. Then she asked Daniella if she had enrolled in the program, because she noticed that she did not have a Daniella F. on her roster. Daniella replied th at she did. At the end of class, Daniella went up to the teacher and admitted that she was Daniel. Apparently, because her official name is Daniel, she enrolled as Daniel, but she likes to be called Daniella. When she enrolled as Daniel, she dressed like a male, but once she attended class she dressed the way she feels comfortable, which is as a female. Unfortunately, both the teacher and Daniella did not know that there were some students in the hallway who heard Daniella share her information. When Daniella left program that day, they followed her as she walked away and in an empty and deserted lot they beat her up. They were a group of 3 teenage males who found her offensive. Daniella did not return to the program. The teacher was able to keep in touch with her for a few weeks and even tutored her for awhile, but then Daniella left town without leaving any contact information. Any thoughts or reactions to the above? Daphne Daphne Greenberg Assistant Professor Educational Psych. & Special Ed. Georgia State University P.O. Box 3979 Atlanta, Georgia 30302-3979 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu Daphne Greenberg Associate Director Center for the Study of Adult Literacy Georgia State University P.O. Box 3977 Atlanta, Georgia 30302-3977 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu ---------------------------------------------------- National Insitute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy ---------------------------------------------------- National Insitute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20060122/27ec14d1/attachment.html From alcdgg at langate.gsu.edu Mon Jan 23 09:01:19 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Mon, 23 Jan 2006 09:01:19 -0500 Subject: [WomenLiteracy] Challenger Message-ID: This cross post from Family Literacy may be of interest to some of you (please note that because the link that is posted is so long, you will need to copy and paste it onto your browser instead of just clicking on it) On January 28, 1986, the space shuttle "Challenger" exploded 73 seconds after liftoff. Christa McAuliffe, the "first teacher in space," was aboard. With primary sources (NASA-released pictures, drawings, videos and documents) linked in this story, http://www.awesomestories.com/disasters/challenger/challenger_explosion_ch1.htm students can learn what went wrong - on the day of the launch (when the O-rings failed) and in the months leading up to the disaster (when people hotly debated whether the O-ring problem made the shuttle unsafe to fly). After the explosion, a presidential commission examined NASA's photos. Those pictures show smoke, coming from the failing rocket booster, less than a second after the shuttle's ignition. Students can examine those photos, and many others, which investigators used to determine the disaster's cause and learn about the conference call, fifteen hours before launch, when concerned engineers argued against Challenger's flight. Also linked are NASA's published transcript of the crew's last transmission (which ends with "Uhoh") and the official medical report (which indicates that at least some of the astronauts may have survived the initial explosion). The website is free to all educators, schools and libraries. Simply request an academic membership at its main URL http://www.awesomestories.com/ which provides a link to the sign-up form. http://www.awesomestories.com/group_signup.php Carole Bos Grand Valley State University Dean's Advisory Board Daphne Greenberg Assistant Professor Educational Psych. & Special Ed. Georgia State University P.O. Box 3979 Atlanta, Georgia 30302-3979 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu Daphne Greenberg Associate Director Center for the Study of Adult Literacy Georgia State University P.O. Box 3977 Atlanta, Georgia 30302-3977 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu From alcdgg at langate.gsu.edu Mon Jan 23 16:30:25 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Mon, 23 Jan 2006 16:30:25 -0500 Subject: [WomenLiteracy] Job opportunities Message-ID: The National Institute for Literacy is launching projects in new areas and seeks additional staff members, including those with expertise in early literacy, English language acquisition, and workforce and basic skills development. Other positions include: Associate Directors for Communication and Programs, Contract Specialists, Human Resources Officer, Budget and Policy Analyst. For more information on career opportunities with the National Institute for Literacy and how to apply please visit: http://www.nifl.gov and click on Career Opportunities. Please review instruction on How to Apply. Incomplete applications will not be accepted. Questions regarding these positions should be submitted to staff_search at nifl.gov Note: Applications will be accepted until 3:00 p.m. February 10, 2006. Shelly Coles National Institute for Literacy From alcdgg at langate.gsu.edu Mon Jan 23 17:07:47 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Mon, 23 Jan 2006 17:07:47 -0500 Subject: [WomenLiteracy] Discussion of "State Professional Development Systems" Message-ID: Colleagues: The Adult Literacy Professional Development Discussion List is hosting a disscussion of "State Professional Development Systems," featuring professional development offered both regionally in New England and in the following states: California, Florida, Massachusetts, New Mexico, New York, Ohio, and Rhode Island. Colleagues from all states are invited to participate and share their work or experiences with state PD! To participate, subscribe by visiting: http://www.nifl.gov/mailman/listinfo/Professionaldevelopment See below for the list of guests participating. I hope you will be able to join us! Jackie Taylor, Adult Literacy Professional Development List Moderator, jataylor at utk.edu ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Topic: State Professional Development Systems Discussion Dates: January 30 * February 10 Guest Facilitator: Cassie Drennon Bryant, President, Cassandra Drennon & Associates, Inc. To participate: Subscribe by visiting: http://www.nifl.gov/mailman/listinfo/Professionaldevelopment General Overview: Join our guests to discuss a broad range of topics on how state professional development (PD) systems work, including (but not limited to): funding, leadership, structure, provision of PD, policy, state initiatives, assessment and evaluation, continuous improvement, and other related issues. The discussion is open to anyone who would like to share their work or experiences with state PD. Guests from the following seven states and one region will be joining us in discussion and participating on behalf of their professional development entities/organizations: ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ GUESTS New England Silja Kallenbach, Coordinator, New England Literacy Resource Center (NELRC)/World Education California Mary Ann Corley, Ph.D., Principal Research Analyst and California Adult Literacy Professional Development Project (CALPRO) Director, American Institutes for Research Erik Jacobson, Research Analyst, American Institutes for Research/CALPRO Wendi Maxwell, Education Programs Consultant, California Department of Education Florida Teresa G. Bestor, State Director of Adult Education and Compliance Monitoring, Division of Community Colleges and Workforce Education, Florida Department of Education Debra Hargrove, Coordinator, Florida TechNet Massachusetts Mina Reddy, Director, System for Adult Basic Education Support (SABES) Central Resource Center, World Education Steve Reuys, Director, Adult Literacy Resource Institute/Greater Boston SABES Regional Support Center George Kohout, Director, SABES Western Regional Support Center and has worked for five years as Technology Coordinator New Mexico Nick Evangelista, Executive Director, New Mexico Adult Education Association New York Ira Yankwitt, Director of the New York City Regional Adult Education Network (NYC RAEN), Literacy Assistance Center Ohio Jeff Fantine, Director of the Central/Southeast ABLE Resource Center at Ohio University, participating on behalf of the Ohio ABLE Resource Center Network Rhode Island Janet Isserlis Project Director, Literacy Resources/RI ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ To participate, subscribe by visiting: http://www.nifl.gov/mailman/listinfo/Professionaldevelopment See you on the list! Best, Jackie Taylor From mev at litwomen.org Thu Jan 26 10:03:52 2006 From: mev at litwomen.org (mev at litwomen.org) Date: Thu, 26 Jan 2006 10:03:52 -0500 Subject: [WomenLiteracy] Lesbians in ABE / research project & curriculum Message-ID: Hello Colleagues I have recently found an interesting grant RFP that I'd like to apply for. The timeline is short for this (proposal is due Feb. 15) but I'm hoping to gain some insight from many of you "in the field." The grant specifically addresses lesbian (and to some extended sense, lgbti) social change projects. [lgbti = lesbian, gay, bisexual, transgender, intersexed] The proposed project must directly address the depth and complexity of critical issues in lesbian (lgbti) communities, and especially those coming from progressive women's organizations and projects led by lesbians (lgbti people). So, WE LEARN -- with me as principle investigator -- seems like a perfect fit for this opportunity. FYI: the grant is being offered by an primarily lesbian focused organization. Due to my own interests, experience, and desire to keep the project manageable, I'd prefer to focus the project on lesbians, but also understand that general lgbti issues will necessarily intersect with this project. Here's what I'd like from you: I'm looking for key research questions and ways to frame them in a social change project that could happen either within a one year or 1-3 year time frame of the grant. Your input on key questions from your experience/perspective would help my development of this project. I have listed some of my ideas below. What of these seem most urgent to you? What different ideas or questions do you have? Some of my initial thoughts include: ? How are lesbian (lgbti) issues addressed, ignored, silenced in ABE/ESOL? ? How do we support lesbians (lgbti people) in ABE/ESOL -- across the spectrum of participants -- students, teachers, tutors, volunteers, administrators. ? We are beginning to understand the effects of violence and trauma on learning. How many of our students/teachers experience violence and trauma as a result of their sexuality? How are these issues/concerns recognized and addressed? ? What are the effects of identity discovery on learning / adult learning (this may connect to the violence issue, or it may not)? ? What can we learn from growing body of research on lesbian (lgbti) youth, especially the policy report available from the National Gay and Lesbian Task Force, GLSEN, and other education communities? Does the growth of Youth in ABE correspond at all to the experiences of lesbian (lgbti) youth? How many students in ABE/GED come to our programs because of sexuality-related hate crime experienced in high school? How do ABE programs serve these youth? ? We know that some young lesbians have babies to prove they're "straight." Do these students get served by family literacy programs or programs serving single moms? How does the implied heterosexuality of such programs affect the lesbians who may be attending them? How do their identities, issues, concerns get supported, ignored, silenced? ? How do we address, ignore, silence cultural issues in ESOL contexts as they intersect with sexuality issues? ??Ditto: workplace literacy & workforce development ? How does the K-12 teaching environment for lesbian ((lgbti)) teachers crossover into ABE/ESOL context? ? Do ABE/ESOL programs located in community colleges have a different set of attitudes or experiences related to lesbians (lgbti people) because they are located on a college campus? ? How are the realities, needs, and experiences of lesbians (lgbti people) in ABE/ESOL invisible to the larger gay/equal rights movement? How could these issues inform the larger context of lesbian/gay legal rights? It seems that much of ABE/ESOL experiences and writings on these issues are anecdotal. I know of no serious research project addressing lesbian (lgbti) issues in ABE. As far as I know, this is a gap in our research, something I'm willing to address head-on. Does anyone know of anyone who is doing direct research or participatory projects addressing these issues? Though I'm asking these as research questions, I'd like the proposal to be a participatory inquiry-based social change project. Your suggestions or experiences for framing this would also be useful. If anyone has interest in collaborating on this project, please let me know. I have collected resources (what few there are) over the years: ERIC Trends & Issues alert #21 Bright Ideas, 2000 Taking Risks, ALRI, 1999 The Change Agent #19, 2004 Addressing diversity - LACNYC 2002 a tape recording of the panel presentation at TESOL in 2003 novel-Working Parts novel-Crybaby Butch miscellaneous conversation threads on various NIFl lists, esp. womenlit in 2002 and some others... Do you know of other research or writings that are available -- specifically addressing lesbian (lgbti) issues in ABE/ESOL? Thanks for all your reflections. Please respond to me privately and I'll compile the comments for a future post. Mev Miller WE LEARN Women Expanding: Literacy Education Action Resource Network www.litwomen.org/welearn.html Mev Miller, Ed.D., Director 182 Riverside Ave. Cranston, RI 02910 401-383-4374 welearn at litwomen.org From ALCDGG at langate.gsu.edu Fri Jan 27 10:16:43 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Fri, 27 Jan 2006 10:16:43 -0500 Subject: [WomenLiteracy] taking care of ourselves Message-ID: Bertie mentions rape crisis, violence prevention and intervention groups and therapists as potential sources of support. I am wondering what exists in adult literacy programs. The adult literacy programs in my immediate community does not provide social work or counseling services. However, I believe that some of you may be involved with programs that have these kinds of support services. We would love to hear about them! Also, I am wondering, what do you do when you don't have these kinds of support services available. Who do you reach out to in your program for "unofficial" "informal" support? Daphne >>> bertiemo at yahoo.com 1/22/2006 6:28 PM >>> I think that any therapist or group associated with violence prevention and intervention, even a rape crisis program (not associated) with the police should have counselling resources for both of you. It is so important to realize that this is not an isolated incident...that if Daniella was treated this way then anyone who is different from a diverse group could elicit the same response...So besides dealing with the trauma, it is time to find like minded people in this community. And if there is no community, then it is time to create it...Because the following will happen.... "I did nothing when they took the Jews away because I was not Jewish, I did not nothing when they took the Japanese-Americans away, because I was not Japanese American. I did nothing when they came to take the gays away, because I was not gay. When they came take me away, no one was there to do anything... I know that the name of the community may not be identified because of confidentiality issues, but I think that any community in the US today, but the smallest would have resources. And if there are no local resourses perhaps one needs to go to another level. Best, Bertie Daphne Greenberg wrote:I have been thinking a lot about Daniella and her teacher. I am struck by how the teacher was very thankful to Bertie for pointing out that the BOTH of them were victims and might want to seek support. How often, do we as teachers, check in with ourselves and notice whether we need support after dealing with a difficult issue in class? Is it easy to get this kind of support? Who can we reach out to for this kind of help? Any thoughts? Daphne >>> alcdgg at langate.gsu.edu 01/16/06 5:13 PM >>> Bertie, You make great suggestions. In answer to your questions, apparently Daniella did not want to press charges. Apparently, she had been the victim of many attacks near her school and the police often psychologically abused her, making fun of her way of dressing, calling her derogatory names, and telling her that she deserved to be beaten up. She did not feel comfortable reaching out to counselors, apparently she did not have good experiences at her high school with counselors telling her that she had to dress more appropriately (i.e. like a boy) when she attended school. The teacher wants me to thank you for your comment: "Daniella and the teacher were both victims of violence against women...They both needed support." The teacher was traumatized by this event, feeling responsible for Daniella getting beaten up. Although she knows that she did not commit the crime, she does feel very guilty about not making sure that noone could eavesdrop while Daniella was talking to her. No one had ever mentioned to her that counselling may help her with this experience, and she is going to look into it. She thanks you. Up until now she focused on the impact this all had on Daniella without thinking about the impact it had on her. Daphne >>> bertiemo at yahoo.com 01/12/06 12:05 PM >>> I feel very sad and angry about what happened to Daniella. Unfortunately this is after the fact, but I have a few suggests for this teacher> 1. I encourage everyone of the students in my Freshman Success Class and also who is in my opportunity program to make a private 15 to 20 minute appt. with me so we can get to know one another....and we can talk about issues such as nick names, unusual issues..All behind closed doors.. 2. Be more careful about issues of privacy and confidentiality....some issues are best discussed during office hours behind closed doors 3. Safety of classrooms needs to be discussed with sponsors of literacy programs. After the incident was there a discussion about follow/up steps... 4. Did Daniella and the instructor receive counseling and support after the incident... 5. Was she ask about pressing charges and how she would be supporting to do this... Daniella and the teacher were both victims of violence against women...They both needed support. Several years ago, I was experienced an apt. invasion by a homeless man...I was pretty outraged when I didn't receive support from the police, or the few friends that I called...I wasn't physically hurt, but I felt psychologically invaded. I think I moved home to my parents house for a while after that incident. Best, Bertie Mo Daphne Greenberg wrote: In response to a few postings that have been shared on this listserv, someone shared with me a story that she wanted me to post on her behalf. The names and some of the details have been changed to protect the identity of the people/site involved. A 17 year old, named Daniella F. showed up in the teacher's GED class. She had only sporadically attended classes at her highschool and once she could legally drop out did. One day she overheard people in a public library talking about a GED class and she decided to registar. She went to the office of the GED program, registered, got tested and then was placed in an appropriate class for someone at her level. She attended every day. After a few weeks of class, the teacher noticed a discrepancy in the names of the students that the office had sent her and the names of the students who showed up in class. Specifically, her roster showed a Daniel F. and not a Daniella F. So one day, she asked the class if anyone knew a Daniel F. Noone raised their hand. She then, asked Daniella if by any chance Daniel was her brother. She said no. Then she asked Daniella if she had enrolled in the program, because she noticed that she did not have a Daniella F. on her roster. Daniella replied th at she did. At the end of class, Daniella went up to the teacher and admitted that she was Daniel. Apparently, because her official name is Daniel, she enrolled as Daniel, but she likes to be called Daniella. When she enrolled as Daniel, she dressed like a male, but once she attended class she dressed the way she feels comfortable, which is as a female. Unfortunately, both the teacher and Daniella did not know that there were some students in the hallway who heard Daniella share her information. When Daniella left program that day, they followed her as she walked away and in an empty and deserted lot they beat her up. They were a group of 3 teenage males who found her offensive. Daniella did not return to the program. The teacher was able to keep in touch with her for a few weeks and even tutored her for awhile, but then Daniella left town without leaving any contact information. Any thoughts or reactions to the above? Daphne Daphne Greenberg Assistant Professor Educational Psych. & Special Ed. Georgia State University P.O. Box 3979 Atlanta, Georgia 30302-3979 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu Daphne Greenberg Associate Director Center for the Study of Adult Literacy Georgia State University P.O. Box 3977 Atlanta, Georgia 30302-3977 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu ---------------------------------------------------- National Insitute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy ---------------------------------------------------- National Insitute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy From nicwhite at comcast.net Fri Jan 27 10:38:14 2006 From: nicwhite at comcast.net (nicwhite at comcast.net) Date: Fri, 27 Jan 2006 15:38:14 +0000 Subject: [WomenLiteracy] taking care of ourselves Message-ID: <012720061538.22301.43DA3E6500049B440000571D22007636920A9B0708990C0702@comcast.net> Hello again Daphne. :) In response to your email, I thought I should share with you (and other readers) a bit about our adult literacy program... This may/may not help answer your question about support... An integral part of the program that I run consists of incorporating personal growth workshops, and offering these workshops for free to clients of our literacy program. These workshops include Assertiveness Training, Healthy Living, and Self Esteem (to name a few). When our program was founded (Jan. '04), there was a focus on life-skills training for our students... Since then, we have expanded our own horizons to incorporate more educational work and GED preparation (in particular), but we still offer the personal growth workshops (which are CONSTANTLY full of students). While I do not facilitate these workshops myself (we have certified facilitators who provide that service for us), I do witness the bond and support that develops amongst the women who participate in these workshops. Like I have mentioned in previous posts, our center does provide counseling services, as well as rape crisis intervention, so we are blessed to have those services, as well as other programs like our literacy program all in one location. For those of you who find yourselves in need of such services, but do not have them on-site and at your disposal, I would highly encourage you to develop an information and referral system of social service agencies in your area. Collaboration (as we all see with this list-serv) is a key component to the success of providing services to the community. I hope this helps.... I know I went off on a tangent, but I hope this helps to atleast stimulate some good conversation. :) Nicole -- Nicole White Program Coordinator Expanded Horizons Literacy Program Women's Center of Jacksonville (904)722-3000 ext: 233 www.womenscenterofjax.org www.promotetruth.org -------------- Original message ---------------------- From: "Daphne Greenberg" > Bertie mentions rape crisis, violence prevention and intervention groups and > therapists as potential sources of support. I am wondering what exists in adult > literacy programs. The adult literacy programs in my immediate community does > not provide social work or counseling services. However, I believe that some of > you may be involved with programs that have these kinds of support services. We > would love to hear about them! Also, I am wondering, what do you do when you > don't have these kinds of support services available. Who do you reach out to in > your program for "unofficial" "informal" support? > Daphne > > >>> bertiemo at yahoo.com 1/22/2006 6:28 PM >>> > I think that any therapist or group associated with violence prevention and > intervention, even a rape crisis program (not associated) with the police should > have counselling resources for both of you. > > It is so important to realize that this is not an isolated incident...that if > Daniella was treated this way then anyone who is different from a diverse group > could elicit the same response...So besides dealing with the trauma, it is time > to find like minded people in this community. And if there is no community, > then it is time to create it...Because the following will happen.... > > "I did nothing when they took the Jews away because I was not Jewish, I did > not nothing when they took the Japanese-Americans away, because I was not > Japanese American. I did nothing when they came to take the gays away, because > I was not gay. When they came take me away, no one was there to do > anything... > > I know that the name of the community may not be identified because of > confidentiality issues, but I think that any community in the US today, but the > smallest would have resources. And if there are no local resourses perhaps one > needs to go to another level. > > Best, > > Bertie > > > > > > > > > > Daphne Greenberg wrote:I have been thinking a lot about > Daniella and her teacher. I am struck by how the teacher was very thankful to > Bertie for pointing out that the BOTH of them were victims and might want to > seek support. > How often, do we as teachers, check in with ourselves and notice whether we need > support after dealing with a difficult issue in class? Is it easy to get this > kind of support? Who can we reach out to for this kind of help? > Any thoughts? > Daphne > > >>> alcdgg at langate.gsu.edu 01/16/06 5:13 PM >>> > Bertie, > You make great suggestions. In answer to your questions, apparently Daniella did > not want to press charges. Apparently, she had been the victim of many attacks > near her school and the police often psychologically abused her, making fun of > her way of dressing, calling her derogatory names, and telling her that she > deserved to be beaten up. She did not feel comfortable reaching out to > counselors, apparently she did not have good experiences at her high school with > counselors telling her that she had to dress more appropriately (i.e. like a > boy) when she attended school. > The teacher wants me to thank you for your comment: > "Daniella and the teacher were both victims of violence against women...They > both needed support." > The teacher was traumatized by this event, feeling responsible for Daniella > getting beaten up. Although she knows that she did not commit the crime, she > does feel very guilty about not making sure that noone could eavesdrop while > Daniella was talking to her. No one had ever mentioned to her that counselling > may help her with this experience, and she is going to look into it. She thanks > you. Up until now she focused on the impact this all had on Daniella without > thinking about the impact it had on her. > Daphne > > > >>> bertiemo at yahoo.com 01/12/06 12:05 PM >>> > I feel very sad and angry about what happened to Daniella. Unfortunately this is > after the fact, but I have a few suggests for this teacher> > > 1. I encourage everyone of the students in my Freshman Success Class and also > who is in my opportunity program to make a private 15 to 20 minute appt. with me > so we can get to know one another....and we can talk about issues such as nick > names, unusual issues..All behind closed doors.. > > 2. Be more careful about issues of privacy and confidentiality....some issues > are best discussed during office hours behind closed doors > > 3. Safety of classrooms needs to be discussed with sponsors of literacy > programs. > After the incident was there a discussion about follow/up steps... > > 4. Did Daniella and the instructor receive counseling and support after the > incident... > > 5. Was she ask about pressing charges and how she would be supporting to do > this... > > Daniella and the teacher were both victims of violence against women...They > both needed support. > > Several years ago, I was experienced an apt. invasion by a homeless man...I was > pretty outraged when I didn't receive support from the police, or the few > friends that I called...I wasn't physically hurt, but I felt psychologically > invaded. I think I moved home to my parents house for a while after that > incident. > > Best, > > Bertie Mo > > Daphne Greenberg wrote: > In response to a few postings that have been shared on this listserv, someone > shared with me a story that she wanted me to post on her behalf. The names and > some of the details have been changed to protect the identity of the people/site > involved. > A 17 year old, named Daniella F. showed up in the teacher's GED class. She had > only sporadically attended classes at her highschool and once she could legally > drop out did. One day she overheard people in a public library talking about a > GED class and she decided to registar. She went to the office of the GED > program, registered, got tested and then was placed in an appropriate class for > someone at her level. She attended every day. After a few weeks of class, the > teacher noticed a discrepancy in the names of the students that the office had > sent her and the names of the students who showed up in class. Specifically, her > roster showed a Daniel F. and not a Daniella F. So one day, she asked the class > if anyone knew a Daniel F. Noone raised their hand. She then, asked Daniella if > by any chance Daniel was her brother. She said no. Then she asked Daniella if > she had enrolled in the program, because she noticed that she did not have a > Daniella F. on her roster. Daniella replied th > at she did. At the end of class, Daniella went up to the teacher and admitted > that she was Daniel. Apparently, because her official name is Daniel, she > enrolled as Daniel, but she likes to be called Daniella. When she enrolled as > Daniel, she dressed like a male, but once she attended class she dressed the way > she feels comfortable, which is as a female. Unfortunately, both the teacher and > Daniella did not know that there were some students in the hallway who heard > Daniella share her information. When Daniella left program that day, they > followed her as she walked away and in an empty and deserted lot they beat her > up. They were a group of 3 teenage males who found her offensive. Daniella did > not return to the program. The teacher was able to keep in touch with her for a > few weeks and even tutored her for awhile, but then Daniella left town without > leaving any contact information. > Any thoughts or reactions to the above? > Daphne > > Daphne Greenberg > Assistant Professor > Educational Psych. & Special Ed. > Georgia State University > P.O. Box 3979 > Atlanta, Georgia 30302-3979 > phone: 404-651-0127 > fax:404-651-4901 > dgreenberg at gsu.edu > > Daphne Greenberg > Associate Director > Center for the Study of Adult Literacy > Georgia State University > P.O. Box 3977 > Atlanta, Georgia 30302-3977 > phone: 404-651-0127 > fax:404-651-4901 > dgreenberg at gsu.edu > > ---------------------------------------------------- > National Insitute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > > > > ---------------------------------------------------- > National Insitute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy From alcdgg at langate.gsu.edu Fri Jan 27 20:02:46 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Fri, 27 Jan 2006 20:02:46 -0500 Subject: [WomenLiteracy] Lesbians in ABE Message-ID: In response to Mev's question, the following reply was posted on the Professional Development listserv. I thought that some of you may be interested: Hi Mev, Great research topic. I wonder about the intersection of ABE, welfare to work programs, and sexuality. How many of the single moms in Welfare to Work programs are lesbians? How many of the single moms got divorced or didn't stay with the father because they came out to themselves? How many lost family support because they are gay and had to go on welfare? I can think of a lot of vectors and stories, but you get the point. More work has been done on GLBTQ youth leaving/being forced out of high schools. How many of those studies follow them to see how many go into ABE programs? Youth studies often end the story with leaving the public schools (the invisibility of ABE and adult students in our discourse on education), but the studies could give data on the first half of the picture. They could also give some frameworks for looking at ABE. i.e. Here are the reasons why lesbian youth left the public schools -- how does ABE do the same thing and/or positively address those issues? Thanks for taking this on. Will Grant >>> mev at litwomen.org 01/26/06 10:03 AM >>> Hello Colleagues I have recently found an interesting grant RFP that I'd like to apply for. The timeline is short for this (proposal is due Feb. 15) but I'm hoping to gain some insight from many of you "in the field." The grant specifically addresses lesbian (and to some extended sense, lgbti) social change projects. [lgbti = lesbian, gay, bisexual, transgender, intersexed] The proposed project must directly address the depth and complexity of critical issues in lesbian (lgbti) communities, and especially those coming from progressive women's organizations and projects led by lesbians (lgbti people). So, WE LEARN -- with me as principle investigator -- seems like a perfect fit for this opportunity. FYI: the grant is being offered by an primarily lesbian focused organization. Due to my own interests, experience, and desire to keep the project manageable, I'd prefer to focus the project on lesbians, but also understand that general lgbti issues will necessarily intersect with this project. Here's what I'd like from you: I'm looking for key research questions and ways to frame them in a social change project that could happen either within a one year or 1-3 year time frame of the grant. Your input on key questions from your experience/perspective would help my development of this project. I have listed some of my ideas below. What of these seem most urgent to you? What different ideas or questions do you have? Some of my initial thoughts include: ? How are lesbian (lgbti) issues addressed, ignored, silenced in ABE/ESOL? ? How do we support lesbians (lgbti people) in ABE/ESOL -- across the spectrum of participants -- students, teachers, tutors, volunteers, administrators. ? We are beginning to understand the effects of violence and trauma on learning. How many of our students/teachers experience violence and trauma as a result of their sexuality? How are these issues/concerns recognized and addressed? ? What are the effects of identity discovery on learning / adult learning (this may connect to the violence issue, or it may not)? ? What can we learn from growing body of research on lesbian (lgbti) youth, especially the policy report available from the National Gay and Lesbian Task Force, GLSEN, and other education communities? Does the growth of Youth in ABE correspond at all to the experiences of lesbian (lgbti) youth? How many students in ABE/GED come to our programs because of sexuality-related hate crime experienced in high school? How do ABE programs serve these youth? ? We know that some young lesbians have babies to prove they're "straight." Do these students get served by family literacy programs or programs serving single moms? How does the implied heterosexuality of such programs affect the lesbians who may be attending them? How do their identities, issues, concerns get supported, ignored, silenced? ? How do we address, ignore, silence cultural issues in ESOL contexts as they intersect with sexuality issues? ? Ditto: workplace literacy & workforce development ? How does the K-12 teaching environment for lesbian ((lgbti)) teachers crossover into ABE/ESOL context? ? Do ABE/ESOL programs located in community colleges have a different set of attitudes or experiences related to lesbians (lgbti people) because they are located on a college campus? ? How are the realities, needs, and experiences of lesbians (lgbti people) in ABE/ESOL invisible to the larger gay/equal rights movement? How could these issues inform the larger context of lesbian/gay legal rights? It seems that much of ABE/ESOL experiences and writings on these issues are anecdotal. I know of no serious research project addressing lesbian (lgbti) issues in ABE. As far as I know, this is a gap in our research, something I'm willing to address head-on. Does anyone know of anyone who is doing direct research or participatory projects addressing these issues? Though I'm asking these as research questions, I'd like the proposal to be a participatory inquiry-based social change project. Your suggestions or experiences for framing this would also be useful. If anyone has interest in collaborating on this project, please let me know. I have collected resources (what few there are) over the years: ERIC Trends & Issues alert #21 Bright Ideas, 2000 Taking Risks, ALRI, 1999 The Change Agent #19, 2004 Addressing diversity - LACNYC 2002 a tape recording of the panel presentation at TESOL in 2003 novel-Working Parts novel-Crybaby Butch miscellaneous conversation threads on various NIFl lists, esp. womenlit in 2002 and some others... Do you know of other research or writings that are available -- specifically addressing lesbian (lgbti) issues in ABE/ESOL? Thanks for all your reflections. Please respond to me privately and I'll compile the comments for a future post. Mev Miller WE LEARN Women Expanding: Literacy Education Action Resource Network www.litwomen.org/welearn.html Mev Miller, Ed.D., Director 182 Riverside Ave. Cranston, RI 02910 401-383-4374 welearn at litwomen.org ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy From alcdgg at langate.gsu.edu Sun Jan 29 15:22:00 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Sun, 29 Jan 2006 15:22:00 -0500 Subject: [WomenLiteracy] Referrals Message-ID: Nicole suggests that we "develop an information and referral system of social service agencies..." I know that I have utilized United Way quite a bit in order to find social services for adult learners in the Atlanta area. Has anyone used any other kind of angencies to find referrals? Actually, do you find that your learners are asking for referrals? I know that I have been asked for the following kinds of referrals: employment centers therapists low cost dental/medical help. Does anyone on this list have similar kinds of requests? Daphne >>> nicwhite at comcast.net 01/27/06 10:38 AM >>> Hello again Daphne. :) In response to your email, I thought I should share with you (and other readers) a bit about our adult literacy program... This may/may not help answer your question about support... An integral part of the program that I run consists of incorporating personal growth workshops, and offering these workshops for free to clients of our literacy program. These workshops include Assertiveness Training, Healthy Living, and Self Esteem (to name a few). When our program was founded (Jan. '04), there was a focus on life-skills training for our students... Since then, we have expanded our own horizons to incorporate more educational work and GED preparation (in particular), but we still offer the personal growth workshops (which are CONSTANTLY full of students). While I do not facilitate these workshops myself (we have certified facilitators who provide that service for us), I do witness the bond and support that develops amongst the women who participate in these workshops. Like I have mentioned in previous posts, our center does provide counseling services, as well as rape crisis intervention, so we are blessed to have those services, as well as other programs like our literacy program all in one location. For those of you who find yourselves in need of such services, but do not have them on-site and at your disposal, I would highly encourage you to develop an information and referral system of social service agencies in your area. Collaboration (as we all see with this list-serv) is a key component to the success of providing services to the community. I hope this helps.... I know I went off on a tangent, but I hope this helps to atleast stimulate some good conversation. :) Nicole -- Nicole White Program Coordinator Expanded Horizons Literacy Program Women's Center of Jacksonville (904)722-3000 ext: 233 www.womenscenterofjax.org www.promotetruth.org -------------- Original message ---------------------- From: "Daphne Greenberg" > Bertie mentions rape crisis, violence prevention and intervention groups and > therapists as potential sources of support. I am wondering what exists in adult > literacy programs. The adult literacy programs in my immediate community does > not provide social work or counseling services. However, I believe that some of > you may be involved with programs that have these kinds of support services. We > would love to hear about them! Also, I am wondering, what do you do when you > don't have these kinds of support services available. Who do you reach out to in > your program for "unofficial" "informal" support? > Daphne > > >>> bertiemo at yahoo.com 1/22/2006 6:28 PM >>> > I think that any therapist or group associated with violence prevention and > intervention, even a rape crisis program (not associated) with the police should > have counselling resources for both of you. > > It is so important to realize that this is not an isolated incident...that if > Daniella was treated this way then anyone who is different from a diverse group > could elicit the same response...So besides dealing with the trauma, it is time > to find like minded people in this community. And if there is no community, > then it is time to create it...Because the following will happen.... > > "I did nothing when they took the Jews away because I was not Jewish, I did > not nothing when they took the Japanese-Americans away, because I was not > Japanese American. I did nothing when they came to take the gays away, because > I was not gay. When they came take me away, no one was there to do > anything... > > I know that the name of the community may not be identified because of > confidentiality issues, but I think that any community in the US today, but the > smallest would have resources. And if there are no local resourses perhaps one > needs to go to another level. > > Best, > > Bertie > > > > > > > > > > Daphne Greenberg wrote:I have been thinking a lot about > Daniella and her teacher. I am struck by how the teacher was very thankful to > Bertie for pointing out that the BOTH of them were victims and might want to > seek support. > How often, do we as teachers, check in with ourselves and notice whether we need > support after dealing with a difficult issue in class? Is it easy to get this > kind of support? Who can we reach out to for this kind of help? > Any thoughts? > Daphne > > >>> alcdgg at langate.gsu.edu 01/16/06 5:13 PM >>> > Bertie, > You make great suggestions. In answer to your questions, apparently Daniella did > not want to press charges. Apparently, she had been the victim of many attacks > near her school and the police often psychologically abused her, making fun of > her way of dressing, calling her derogatory names, and telling her that she > deserved to be beaten up. She did not feel comfortable reaching out to > counselors, apparently she did not have good experiences at her high school with > counselors telling her that she had to dress more appropriately (i.e. like a > boy) when she attended school. > The teacher wants me to thank you for your comment: > "Daniella and the teacher were both victims of violence against women...They > both needed support." > The teacher was traumatized by this event, feeling responsible for Daniella > getting beaten up. Although she knows that she did not commit the crime, she > does feel very guilty about not making sure that noone could eavesdrop while > Daniella was talking to her. No one had ever mentioned to her that counselling > may help her with this experience, and she is going to look into it. She thanks > you. Up until now she focused on the impact this all had on Daniella without > thinking about the impact it had on her. > Daphne > > > >>> bertiemo at yahoo.com 01/12/06 12:05 PM >>> > I feel very sad and angry about what happened to Daniella. Unfortunately this is > after the fact, but I have a few suggests for this teacher> > > 1. I encourage everyone of the students in my Freshman Success Class and also > who is in my opportunity program to make a private 15 to 20 minute appt. with me > so we can get to know one another....and we can talk about issues such as nick > names, unusual issues..All behind closed doors.. > > 2. Be more careful about issues of privacy and confidentiality....some issues > are best discussed during office hours behind closed doors > > 3. Safety of classrooms needs to be discussed with sponsors of literacy > programs. > After the incident was there a discussion about follow/up steps... > > 4. Did Daniella and the instructor receive counseling and support after the > incident... > > 5. Was she ask about pressing charges and how she would be supporting to do > this... > > Daniella and the teacher were both victims of violence against women...They > both needed support. > > Several years ago, I was experienced an apt. invasion by a homeless man...I was > pretty outraged when I didn't receive support from the police, or the few > friends that I called...I wasn't physically hurt, but I felt psychologically > invaded. I think I moved home to my parents house for a while after that > incident. > > Best, > > Bertie Mo > > Daphne Greenberg wrote: > In response to a few postings that have been shared on this listserv, someone > shared with me a story that she wanted me to post on her behalf. The names and > some of the details have been changed to protect the identity of the people/site > involved. > A 17 year old, named Daniella F. showed up in the teacher's GED class. She had > only sporadically attended classes at her highschool and once she could legally > drop out did. One day she overheard people in a public library talking about a > GED class and she decided to registar. She went to the office of the GED > program, registered, got tested and then was placed in an appropriate class for > someone at her level. She attended every day. After a few weeks of class, the > teacher noticed a discrepancy in the names of the students that the office had > sent her and the names of the students who showed up in class. Specifically, her > roster showed a Daniel F. and not a Daniella F. So one day, she asked the class > if anyone knew a Daniel F. Noone raised their hand. She then, asked Daniella if > by any chance Daniel was her brother. She said no. Then she asked Daniella if > she had enrolled in the program, because she noticed that she did not have a > Daniella F. on her roster. Daniella replied th > at she did. At the end of class, Daniella went up to the teacher and admitted > that she was Daniel. Apparently, because her official name is Daniel, she > enrolled as Daniel, but she likes to be called Daniella. When she enrolled as > Daniel, she dressed like a male, but once she attended class she dressed the way > she feels comfortable, which is as a female. Unfortunately, both the teacher and > Daniella did not know that there were some students in the hallway who heard > Daniella share her information. When Daniella left program that day, they > followed her as she walked away and in an empty and deserted lot they beat her > up. They were a group of 3 teenage males who found her offensive. Daniella did > not return to the program. The teacher was able to keep in touch with her for a > few weeks and even tutored her for awhile, but then Daniella left town without > leaving any contact information. > Any thoughts or reactions to the above? > Daphne > > Daphne Greenberg > Assistant Professor > Educational Psych. & Special Ed. > Georgia State University > P.O. Box 3979 > Atlanta, Georgia 30302-3979 > phone: 404-651-0127 > fax:404-651-4901 > dgreenberg at gsu.edu > > Daphne Greenberg > Associate Director > Center for the Study of Adult Literacy > Georgia State University > P.O. Box 3977 > Atlanta, Georgia 30302-3977 > phone: 404-651-0127 > fax:404-651-4901 > dgreenberg at gsu.edu > > ---------------------------------------------------- > National Insitute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > > > > ---------------------------------------------------- > National Insitute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy From bertiemo at yahoo.com Sun Jan 29 17:45:44 2006 From: bertiemo at yahoo.com (Bertha Mo) Date: Sun, 29 Jan 2006 14:45:44 -0800 (PST) Subject: [WomenLiteracy] Referrals In-Reply-To: Message-ID: <20060129224544.42960.qmail@web30003.mail.mud.yahoo.com> I am sure that someone in Atlanta must have a referral book; United Way, the local social services or community mental health. However, if there isn't one, this is such a great service learning project for a group of students at a local University. In St. Lawrence County, upstate New York where I work, there are two agencies; Reachout and Renewal House which anyone can call and obtain referrals for many services. Best, Bertie Mo, Ph.D., MPH Daphne Greenberg wrote:Nicole suggests that we "develop an information and referral system of social service agencies..." I know that I have utilized United Way quite a bit in order to find social services for adult learners in the Atlanta area. Has anyone used any other kind of angencies to find referrals? Actually, do you find that your learners are asking for referrals? I know that I have been asked for the following kinds of referrals: employment centers therapists low cost dental/medical help. Does anyone on this list have similar kinds of requests? Daphne >>> nicwhite at comcast.net 01/27/06 10:38 AM >>> Hello again Daphne. :) In response to your email, I thought I should share with you (and other readers) a bit about our adult literacy program... This may/may not help answer your question about support... An integral part of the program that I run consists of incorporating personal growth workshops, and offering these workshops for free to clients of our literacy program. These workshops include Assertiveness Training, Healthy Living, and Self Esteem (to name a few). When our program was founded (Jan. '04), there was a focus on life-skills training for our students... Since then, we have expanded our own horizons to incorporate more educational work and GED preparation (in particular), but we still offer the personal growth workshops (which are CONSTANTLY full of students). While I do not facilitate these workshops myself (we have certified facilitators who provide that service for us), I do witness the bond and support that develops amongst the women who participate in these workshops. Like I have mentioned in previous posts, our center does provide counseling services, as well as rape crisis intervention, so we are blessed to have those services, as well as other programs like our literacy program all in one location. For those of you who find yourselves in need of such services, but do not have them on-site and at your disposal, I would highly encourage you to develop an information and referral system of social service agencies in your area. Collaboration (as we all see with this list-serv) is a key component to the success of providing services to the community. I hope this helps.... I know I went off on a tangent, but I hope this helps to atleast stimulate some good conversation. :) Nicole -- Nicole White Program Coordinator Expanded Horizons Literacy Program Women's Center of Jacksonville (904)722-3000 ext: 233 www.womenscenterofjax.org www.promotetruth.org -------------- Original message ---------------------- From: "Daphne Greenberg" > Bertie mentions rape crisis, violence prevention and intervention groups and > therapists as potential sources of support. I am wondering what exists in adult > literacy programs. The adult literacy programs in my immediate community does > not provide social work or counseling services. However, I believe that some of > you may be involved with programs that have these kinds of support services. We > would love to hear about them! Also, I am wondering, what do you do when you > don't have these kinds of support services available. Who do you reach out to in > your program for "unofficial" "informal" support? > Daphne > > >>> bertiemo at yahoo.com 1/22/2006 6:28 PM >>> > I think that any therapist or group associated with violence prevention and > intervention, even a rape crisis program (not associated) with the police should > have counselling resources for both of you. > > It is so important to realize that this is not an isolated incident...that if > Daniella was treated this way then anyone who is different from a diverse group > could elicit the same response...So besides dealing with the trauma, it is time > to find like minded people in this community. And if there is no community, > then it is time to create it...Because the following will happen.... > > "I did nothing when they took the Jews away because I was not Jewish, I did > not nothing when they took the Japanese-Americans away, because I was not > Japanese American. I did nothing when they came to take the gays away, because > I was not gay. When they came take me away, no one was there to do > anything... > > I know that the name of the community may not be identified because of > confidentiality issues, but I think that any community in the US today, but the > smallest would have resources. And if there are no local resourses perhaps one > needs to go to another level. > > Best, > > Bertie > > > > > > > > > > Daphne Greenberg wrote:I have been thinking a lot about > Daniella and her teacher. I am struck by how the teacher was very thankful to > Bertie for pointing out that the BOTH of them were victims and might want to > seek support. > How often, do we as teachers, check in with ourselves and notice whether we need > support after dealing with a difficult issue in class? Is it easy to get this > kind of support? Who can we reach out to for this kind of help? > Any thoughts? > Daphne > > >>> alcdgg at langate.gsu.edu 01/16/06 5:13 PM >>> > Bertie, > You make great suggestions. In answer to your questions, apparently Daniella did > not want to press charges. Apparently, she had been the victim of many attacks > near her school and the police often psychologically abused her, making fun of > her way of dressing, calling her derogatory names, and telling her that she > deserved to be beaten up. She did not feel comfortable reaching out to > counselors, apparently she did not have good experiences at her high school with > counselors telling her that she had to dress more appropriately (i.e. like a > boy) when she attended school. > The teacher wants me to thank you for your comment: > "Daniella and the teacher were both victims of violence against women...They > both needed support." > The teacher was traumatized by this event, feeling responsible for Daniella > getting beaten up. Although she knows that she did not commit the crime, she > does feel very guilty about not making sure that noone could eavesdrop while > Daniella was talking to her. No one had ever mentioned to her that counselling > may help her with this experience, and she is going to look into it. She thanks > you. Up until now she focused on the impact this all had on Daniella without > thinking about the impact it had on her. > Daphne > > > >>> bertiemo at yahoo.com 01/12/06 12:05 PM >>> > I feel very sad and angry about what happened to Daniella. Unfortunately this is > after the fact, but I have a few suggests for this teacher> > > 1. I encourage everyone of the students in my Freshman Success Class and also > who is in my opportunity program to make a private 15 to 20 minute appt. with me > so we can get to know one another....and we can talk about issues such as nick > names, unusual issues..All behind closed doors.. > > 2. Be more careful about issues of privacy and confidentiality....some issues > are best discussed during office hours behind closed doors > > 3. Safety of classrooms needs to be discussed with sponsors of literacy > programs. > After the incident was there a discussion about follow/up steps... > > 4. Did Daniella and the instructor receive counseling and support after the > incident... > > 5. Was she ask about pressing charges and how she would be supporting to do > this... > > Daniella and the teacher were both victims of violence against women...They > both needed support. > > Several years ago, I was experienced an apt. invasion by a homeless man...I was > pretty outraged when I didn't receive support from the police, or the few > friends that I called...I wasn't physically hurt, but I felt psychologically > invaded. I think I moved home to my parents house for a while after that > incident. > > Best, > > Bertie Mo > > Daphne Greenberg wrote: > In response to a few postings that have been shared on this listserv, someone > shared with me a story that she wanted me to post on her behalf. The names and > some of the details have been changed to protect the identity of the people/site > involved. > A 17 year old, named Daniella F. showed up in the teacher's GED class. She had > only sporadically attended classes at her highschool and once she could legally > drop out did. One day she overheard people in a public library talking about a > GED class and she decided to registar. She went to the office of the GED > program, registered, got tested and then was placed in an appropriate class for > someone at her level. She attended every day. After a few weeks of class, the > teacher noticed a discrepancy in the names of the students that the office had > sent her and the names of the students who showed up in class. Specifically, her > roster showed a Daniel F. and not a Daniella F. So one day, she asked the class > if anyone knew a Daniel F. Noone raised their hand. She then, asked Daniella if > by any chance Daniel was her brother. She said no. Then she asked Daniella if > she had enrolled in the program, because she noticed that she did not have a > Daniella F. on her roster. Daniella replied th > at she did. At the end of class, Daniella went up to the teacher and admitted > that she was Daniel. Apparently, because her official name is Daniel, she > enrolled as Daniel, but she likes to be called Daniella. When she enrolled as > Daniel, she dressed like a male, but once she attended class she dressed the way > she feels comfortable, which is as a female. Unfortunately, both the teacher and > Daniella did not know that there were some students in the hallway who heard > Daniella share her information. When Daniella left program that day, they > followed her as she walked away and in an empty and deserted lot they beat her > up. They were a group of 3 teenage males who found her offensive. Daniella did > not return to the program. The teacher was able to keep in touch with her for a > few weeks and even tutored her for awhile, but then Daniella left town without > leaving any contact information. > Any thoughts or reactions to the above? > Daphne > > Daphne Greenberg > Assistant Professor > Educational Psych. & Special Ed. > Georgia State University > P.O. Box 3979 > Atlanta, Georgia 30302-3979 > phone: 404-651-0127 > fax:404-651-4901 > dgreenberg at gsu.edu > > Daphne Greenberg > Associate Director > Center for the Study of Adult Literacy > Georgia State University > P.O. Box 3977 > Atlanta, Georgia 30302-3977 > phone: 404-651-0127 > fax:404-651-4901 > dgreenberg at gsu.edu > > ---------------------------------------------------- > National Insitute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > > > > ---------------------------------------------------- > National Insitute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20060129/5c4af540/attachment.html From nicwhite at comcast.net Mon Jan 30 14:26:24 2006 From: nicwhite at comcast.net (nicwhite at comcast.net) Date: Mon, 30 Jan 2006 19:26:24 +0000 Subject: [WomenLiteracy] Referrals Message-ID: <013020061926.18147.43DE685F000AE095000046E322007374780A9B0708990C0702@comcast.net> Hello again... Since this has become such a great topic of discussion, I just wanted to share the categories in which we have our information and referral (I&R) contacts. Just a little background... The Women's Center of Jacksonville recently celebrated its 10 year anniversary this past August. We started as an information and referral center originally and have since expanded our services. Feel free to check out our website... www.womenscenterofjax.org I&R is still a service we provide, and listed below are the categories for which we have contact information. (Please keep in mind that there are many other service providers and referring systems that can be quite effective, and will take reserach on your part to become familiar with them. This system has just worked well for our agency and supports the mission we uphold). Dental Domestic Violence Education Emergency Shelter Employment Elderly Financial Assistance Food and Clothing Gay, Lesbian, Bisexual, Transgendered Legal Maternity Medical Care Mental Health Pregnancy Parenting/Childcare Sexual Assault Sexual Harrassment Spirituality Substance Abuse Support Groups Transportation Volunteering Women's Organizations HIV/AIDS Other... Hope all of this helps! Please keep me aware of other categories and/or groups and organizations that we should possibly add. There's always room for improvement. :) Nicole -- Nicole White Program Coordinator Expanded Horizons Literacy Program Women's Center of Jacksonville (904)722-3000 ext: 233 www.womenscenterofjax.org www.promotetruth.org -------------- Original message ---------------------- From: Bertha Mo > I am sure that someone in Atlanta must have a referral book; United Way, the > local social services or community mental health. However, if there isn't one, > this is such a great service learning project for a group of students at a > local University. > > In St. Lawrence County, upstate New York where I work, there are two > agencies; Reachout and Renewal House which anyone can call and obtain > referrals for many services. > > Best, > > Bertie Mo, Ph.D., MPH > > Daphne Greenberg wrote:Nicole suggests that we > "develop an information and referral system of social service agencies..." I > know that I have utilized United Way quite a bit in order to find social > services for adult learners in the Atlanta area. Has anyone used any other kind > of angencies to find referrals? > Actually, do you find that your learners are asking for referrals? I know that > I have been asked for the following kinds of referrals: > employment centers > therapists > low cost dental/medical help. > Does anyone on this list have similar kinds of requests? > Daphne > > >>> nicwhite at comcast.net 01/27/06 10:38 AM >>> > Hello again Daphne. :) In response to your email, I thought I should share > with you (and other readers) a bit about our adult literacy program... This > may/may not help answer your question about support... > > An integral part of the program that I run consists of incorporating personal > growth workshops, and offering these workshops for free to clients of our > literacy program. These workshops include Assertiveness Training, Healthy > Living, and Self Esteem (to name a few). When our program was founded (Jan. > '04), there was a focus on life-skills training for our students... Since then, > we have expanded our own horizons to incorporate more educational work and GED > preparation (in particular), but we still offer the personal growth workshops > (which are CONSTANTLY full of students). > > While I do not facilitate these workshops myself (we have certified > facilitators who provide that service for us), I do witness the bond and > support that develops amongst the women who participate in these workshops. > Like I have mentioned in previous posts, our center does provide counseling > services, as well as rape crisis intervention, so we are blessed to have those > services, as well as other programs like our literacy program all in one > location. > > For those of you who find yourselves in need of such services, but do not have > them on-site and at your disposal, I would highly encourage you to develop an > information and referral system of social service agencies in your area. > Collaboration (as we all see with this list-serv) is a key component to the > success of providing services to the community. > > I hope this helps.... I know I went off on a tangent, but I hope this helps to > atleast stimulate some good conversation. :) > > Nicole > > -- > Nicole White > Program Coordinator > Expanded Horizons Literacy Program > Women's Center of Jacksonville > (904)722-3000 ext: 233 > www.womenscenterofjax.org > www.promotetruth.org > > -------------- Original message ---------------------- > From: "Daphne Greenberg" > > Bertie mentions rape crisis, violence prevention and intervention groups and > > therapists as potential sources of support. I am wondering what exists in > adult > > literacy programs. The adult literacy programs in my immediate community does > > not provide social work or counseling services. However, I believe that some > of > > you may be involved with programs that have these kinds of support services. > We > > would love to hear about them! Also, I am wondering, what do you do when you > > don't have these kinds of support services available. Who do you reach out to > in > > your program for "unofficial" "informal" support? > > Daphne > > > > >>> bertiemo at yahoo.com 1/22/2006 6:28 PM >>> > > I think that any therapist or group associated with violence prevention and > > intervention, even a rape crisis program (not associated) with the police > should > > have counselling resources for both of you. > > > > It is so important to realize that this is not an isolated incident...that if > > Daniella was treated this way then anyone who is different from a diverse > group > > could elicit the same response...So besides dealing with the trauma, it is > time > > to find like minded people in this community. And if there is no community, > > then it is time to create it...Because the following will happen.... > > > > "I did nothing when they took the Jews away because I was not Jewish, I did > > not nothing when they took the Japanese-Americans away, because I was not > > Japanese American. I did nothing when they came to take the gays away, > because > > I was not gay. When they came take me away, no one was there to do > > anything... > > > > I know that the name of the community may not be identified because of > > confidentiality issues, but I think that any community in the US today, but > the > > smallest would have resources. And if there are no local resourses perhaps > one > > needs to go to another level. > > > > Best, > > > > Bertie > > > > > > > > > > > > > > > > > > > > Daphne Greenberg wrote:I have been thinking a lot about > > Daniella and her teacher. I am struck by how the teacher was very thankful to > > Bertie for pointing out that the BOTH of them were victims and might want to > > seek support. > > How often, do we as teachers, check in with ourselves and notice whether we > need > > support after dealing with a difficult issue in class? Is it easy to get this > > kind of support? Who can we reach out to for this kind of help? > > Any thoughts? > > Daphne > > > > >>> alcdgg at langate.gsu.edu 01/16/06 5:13 PM >>> > > Bertie, > > You make great suggestions. In answer to your questions, apparently Daniella > did > > not want to press charges. Apparently, she had been the victim of many attacks > > near her school and the police often psychologically abused her, making fun of > > her way of dressing, calling her derogatory names, and telling her that she > > deserved to be beaten up. She did not feel comfortable reaching out to > > counselors, apparently she did not have good experiences at her high school > with > > counselors telling her that she had to dress more appropriately (i.e. like a > > boy) when she attended school. > > The teacher wants me to thank you for your comment: > > "Daniella and the teacher were both victims of violence against women...They > > both needed support." > > The teacher was traumatized by this event, feeling responsible for Daniella > > getting beaten up. Although she knows that she did not commit the crime, she > > does feel very guilty about not making sure that noone could eavesdrop while > > Daniella was talking to her. No one had ever mentioned to her that counselling > > may help her with this experience, and she is going to look into it. She > thanks > > you. Up until now she focused on the impact this all had on Daniella without > > thinking about the impact it had on her. > > Daphne > > > > > > >>> bertiemo at yahoo.com 01/12/06 12:05 PM >>> > > I feel very sad and angry about what happened to Daniella. Unfortunately this > is > > after the fact, but I have a few suggests for this teacher> > > > > 1. I encourage everyone of the students in my Freshman Success Class and also > > who is in my opportunity program to make a private 15 to 20 minute appt. with > me > > so we can get to know one another....and we can talk about issues such as nick > > names, unusual issues..All behind closed doors.. > > > > 2. Be more careful about issues of privacy and confidentiality....some issues > > are best discussed during office hours behind closed doors > > > > 3. Safety of classrooms needs to be discussed with sponsors of literacy > > programs. > > After the incident was there a discussion about follow/up steps... > > > > 4. Did Daniella and the instructor receive counseling and support after > the > > incident... > > > > 5. Was she ask about pressing charges and how she would be supporting to do > > this... > > > > Daniella and the teacher were both victims of violence against women...They > > both needed support. > > > > Several years ago, I was experienced an apt. invasion by a homeless man...I > was > > pretty outraged when I didn't receive support from the police, or the few > > friends that I called...I wasn't physically hurt, but I felt psychologically > > invaded. I think I moved home to my parents house for a while after that > > incident. > > > > Best, > > > > Bertie Mo > > > > Daphne Greenberg wrote: > > In response to a few postings that have been shared on this listserv, someone > > shared with me a story that she wanted me to post on her behalf. The names and > > some of the details have been changed to protect the identity of the > people/site > > involved. > > A 17 year old, named Daniella F. showed up in the teacher's GED class. She had > > only sporadically attended classes at her highschool and once she could > legally > > drop out did. One day she overheard people in a public library talking about a > > GED class and she decided to registar. She went to the office of the GED > > program, registered, got tested and then was placed in an appropriate class > for > > someone at her level. She attended every day. After a few weeks of class, the > > teacher noticed a discrepancy in the names of the students that the office had > > sent her and the names of the students who showed up in class. Specifically, > her > > roster showed a Daniel F. and not a Daniella F. So one day, she asked the > class > > if anyone knew a Daniel F. Noone raised their hand. She then, asked Daniella > if > > by any chance Daniel was her brother. She said no. Then she asked Daniella if > > she had enrolled in the program, because she noticed that she did not have a > > Daniella F. on her roster. Daniella replied th > > at she did. At the end of class, Daniella went up to the teacher and admitted > > that she was Daniel. Apparently, because her official name is Daniel, she > > enrolled as Daniel, but she likes to be called Daniella. When she enrolled as > > Daniel, she dressed like a male, but once she attended class she dressed the > way > > she feels comfortable, which is as a female. Unfortunately, both the teacher > and > > Daniella did not know that there were some students in the hallway who heard > > Daniella share her information. When Daniella left program that day, they > > followed her as she walked away and in an empty and deserted lot they beat her > > up. They were a group of 3 teenage males who found her offensive. Daniella did > > not return to the program. The teacher was able to keep in touch with her for > a > > few weeks and even tutored her for awhile, but then Daniella left town without > > leaving any contact information. > > Any thoughts or reactions to the above? > > Daphne > > > > Daphne Greenberg > > Assistant Professor > > Educational Psych. & Special Ed. > > Georgia State University > > P.O. Box 3979 > > Atlanta, Georgia 30302-3979 > > phone: 404-651-0127 > > fax:404-651-4901 > > dgreenberg at gsu.edu > > > > Daphne Greenberg > > Associate Director > > Center for the Study of Adult Literacy > > Georgia State University > > P.O. Box 3977 > > Atlanta, Georgia 30302-3977 > > phone: 404-651-0127 > > fax:404-651-4901 > > dgreenberg at gsu.edu > > > > ---------------------------------------------------- > > National Insitute for Literacy > > Women and Literacy mailing list > > WomenLiteracy at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/womenliteracy > > > > > > > > ---------------------------------------------------- > > National Insitute for Literacy > > Women and Literacy mailing list > > WomenLiteracy at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/womenliteracy > > > > ---------------------------------------------------- > > National Institute for Literacy > > Women and Literacy mailing list > > WomenLiteracy at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/womenliteracy > > > > > > ---------------------------------------------------- > > National Institute for Literacy > > Women and Literacy mailing list > > WomenLiteracy at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/womenliteracy > > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > > -------------- next part -------------- An embedded message was scrubbed... From: Bertha Mo Subject: Re: [WomenLiteracy] Referrals Date: Mon, 30 Jan 2006 01:29:50 +0000 Size: 28577 Url: http://www.nifl.gov/pipermail/womenliteracy/attachments/20060130/c7032c0c/attachment.mht From alcdgg at langate.gsu.edu Mon Jan 30 14:45:45 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Mon, 30 Jan 2006 14:45:45 -0500 Subject: [WomenLiteracy] family literacy grant Message-ID: This is copied and pasted from the family and literacy listserv: Title: Grants for the Advancement of Literacy Sponsor: Dollar General Literacy Foundation Sponsor Type: Other Nonprofit Deadline: February 17, 2006 Eligibility: Proposals will be considered from eligible tax-exempt organizations as defined by the IRS Code described in Section 501(c)(3). To be eligible for consideration, organizations - must provide direct literacy-based programs and services to adults or families in the thirty-one states where Dollar General stores are located; - be located within fifteen miles of a Dollar General store (visit the store locator section of the Dollar General Web site for store locations); - have not received funding from the Dollar General Literacy Foundation for the past two consecutive years; and - have met all reporting requirements from previous Dollar General Literacy Foundation grants. Family literacy programs applying for funding must have the following four components: adult education instruction; children's education; parent and child together time (PACT); and parenting classes that teach parents to be the primary teacher for their child. Abstract: Since 1993, the Dollar General Literacy Foundation has increased the functional literacy of adults by providing grants to non-profit organizations dedicated to the advancement of literacy. The foundation will award grants to direct service providers in adult Literacy, including adult basic education, GED preparation, and English for speakers of other languages; and family literacy instruction. URL for more information: http://www.dollargeneral.com/community/dgliteracy.aspx From ALCDGG at langate.gsu.edu Tue Jan 31 11:13:11 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Tue, 31 Jan 2006 11:13:11 -0500 Subject: [WomenLiteracy] Call for papers Message-ID: Restorative Directions Journal, a Canadian based, internationally distributed, peer-reviewed journal is presently seeking submissions on the following topics: i) Women and Incarceration, ii) Indigenous Peoples and Incarceration, iii) African Americans and Incarceration, iv) Incarceration of the Elderly and v) The Role of Apology in Criminal Justice or vi) Other topics in Restorative Justice. If you wish to find out more, or contribute a submission, please do not hesitate to explore the journals web site at www.rdj.ca or contact the editor at john at rdj.ca Thank you, John Charlton Editor Restorative Directions Journal www.rdj.ca FYI, please note that the current edition of the journal is 56pgs. Some of the contributing authors are: Lisa Merkel-Holguin, Dr Cathy Richardson, Helen Bowen, Dr PJ Verrecchia and His Honour Judge A.P. Walsh of the District Court of New Zealand. From ALCDGG at langate.gsu.edu Tue Jan 31 15:22:31 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Tue, 31 Jan 2006 15:22:31 -0500 Subject: [WomenLiteracy] resources Message-ID: The National Institute for Literacy, Partnership for Reading, Publications Web page has a couple of resources that are of interest to adult education instructors at: http://www.nifl.gov/partnershipforreading/publications/adult.html. For example, one is entitled Applying Research in Reading Instruction for Adults: First Steps for Teachers. The author says the book "aims first to build background knowledge about reading and scientifically based reading instruction." The book is full of student and classroom illustrations and sample instructional activities. Another example is entitled Teaching Adults to Read. This booklet "describes strategies proven to work by the most rigorous scientific research available on the teaching of reading." It summarizes the trends and principles identified in the 2002 publication Research-Based Principles for Adult Basic Education Reading Instruction. Both publications may be viewed and may be downloaded from: http://www.nifl.gov/partnershipforreading/publications/adult.html Daphne From alcdgg at langate.gsu.edu Thu Feb 2 00:10:10 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Thu, 02 Feb 2006 00:10:10 -0500 Subject: [WomenLiteracy] reminders Message-ID: The easiest way to send a post to this listserv, is to reply to a previous posting. Another way to do it is by sending your post to the following address: womenliteracy at nifl.gov If you have any questions, you can email me at: dgreenberg at gsu.edu or go the help page at: http://www.nifl.gov/lincs/discussions/help/help_mailman.html If you want/need to change your settings, here is the link: http://www.nifl.gov/mailman/listinfo/womenliteracy Daphne Daphne Greenberg Assistant Professor Educational Psych. & Special Ed. Georgia State University P.O. Box 3979 Atlanta, Georgia 30302-3979 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu Daphne Greenberg Associate Director Center for the Study of Adult Literacy Georgia State University P.O. Box 3977 Atlanta, Georgia 30302-3977 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu From alcdgg at langate.gsu.edu Fri Feb 3 18:24:48 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Fri, 03 Feb 2006 18:24:48 -0500 Subject: [WomenLiteracy] ESOL learners discussion and "guest speaker" Message-ID: Some of you may be interested in joining the Focus on Basics Discussion List. This list will have a "guest speaker and discussion on ESOL learners. For more information, see below: ================================================ Greetings to All from the Focus on Basics (FOB) Discussion List, I want to invite you to a discussion on the Focus on Basics list starting on Wednesday, Feb. 15th. (It's very easy to join the FOB list for the event and then unsubscribe.) FOB author, Robin Schwarz will be joining us to discuss her recent article: "Taking a Closer Look at Struggling ESOL Learners" is about ESOL learners who seem "stuck", and how we can find the real reasons for their struggles and find ways to get them back on track. You can find this article at: ; I'll post questions to think about on Tuesday, Feb. 7th, and the discussion will start on Wednesday, Feb. 15th. We'll wrap up by the following Wednesday. (I know that a Wed. to Wed. time frame is a little odd, but we are trying it out to accommodate scheduling issues!) I encourage you to read the article and start thinking about your experiences with learners who have been "stuck", and the intake or interviewing procedures that you use. Robin Schwarz is an ESOL tutor, LD specialist and consultant in ESOL/LD issues, and is a partner in the TLP Group in Columbus, Ohio. We are so pleased to have her as guest speaker! To subscribe to the FOB list, go to: ; Hope to have you join us, Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From alcdgg at langate.gsu.edu Sat Feb 4 10:41:27 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Sat, 04 Feb 2006 10:41:27 -0500 Subject: [WomenLiteracy] Adolescents and ESL-guest discussion on English Language List Message-ID: In addition to the previous posting where I shared with you a discussion about English Learners, there is going to be another one, on the English Language List. Here is the information about that one: The Adult English Language Learners is planning an online discussion on adolescent learners in adult ESL/ESOL classes from February 8-14, 2006. To join the English language list, please go to http://www.nifl.gov/lincs/discussions/discussions.html and follow the directions for subscribing. Adolescent English language learners (ELLs) are a growing population in secondary schools and a steady presence in postsecondary (adult) education programs. Many of you have experienced the unique characteristics and needs that adolescent ELLs present in the adult ESL classroom. Like their adult counterparts, some of these adolescents may be undocumented or may not have high literacy or education levels in their native languages. They may be trying to juggle work, education, community, and family responsibilities both here and in their native countries. Some may be struggling with cross-generational reunification issues. Others may have been born and raised in the U.S. but failed to succeed in traditional K-12 schooling. Despite their varied educational, social, and cultural backgrounds, these adolescents have one thing in common - their developmental stage and related needs may set them apart from the adult students in your classes. As high school exit criteria grow more demanding in the United States, students with limited or interrupted schooling are finding it difficult to graduate within the timeframes traditionally allocated for high school study. As a result, these students are turning to adult education to earn high school diplomas, increase their job skills, and improve their English language proficiency. On February 8-14 Sarah Young, author of Adolescent Learners in Adult ESL Classes, http://www.cal.org/caela/esl_resources/briefs/adolescent.html will lead a discussion and respond to questions about this topic. Sarah is an instructor at the Arlington Education and Employment Program (REEP) in Arlington, Virginia. She is also an adult ESL content specialist at the Center for Applied Linguistics where she works on several projects related to adolescent and adult English language learners. On February 8, Sarah will summarize some of the issues related to adolescents studying in adult ESL/ESOL classrooms (e.g., who these learners are and why they are in adult ESL/ESOL classes, what instructional strategies may work well with this population, what types of educational opportunities may be available). To review the topic before the discussion, please read brief (above), which includes an extensive bibliography. We hope you will share your own experiences, advice, and comments, before, during, and after the days that Sarah leads the discussion and fields questions. If questions or comments are raised before next Tuesday, I will forward them to Sarah. You may also send comments or questions to me off the list at lterrill at cal.org Lynda Terrill English Language Discussion List Center for Adult English Language Acquisition Center for Applied Linguistics 4646 40th St, NW Washington, DC lterrill at cal.org tel 202-362-0700 fax 202-363-7204 http://www.cal.org/caela From EJacobson at air.org Mon Feb 6 18:02:43 2006 From: EJacobson at air.org (Jacobson, Erik) Date: Mon, 6 Feb 2006 15:02:43 -0800 Subject: [WomenLiteracy] National Reading Conference - J. Michael Parker Award Message-ID: National Reading Conference - J. Michael Parker Award The National Reading Conference (NRC) - 56th Annual Meeting will take place in Los Angeles, CA, from November 29 to December 2, 2006. The conference covers a wide range of literacy related topics, including sessions on adult literacy. Information about the annual meeting is available at http://www.nrconline.org/. I encourage adult literacy researchers to join the dialogue at the meeting and to consider submitting proposals In addition, to encourage research on adult literacy, NRC has established the J. Michael Parker Award. This award is given to graduate students and untenured professors who present research on adult learning or education at the annual meeting. More information and submission guidelines are available in the meeting's Call for Proposals - http://www.nrconline.org/pdf/2006callforproposals.pdf Submissions are due March 1st, 2006, and must be submitted electronically. Erik Jacobson Chair, J. Michael Parker Award Committee National Reading Conference From ALCDGG at langate.gsu.edu Tue Feb 7 09:57:02 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Tue, 07 Feb 2006 09:57:02 -0500 Subject: [WomenLiteracy] understanding figures Message-ID: For those of you who include teaching how to read graphs, figures, and table, if you go to the following website, you will find an interesting figure that you can use in your classroom: http://www.womensenews.org/article.cfm/dyn/aid/2620 Daphne Daphne Greenberg Assistant Professor Educational Psych. & Special Ed. Georgia State University P.O. Box 3979 Atlanta, Georgia 30302-3979 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu Daphne Greenberg Associate Director Center for the Study of Adult Literacy Georgia State University P.O. Box 3977 Atlanta, Georgia 30302-3977 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu From ALCDGG at langate.gsu.edu Tue Feb 7 10:03:41 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Tue, 07 Feb 2006 10:03:41 -0500 Subject: [WomenLiteracy] Betty Friedan and Coretta Scott King Message-ID: With Betty Friedan's and Coretta Scott King's deaths, I was wondering if any adult literacy programs are honoring either women, and if yes how. It also made me wonder if our adult learners relate to the feminist and/or civil rights movement and whether they are involved in any of the movements, and if yes how. Anybody have anything to share? Daphne Daphne Greenberg Assistant Professor Educational Psych. & Special Ed. Georgia State University P.O. Box 3979 Atlanta, Georgia 30302-3979 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu Daphne Greenberg Associate Director Center for the Study of Adult Literacy Georgia State University P.O. Box 3977 Atlanta, Georgia 30302-3977 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu From Janet_Isserlis at brown.edu Tue Feb 7 13:04:21 2006 From: Janet_Isserlis at brown.edu (Janet Isserlis) Date: Tue, 07 Feb 2006 13:04:21 -0500 Subject: [WomenLiteracy] Now Online: Digital Stories by South Africans Explore Gender-Based Violence and HIV/AIDS In-Reply-To: Message-ID: All - fyi Janet Isserlis In the Summer of 2005, the Men As Partners (MAP) Network and the Silence Speaks program joined together in an effort to bring digital storytelling to South African communities engaged in challenging violence against women and supporting HIV prevention. A series of digital stories created by MAP Network members can now be viewed online at http://www.engenderhealth.org/ia/wwm/wwmds.html. These stories are being shown in trainings and public screenings throughout South Africa and beyond, to mobilize men?s involvement in MAP community organizing, training, and policy advocacy activities. For more information about this digital storytelling initiative, contact Amy Hill, amylenita at storycenter.org or 510-548-2065. Please feel free to share this story link with colleagues and friends. -- Amy L. Hill Community Projects Director Center for Digital Storytelling www.storycenter.org 510.548-2065 W 510-682-8311 C "Listen Deeply. Tell Stories." From ALCDGG at langate.gsu.edu Wed Feb 8 11:11:51 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Wed, 08 Feb 2006 11:11:51 -0500 Subject: [WomenLiteracy] Now Online: Digital Stories by South Africans Explore Gender-Based Violence and HIV/ Message-ID: I encourage everyone to take a look at these stories-they are great! This posting inspires two questions for me: 1. Have any of you used digital stories in your classroom? How? 2. Do any of you talk about AIDS and HIV in your adult literacy classrooms? Daphne >>> Janet_Isserlis at brown.edu 2/7/2006 1:04 PM >>> All - fyi Janet Isserlis In the Summer of 2005, the Men As Partners (MAP) Network and the Silence Speaks program joined together in an effort to bring digital storytelling to South African communities engaged in challenging violence against women and supporting HIV prevention. A series of digital stories created by MAP Network members can now be viewed online at http://www.engenderhealth.org/ia/wwm/wwmds.html. These stories are being shown in trainings and public screenings throughout South Africa and beyond, to mobilize men?s involvement in MAP community organizing, training, and policy advocacy activities. For more information about this digital storytelling initiative, contact Amy Hill, amylenita at storycenter.org or 510-548-2065. Please feel free to share this story link with colleagues and friends. -- Amy L. Hill Community Projects Director Center for Digital Storytelling www.storycenter.org 510.548-2065 W 510-682-8311 C "Listen Deeply. Tell Stories." ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy From esp150 at psu.edu Wed Feb 8 11:39:50 2006 From: esp150 at psu.edu (Esther Prins) Date: Wed, 08 Feb 2006 11:39:50 -0500 Subject: [WomenLiteracy] Now Online: Digital Stories by South Africans Explore Gender-Based Violence and HIV/ In-Reply-To: References: Message-ID: <6.2.1.2.2.20060208113533.01ed6ea8@email.psu.edu> An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20060208/08c0ab06/attachment.html From mev at litwomen.org Thu Feb 9 12:12:49 2006 From: mev at litwomen.org (mev at litwomen.org) Date: Thu, 9 Feb 2006 12:12:49 -0500 Subject: [WomenLiteracy] Women & Literacy Conference Deadlines Approaching Message-ID: <4BFB4530-998F-11DA-8640-000393ABE4D2@litwomen.org> Register now to get the best rates!!! ** Extended Deadline - to reserve Hotel Rooms at the Colony Inn -- ** Thursday February 16 ** Conference Pre-Registration Deadline: Friday, February 24 WE LEARN Women Expanding: Literacy Education Action Resource Network 3rd Annual (Net)Working Conference - 2006 Women?s Literacy?..Moving to Power & Participation New Haven, CT Friday, March 10 Registration: 8:00 ? 9:00 (coffee, tea, juice & pastries available) Opening of the conference begins promptly at 9:00 Exhibits will be open from 8:00 ? 4:30. Lunch provided. Women's Perspectives Celebration: 3:45 Keynote Address, Marcia Ann Gillespie: 4:30 Saturday, March 11 Registration: 8:00 ? 9:00 (coffee, tea, juice & pastries available) Panel Discussion begins promptly at 9:00 Exhibits will be open from 8:00 ? 3:30. Lunch provided. Location: Linsly-Chittenden Hall / Yale University / 63 High St. / New Haven, CT To download travel information, go to: http://www.litwomen.org/conferences/2006/hotels.html The Conference website is: http://www.litwomen.org/conferences/2006/main.html The Program Schedule can be viewed at: http://www.litwomen.org/conferences/2006/program.htm The Workshop Descriptions can be downloaded at: http://www.litwomen.org/conferences/2006/workshops.pdf WE LEARN Women Expanding: Literacy Education Action Resource Network www.litwomen.org/welearn.html Mev Miller, Ed.D., Director 182 Riverside Ave. Cranston, RI 02910 401-383-4374 welearn at litwomen.org From alcdgg at langate.gsu.edu Thu Feb 9 21:30:32 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Thu, 09 Feb 2006 21:30:32 -0500 Subject: [WomenLiteracy] Black History Month Message-ID: Tom Sticht asked that I post this on his behalf: Celebrating Black History Month February 2006 Three Black Ladies of Adult Literacy Education In the Struggle for Social Justice in the United States Tom Sticht International Consultant in Adult Education In Black History Month we celebrate the history of African-Americans in the United States. In this history, nothing is more important than the struggle of slaves, freedmen, and oppressed African-Americans to learn to read and write and to use these literacy skills to obtain their civil rights. In this history, three great African-American ladies stand out from thousands of others because of the remarkable circumstances under which they labored to help African-Americans gain the dignity and confidence they needed to stand up for their rights. This is a brief summary of some of the contributions of these three African-American ladies of literacy and liberty. Suzie (Baker) King Taylor (1848-unknown) Susie (Baker) King Taylor was born a slave in Savannah, Georgia in 1848. She was raised by her grandmother who sent her and one of her brothers to the home of a free women to learn to read and write, even though it was against the law for slaves to learn to read and write. As she explained in her 1902 book, "We went every day with our books wrapped in paper to prevent the police or white persons from seeing them." (Taylor in Lerner, 1972) During the Civil War the Union Army initiated the practice of enlisting freed African-Americans. But it was soon apparent that there were problems in using these men as soldiers. Among other problems, it was difficult for officers to communicate with illiterate former slaves. So promotion and advancement in the army was difficult for the African-American soldiers. Many of them blamed this situation on their lack of education. In response to these needs, many officers initiated programs of education for the former slaves. One officer, Colonel Thomas W. Higginson of the 33rd U. S. Colored Troops, appointed the chaplain as the regimental teacher. Higginson reportedly saw men at night gathered around a campfire, "spelling slow monosyllables out of a primer, a feat which always commands all ears, " and he observed that, "Their love of the spelling book is perfectly inexhaustible, -they stumbling on by themselves, or the blind leading the blind, with the same pathetic patience which they carry into everything. The chaplain is getting up a schoolhouse, where he will soon teach them as regularly as he can. But the alphabet must always be a very incidental business in a camp." (Cornish, 1952). One of the people whom the chaplain engaged in teaching soldiers of the 33rd to read and write was Susie King Taylor (Blassingame, 1965). She went with the regiment to Florida where she reported that "I learned to handle a musket very well while in the regiment and could shoot straight and often hit the target. I assisted in cleaning the guns and used to fire them off, to see if the cartridges were dry, before cleaning and re-loading , each day. I thought this was great fun." (Taylor in Lerner, 1972, p. 101). Describing something of the conditions under which she worked, Taylor said, "Outside of the Fort were many skulls lying about; I have often moved them one side out of the path.The comrades and I would have wondered a bit as to which side of the war the men fought on, some said they were the skulls of our boys; some said they were the enemies; but as there was no definite way to know, it was never decided which could lay claim to them. They were a gruesome sight, those fleshless heads and grinning jaws, but by this time I had become used to worse things and did not feel as I would have earlier in my camp life. *(Taylor in Lerner, 1972) According to Taylor, "I taught a great many of the comrades in Company E to read and write when they were off duty, nearly all were anxious to learn. My husband taught some also when it was convenient for him. I was very happy to know my efforts were successful in camp also very grateful for the appreciation of my services. I gave my services willingly for four years and three months without receiving a dollar." (Taylor in Lerner, 1972) Throughout the Civil War, thousands of teachers, some modestly paid and many volunteers, worked often under very arduous conditions, such as described above by Suzie King Taylor, to educate the newly freed slaves who came to fight for the preservation of the United States of America. In just the Union Army?s Department of the Gulf (Louisiana, Mississippi, Alabama,Texas) by 1864 there were 95 schools with 9,571 children and 2,000 adults being taught by 162 teachers. By the war?s end it was estimated some 20,000 African-American troops had been taught to read "intelligently" (Blassingame, 1965). Harriet A. Jacobs (1813-1897) Harriet A. Jacobs was born a slave. But even though it was unlawful to teach slaves to read, Jacob?s mistress, the daughter of her owners, taught her to read and write. As she reached puberty, Jacob?s master started to make moves on her for sexual favors and subjected her to other abuses. So she ran away and hid at her grandmother?s house. She hid in a garret between the ceiling and roof that was about seven feet wide, nine feet in length and only three feet high at the highest point. She hid there for seven years! In 1861, Jacobs wrote a book entitled, "Incidents in the life of a slave girl written by herself." In it she tells the story of her work to help an older black man, a slave like her, learn to read so he could reach for a greater reward for himself at the end of his life. In Jacob?s own words of her time: "I knew an old black man, whose piety and childlike trust in God were beautiful to witness. At fifty-three years old he joined the Baptist church. He had a most earnest desire to learn to read. He thought he should know how to serve God better if he could only read the Bible. He came to me, and begged me to teach him. He said he could not pay me, for he had no money; but he would bring me nice fruit when the season for it came. I asked him if he didn?t know it was contrary to law; and that slaves were whipped and imprisoned for teaching each other to read. This brought the tears into his eyes. "Don?t be troubled, Uncle Fred," said I. "I have no thoughts of refusing to teach you. I only told you of the law, that you might know the danger, and be on your guard." He thought he could plan to come three times a week without its being suspected. I selected a quiet nook, where no intruder was likely to penetrate, and there I taught him his A, B, C. Considering his age, his progress was astonishing. As soon as he could spell in two syllables he wanted to spell out words in the Bible. The happy smile that illuminated his face put joy into my heart. After spelling out a few words he paused, and said, "Honey, it ?pears when I can read dis good book I shall be nearer to God. White man is got all de sense. He can larn easy. It ain?t easy for ole black man like me. I only want to read dis book, dat I may know how to live; den I hab no fear ?bout dying." I tried to encourage him by speaking of the rapid progress he had made. "Hab patience, child," he replied. "I larns slow." At the end of six months he had read through the New Testament, and could find any text in it.":End Quote The Freedmen?s Schools. Later in her life, after achieving her freedom, Jacobs taught school for former slaves in what were called the Freedmen?s Schools. These schools were set up after the Civil War when the U. S. Congress created the Bureau of Refugees, Freedmen, and Abandoned Lands as the primary agency for reconstruction. This agency was placed under the jurisdiction of the War Department and was popularly known as the Freedmen?s Bureau. The Freedmen?s Bureau provided education for freed former slaves engaging teachers who were primarily from voluntary organizations such as the American Missionary Association. Collectively these organizations became known as Freedmen?s Aid Societies. Between 1862 and 1872, fifty-one anti-slavery societies, involving some 2,500 teachers and over 2,000 schools, were conducting education for freedmen. The Freedmen?s Bureau was disbanded in 1872 for lack of political support (Morris, 1981). Septima Poinsette Clark (1898-1987) Septima Poinsette Clark has been called the "Queen Mother? of the Civil Rights Movement in the United States. Clark taught black soldiers at Fort Jackson in South Carolina to read and write in the 1930s. Later she conducted workshops at the Highlander Folk school in Tennessee where one of her students was Rosa Parks. Later Clark started citizenship schools with Dr. Martin Luther King at the Southern Christian Leadership Conference. Septima Clark was an innovator in teaching adult reading and writing within the functional context of the civil rights movement to free African-Americans from the oppression of those wanting to deny them full citizenship. Her methods included using "real life" materials for teaching adults to read (Clark, 1986). On January 7, 1957, Clark and her teachers started the first Citizenship School serving adult African-Americans on Johns Island in South Carolina. Clark (1962) recalled that when the teachers asked the students what they wanted to learn, the answer was that, "First, they wanted to learn how to write their names. That was a matter of pride as well as practical need. (p. 147). In teaching students to write their names Clark instructed teachers to carve student?s names into cardboard. Then, according to Clark (1962), "What the student does is trace with his pencil over and over his signature until he gets the feel of writing his name. I suppose his fingers memorize it by doing it over and over; he gets into the habit by repeating the tracing time after time." (p.148). She went on to say, "And perhaps the single greatest thing it accomplishes is the enabling of a man to raise his head a little higher; knowing how to sign their names, many of those men and women told me after they had learned, made them FEEL different. Suddenly they had become a part of the community; they were on their way toward first-class citizenship." (p. 149). Speaking of a cleaning woman who asked to be taught to read and write in the Citizenship School on Johns Island, South Carolina, so that she might prepare herself to vote, Septima Poinsette Clark wrote: "This woman is but one of those persons whose stories I could tell. One will never be able, I maintain, to measure or even to approximate the good that this work among the adult illiterates on this one island has accomplished. How can anybody estimate the worth of pride achieved, hope accomplished, faith affirmed, citizenship won? These are intangible things but real nevertheless, solid and of inestimable value." Working with Dr. Martin Luther King at the Southern Christian Leadership Conference Clark took the simple adult literacy educator?s method for teaching adults to write their names and eventually trained 10,000 teachers to teach literacy so that African-Americans could gain the vote. Altogether, the Citizenship Schools got nearly 700,000 African-American adults registered to vote in the South, providing political muscle to the Civil Rights Movement of the 1960s! Black History Month owes a lot of its existence to the work of these three great Black ladies, and of course many other African-American educators not noted here, who labored under conditions of duress to help slaves, freedmen, and those African-Americans living under oppression in the middle of the 20th century to acquire literacy. Armed with literacy, African-Americans throughout the United States won the struggle for civil rights. But the struggle goes on. The National Assessment of Adult Literacy (NAAL) of 2003 showed that 67 percent of African-American adults scored at the Basic or Below Basic literacy levels for prose tasks. But in fiscal year 2003, African-Americans made-up only 20 percent of adults enrolled in the Adult Education and Literacy System (AELS) of the United States. Clearly then, at the outset of the 21st century there is a continuing need for political action to support African-American and other adult literacy educators in their efforts to bring literacy and social justice for all. The work goes on; and We SHALL overcome! References Blassingame, J. W. (1965). The Union Army as an educational institution for Negroes, 1862-1865. Journal of Negro Education, 34, 152-159. Clark, Septima P. (1962). Echo in my soul. New York: E. P. Dutton & C0. Cornish, D. T. (1952). The Union Army as a school for Negroes. Journal of Negro history, 37, 368-382. Cornish, D. T. (1952). The Union Army as a school for Negroes. Journal of Negro History, 37, 368-382. Jacobs, H. A. (1987). Incidents in the Life of a Slave Girl: Written by herself. Cambridge, MA: Harvard University Press. (Original work published in 1861). Lerner, G. (Ed.) (1972). Black women in white America: A documentary history. New York: Pantheon Books-Random house. Morris, R.C. (1981). Reading, ?Riting, and Reconstruction: The Education of Freedmen in the South, 1861-1870. Chicago: The University of Chicago Press. Thomas G. Sticht International Consultant in Adult Education 2062 Valley View Blvd. El Cajon, CA 92019-2059 Tel/fax: (619) 444-9133 Email: tsticht at aznet.net Daphne Greenberg Assistant Professor Educational Psych. & Special Ed. Georgia State University P.O. Box 3979 Atlanta, Georgia 30302-3979 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu Daphne Greenberg Associate Director Center for the Study of Adult Literacy Georgia State University P.O. Box 3977 Atlanta, Georgia 30302-3977 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu From ALCDGG at langate.gsu.edu Mon Feb 13 12:48:58 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Mon, 13 Feb 2006 12:48:58 -0500 Subject: [WomenLiteracy] Family Literacy Conference Message-ID: Reminder: The National Conference on Family Literacy is scheduled for March 19 -21, 2006, in Louisville, Kentucky, with Pre-Conference Professional Development scheduled for March 17 - 18. The Conference features more than 100 general and special sessions. The deadline for early registration is February 23, 2006. For more information about this annual conference, please visit http://www.famlit.org/Conference/ index.cfm Gail J. Price Multimedia Specialist National Center for Family Literacy 325 West Main Street, Suite 300 Louisville, KY 40205 Phone: 502 584-1133, ext. 112 Fax: 502 584-0172 From kabeall at comcast.net Wed Feb 15 11:53:21 2006 From: kabeall at comcast.net (Kaye Beall) Date: Wed, 15 Feb 2006 11:53:21 -0500 Subject: [WomenLiteracy] New from NCSALL--Program Administrators' Sourcebook Message-ID: <002c01c63250$54bc31f0$0202a8c0@your4105e587b6> If you administer an adult education program, you face a wide variety of challenges: * How can you help students make "level" gains? * How can you help students gain the skills they need to reach their goals? * How can you help students stay in programs long enough to meet their goals? * How can you prepare and retain good teachers? * How can you document the successes of your program? The National Center for the Study of Adult Learning and Literacy (NCSALL) conducted research relevant to these questions. The Program Administrators? Sourcebook (December 2005) is designed to give you, as a program administrator, direct access to research that may help you address the challenges you face in your job. Written by Jackie Taylor, Cristine Smith, and Beth Bingman in collaboration with five local program administrators, this sourcebook presents NCSALL?s research findings in short sections related to key challenges that program administrators face in their work as managers of adult education programs. It also presents the implications of these research findings for program structure and services, as well as some strategies for implementing change based on these implications. To download the Program Administrators' Sourcebook, visit NCSALL's Web site: http://www.ncsall.net/?id=1035 To order the Program Administrators' Sourcebook at $10.00/copy, go to the NCSALL Order Form (http://www.ncsall.net/?id=674); limited quantities available. **************** Kaye Beall Outreach Coordinator/NCSALL Dissemination Project World Education 4401 S. Madison St. Muncie, IN 47302 Tel: 765-717-3942 Fax: 208-694-8262 kaye_beall at worlded.org http://www.ncsall.net -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20060215/807c2931/attachment.html From mev at litwomen.org Thu Feb 16 12:38:07 2006 From: mev at litwomen.org (mev at litwomen.org) Date: Thu, 16 Feb 2006 12:38:07 -0500 Subject: [WomenLiteracy] travel news for Women & Literacy Conference Message-ID: Women?s Literacy?..Moving to Power & Participation - WE LEARN 3rd Annual (Net)Working Conference - 2006 Location: Linsly-Chittenden Hall / Yale University / 63 High St. / New Haven, CT ** Extended Deadline ** - to reserve Hotel Rooms at the Colony Inn -- *** Friday, Feb. 24 *** Conference Pre-Registration Deadline: Friday, February 24 *** we have been hearing that people are having a hard time getting good plane fairs to New Haven. We suggest that you try Bradley International in Hartford and take the CT limo service *** another option: T.F.Green airport in Providence, RI -- only from there you'd have to rent a car - it's about a 90 minute drive. For people along the Northeast Corridor, Amtrak is best bet. New Yorkers are advised to use the commuter rail. To download travel information, go to: http://www.litwomen.org/conferences/2006/hotels.html The Conference website is: http://www.litwomen.org/conferences/2006/main.html Please call us if you have questions... The Program Schedule can be viewed at: http://www.litwomen.org/conferences/2006/program.htm The Workshop Descriptions can be downloaded at: http://www.litwomen.org/conferences/2006/workshops.pdf Friday, March 10 Registration: 8:00 ? 9:00 (coffee, tea, juice & pastries available) Opening of the conference begins promptly at 9:00 Exhibits will be open from 8:00 ? 4:30. Lunch provided. Women's Perspectives Celebration: 3:45 Keynote Address: 4:30 Saturday, March 11 Registration: 8:00 ? 9:00 (coffee, tea, juice & pastries available) Panel Discussion begins promptly at 9:00 Exhibits will be open from 8:00 ? 3:30. Lunch provided. WE LEARN Women Expanding: Literacy Education Action Resource Network www.litwomen.org/welearn.html Mev Miller, Ed.D., Director 182 Riverside Ave. Cranston, RI 02910 401-383-4374 welearn at litwomen.org From ALCDGG at langate.gsu.edu Tue Feb 21 15:05:25 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Tue, 21 Feb 2006 15:05:25 -0500 Subject: [WomenLiteracy] Discussion on media in adult education Message-ID: Hello NIFL discussion list colleagues, Audio and video resources have been used in adult education instruction for many years, but the introduction of CDs, DVDs, the Internet, and other electronic technologies has greatly expanded their availability and raise many questions about implementation, support annd training. I'm pleased to announce that David Collings, Technology Coordinator for the Adult and Community Education Network in Delaware, and Alex Quinn, Executive Director of the Adult Literacy Media Alliance (ALMA), will join the NIFL Technology list as guests to lead a discussion on current and emerging uses of media in adult ed. instruction in the classroom and at a distance. Their discussion will take place next week from Tuesday, February 28th through Friday March 3rd. Some of the areas they will cover on this topic include: teacher training, technical support for teachers and learners, the challenges of their use, media distribution, and emerging uses and tools foor delivery of media. You are encouraged to participate, ask questions, and share you experience and knowledge. To join the NIFL Technology and Literacy discussion list please subscribe by going to: http://www.nifl.gov/mailman/listinfo/Technology Please don't hesitate to get in touch if you have questions. Regards, Mariann Mariann Fedele Coordinator of Professional Development, Literacy Assistance Center Moderator, NIFL Technology and Literacy Discussion List 32 Broadway 10th Floor New York, New York 10004 212-803-3325 mariannf at lacnyc.org www.lacnyc.org From ALCDGG at langate.gsu.edu Fri Feb 24 11:18:24 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Fri, 24 Feb 2006 11:18:24 -0500 Subject: [WomenLiteracy] Job Announcement Message-ID: Job Announcement from: Karen J. Starr Nevada State Library & Archives ________________________________________________________________________ Position Open: Literacy Coordinator, Nevada State Library and Archives, Carson City, NV The Nevada State Library and Archives located in Carson City is seeking qualified applicants for the position of literacy coordinator. This is a full-time position. Recruitment is open to all qualified individuals. The Position: Responsible for planning, organizing, and implementing a statewide literacy effort which encompasses partnerships with other agencies, public libraries, and literacy groups. Collaboratively works with community based support groups and local volunteers. Develops cooperative relationships and networking with educators, businesses and community leaders. Responsible for writing grants and preparing budgets. Gathers statistical and other data to define the status of literacy efforts. Prepares reports. Interprets and ensures compliance with state and federal regulations. Supervises staff and volunteers. Must be able to work flexible hours, including weekends and evenings, representing the Nevada State Library and Archives statewide and nationally. Qualifications: The minimum qualifications for this position require a Master's degree from an accredited college or university in education or a closely related field and three years of increasingly responsible experience in the development and implementation of adult education programs and activities. Salary: Approximate annual salary - $49,130 to $73,560. Range reflects retirement contributions by employee and employer. Employer paid contribution plan is available with a reduced gross salary. Applications: Accepted until recruitment needs are satisfied. Hiring may occur before the announcement closes. Submit a detailed State of Nevada application to Angelica Gonzalez, Department of Personnel, 209 E. Musser Street, Suite, 101, Carson City, Nevada 89701-4204. Direct inquiries to 775-684-0144. State of Nevada application (http://dop.nv.gov/empapp.html) State of Nevada announcement #610629 (http://dop.nv.gov/05-240B.html) Information about Carson City (http://www.carson-city.nv.us/) From ALCDGG at langate.gsu.edu Tue Feb 28 09:33:23 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Tue, 28 Feb 2006 09:33:23 -0500 Subject: [WomenLiteracy] abortion Message-ID: South Dakota has been in the news lately about a bill that would ban most abortions in South Dakota. There are several threads of potential discussion for this listserv and I would like to throw out the following questions as discussion starters. I am hoping that one of these questions will interest someone to respond! 1. Does anyone know of websites that can provide adult literacy teachers with arguments on both sides of the abortion battle that teachers can share with their students? 2. I am wondering-is abortion ever included in a health literacy curriculum? If not why not? If yes, how it is included? 3. Is anyone on this listserv in South Dakota? Are people in adult literacy classrooms talking about the bill to ban abortions? This is a possible activity that some of you may want to do in your adult literacy class to promote critical thinking, debating, writing, and research skills: Apparently, Fidelis, a national Catholic-based advocacy organization is calling this bill, a bill that protects women. Their vice president has been quoted as saying that: "The enormous amount of information now available on the harm to women brought about by legalized abortion is incredible. Study after study has shown that abortion is devastating for women." This can be shared with students and then they can be asked to: 1. Debate/write and defend their views on whether they agree with the statement that this bill protects women. 2. What do studies say about abortion? Does it bring harm upon women? How is research defined? Daphne Daphne Greenberg Assistant Professor Educational Psych. & Special Ed. Georgia State University P.O. Box 3979 Atlanta, Georgia 30302-3979 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu Daphne Greenberg Associate Director Center for the Study of Adult Literacy Georgia State University P.O. Box 3977 Atlanta, Georgia 30302-3977 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu From ryanryanc at yahoo.com Tue Feb 28 12:32:30 2006 From: ryanryanc at yahoo.com (Ryan Carter Hall) Date: Tue, 28 Feb 2006 09:32:30 -0800 (PST) Subject: [WomenLiteracy] abortion In-Reply-To: Message-ID: <20060228173230.51402.qmail@web31801.mail.mud.yahoo.com> Adding to Daphne's questions, . . . I am interested in knowing whether or not including topics, such as the legalization of abortion, gay marriage, etc., is ever purposefully not included in adult education curriculum. That is, are instructors leery of including such "hot topics" for any specific reasons? If so, what would those reasons be? Thanks, Ryan --- Daphne Greenberg wrote: > South Dakota has been in the news lately about a > bill that would ban most abortions in South Dakota. > There are several threads of potential discussion > for this listserv and I would like to throw out the > following questions as discussion starters. I am > hoping that one of these questions will interest > someone to respond! > 1. Does anyone know of websites that can provide > adult literacy teachers with arguments on both sides > of the abortion battle that teachers can share with > their students? > 2. I am wondering-is abortion ever included in a > health literacy curriculum? If not why not? If yes, > how it is included? > 3. Is anyone on this listserv in South Dakota? Are > people in adult literacy classrooms talking about > the bill to ban abortions? > This is a possible activity that some of you may > want to do in your adult literacy class to promote > critical thinking, debating, writing, and research > skills: > Apparently, Fidelis, a national Catholic-based > advocacy organization is calling this bill, a bill > that protects women. Their vice president has been > quoted as saying that: "The enormous amount of > information now available on the harm to women > brought about by legalized abortion is incredible. > Study after study has shown that abortion is > devastating for women." > This can be shared with students and then they can > be asked to: > 1. Debate/write and defend their views on whether > they agree with the statement that this bill > protects women. > 2. What do studies say about abortion? Does it bring > harm upon women? How is research defined? > Daphne > > > Daphne Greenberg > Assistant Professor > Educational Psych. & Special Ed. > Georgia State University > P.O. Box 3979 > Atlanta, Georgia 30302-3979 > phone: 404-651-0127 > fax:404-651-4901 > dgreenberg at gsu.edu > > Daphne Greenberg > Associate Director > Center for the Study of Adult Literacy > Georgia State University > P.O. Box 3977 > Atlanta, Georgia 30302-3977 > phone: 404-651-0127 > fax:404-651-4901 > dgreenberg at gsu.edu > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, > please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > From kabeall at comcast.net Tue Feb 28 13:00:46 2006 From: kabeall at comcast.net (Kaye Beall) Date: Tue, 28 Feb 2006 13:00:46 -0500 Subject: [WomenLiteracy] New from NCSALL--Practitioner Research, Practitioner Knowledge Message-ID: <008101c63c90$e6845ff0$0202a8c0@your4105e587b6> Visit the new Practitioner Research, Practitioner Knowledge section of NCSALL's Web site at http://www.ncsall.net/?id=967. Find out how practitioners learn about new research and then inquire about how this research might be used in their own practice. Teachers in the Northwest Practitioner Knowledge Institute learned about ESL research, made a change in their own practice, documented what happened when they made the change, and shared this knowledge in final reports. They developed and documented "practitioner knowledge" developed from learning about others' research. Teachers in the Minnesota Practitioner Research in Reading Project and the Practitioner Dissemination and Research Network learned about others' research and also conducted research of their own. After learning about new research findings in reading or learner persistence, these teachers developed a research question on one of these topics, planned an intervention or change in their own practice, collected data on what happened as a result, analyzed these data and reported their findings. **************** Kaye Beall Outreach Coordinator/NCSALL Dissemination Project World Education 4401 S. Madison St. Muncie, IN 47302 Tel: 765-717-3942 Fax: 208-694-8262 kaye_beall at worlded.org http://www.ncsall.net -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20060228/11e1ed1b/attachment.html From Janet_Isserlis at brown.edu Wed Mar 1 09:28:57 2006 From: Janet_Isserlis at brown.edu (Janet Isserlis) Date: Wed, 01 Mar 2006 09:28:57 -0500 Subject: [WomenLiteracy] abortion In-Reply-To: <20060228173230.51402.qmail@web31801.mail.mud.yahoo.com> Message-ID: Ryan , Daphne and all I'm wondering if there are a couple of interrelated issues here. - one is how to convey information about abortion, same sex partnerships, reproductive health, and other 'difficult' topics to folks who may lack access to that information, or for whom the information is difficult to read, decode, decipher. The other issue seems to have to do with how topics are raised and worked with in adult ed classrooms and curricula generally. Do we respond to topics that learners present? Do we introduce them? Do we problematize difficult issues if we're the only ones who seem to care (by "we' I mean practitioners) about them? Do we try to broaden our own and our learners' thinking by proposing discussions of difficult topics? The short answer usually seems to be, "it depends." An example might help explain, or might further muddy the waters. Years ago I shared with a group of women learners, (in the context of talking about what we'd done over the weekend) the fact that I'd worked as an escort at a planned parenthood clinic - helping women walk by people protesting the fact that abortions (along with other procedures and services) were provided at the clinic in question. The women were appalled - and angry - that I had done this, that I was talking about abortion at all and certainly were not happy that I supported a pro-choice position. They went on to tell me their views about family, marraige and having children (the children are the gift - the husband might stay or not, but you wanted the kids)... and the class went on, but my sense was that from that moment on their views about me changed. Did it interfere in teaching/learning? no. But it made me very mindful of the potential for damage in assuming that people would not respond with great passion and conviction. So much so, that had I tried then to move beyond stating the "sides" of the issue (pro and against), I'd have created conditions exactly antithetical to enabling learning to continue. If a group of learners raised the issue - or if the issue was in the news and of interest to the group, would I try to bring in material to enable people to discuss the 'facts' and the opinions of a controversial topic? Absolutely. If I knew, however, that a topic was likely to create stress for and among learners, I would ask them if they wanted to discuss it, knowing that they might not want to - or that some would, some wouldn't... Would I just come in one day and propose any of these topics ? probably not - without indication from learners that they wanted to know, and/or a clear connection to ongoing work or a purpose behind making that choice. It seems that there's a need to find the balance between the purposes of learning/teaching, the broad goals learners have with an interest some educators have in wanting to help adults explore critical thinking and reasoning. There are ways and there are ways to accommodate and incorporate all kinds of content - but we need to be very mindful of the risk of shifting problem-posing into problem imposing. Janet Isserlis > From: Ryan Carter Hall >> > Adding to Daphne's questions, . . . I am interested in > knowing whether or not including topics, such as the > legalization of abortion, gay marriage, etc., is ever > purposefully not included in adult education > curriculum. That is, are instructors leery of > including such "hot topics" for any specific reasons? > If so, what would those reasons be? > Thanks, > Ryan > > > --- Daphne Greenberg wrote: > >> South Dakota has been in the news lately about a >> bill that would ban most abortions in South Dakota. >> There are several threads of potential discussion >> for this listserv and I would like to throw out the >> following questions as discussion starters. I am >> hoping that one of these questions will interest >> someone to respond! >> 1. Does anyone know of websites that can provide >> adult literacy teachers with arguments on both sides >> of the abortion battle that teachers can share with >> their students? >> 2. I am wondering-is abortion ever included in a >> health literacy curriculum? If not why not? If yes, >> how it is included? >> 3. Is anyone on this listserv in South Dakota? Are >> people in adult literacy classrooms talking about >> the bill to ban abortions? >> This is a possible activity that some of you may >> want to do in your adult literacy class to promote >> critical thinking, debating, writing, and research >> skills: >> Apparently, Fidelis, a national Catholic-based >> advocacy organization is calling this bill, a bill >> that protects women. Their vice president has been >> quoted as saying that: "The enormous amount of >> information now available on the harm to women >> brought about by legalized abortion is incredible. >> Study after study has shown that abortion is >> devastating for women." >> This can be shared with students and then they can >> be asked to: >> 1. Debate/write and defend their views on whether >> they agree with the statement that this bill >> protects women. >> 2. What do studies say about abortion? Does it bring >> harm upon women? How is research defined? >> Daphne >> >> >> Daphne Greenberg >> Assistant Professor >> Educational Psych. & Special Ed. >> Georgia State University >> P.O. Box 3979 >> Atlanta, Georgia 30302-3979 >> phone: 404-651-0127 >> fax:404-651-4901 >> dgreenberg at gsu.edu >> >> Daphne Greenberg >> Associate Director >> Center for the Study of Adult Literacy >> Georgia State University >> P.O. Box 3977 >> Atlanta, Georgia 30302-3977 >> phone: 404-651-0127 >> fax:404-651-4901 >> dgreenberg at gsu.edu >> >> ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, >> please go to >> http://www.nifl.gov/mailman/listinfo/womenliteracy >> > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy From ryanryanc at yahoo.com Wed Mar 1 09:28:43 2006 From: ryanryanc at yahoo.com (Ryan Carter Hall) Date: Wed, 1 Mar 2006 06:28:43 -0800 (PST) Subject: [WomenLiteracy] Anxiety Message-ID: <20060301142843.7130.qmail@web31802.mail.mud.yahoo.com> Many students suffer from anxiety, which often negatively affects their performance in the classroom. Whether it is general academic anxiety, or anxiety specific to a particular aspect of academics (e.g., tests, reading aloud, performing in specific subjects), it can paralyze even the most motivated, well-prepared students, and cause some to engage in behaviors that are usually defined as deviant in the classroom setting (e.g., not participating & excessive absences). Sometimes, even the most attentive teachers are surprised when they have somehow overlooked anxiety as the cause of a student's deviant behavior. My questions, then, deal with the role of anxiety in the ABE classroom. Do ABE teachers address anxiety openly, or do they indirectly deal with it if/when they see it in their students? Should teachers take it as part of their responsibility to help students deal with their anxiety? In what ways do ABE students show their anxiety? Is there a particular group of students who usually seem more anxious than others (women vs. men; older vs. younger; content area differences; native vs. non native English speakers, etc.) What are some approaches taken to alleviate anxiety in the ABE classroom? Ryan From bertiemo at yahoo.com Wed Mar 1 17:47:02 2006 From: bertiemo at yahoo.com (Bertha Mo) Date: Wed, 1 Mar 2006 14:47:02 -0800 (PST) Subject: [WomenLiteracy] abortion In-Reply-To: Message-ID: <20060301224702.53544.qmail@web30014.mail.mud.yahoo.com> Catholics for a Free Choice is a very well respected organization that has lots of intersting things to say about choice. Check out the recent headlines in the New York Times for information on what happens when children are unwanted...Abuse, torture, murder.... As a teacher, group facilitator, I'm usually very careful about what and how I share about my personal life...I want them to know just enough to know that I'm human..but it's more important that they share what they think is important... However what is in the news is always up for discussion. Best, Bertie Mo Janet Isserlis wrote: Ryan , Daphne and all I'm wondering if there are a couple of interrelated issues here. - one is how to convey information about abortion, same sex partnerships, reproductive health, and other 'difficult' topics to folks who may lack access to that information, or for whom the information is difficult to read, decode, decipher. The other issue seems to have to do with how topics are raised and worked with in adult ed classrooms and curricula generally. Do we respond to topics that learners present? Do we introduce them? Do we problematize difficult issues if we're the only ones who seem to care (by "we' I mean practitioners) about them? Do we try to broaden our own and our learners' thinking by proposing discussions of difficult topics? The short answer usually seems to be, "it depends." An example might help explain, or might further muddy the waters. Years ago I shared with a group of women learners, (in the context of talking about what we'd done over the weekend) the fact that I'd worked as an escort at a planned parenthood clinic - helping women walk by people protesting the fact that abortions (along with other procedures and services) were provided at the clinic in question. The women were appalled - and angry - that I had done this, that I was talking about abortion at all and certainly were not happy that I supported a pro-choice position. They went on to tell me their views about family, marraige and having children (the children are the gift - the husband might stay or not, but you wanted the kids)... and the class went on, but my sense was that from that moment on their views about me changed. Did it interfere in teaching/learning? no. But it made me very mindful of the potential for damage in assuming that people would not respond with great passion and conviction. So much so, that had I tried then to move beyond stating the "sides" of the issue (pro and against), I'd have created conditions exactly antithetical to enabling learning to continue. If a group of learners raised the issue - or if the issue was in the news and of interest to the group, would I try to bring in material to enable people to discuss the 'facts' and the opinions of a controversial topic? Absolutely. If I knew, however, that a topic was likely to create stress for and among learners, I would ask them if they wanted to discuss it, knowing that they might not want to - or that some would, some wouldn't... Would I just come in one day and propose any of these topics ? probably not - without indication from learners that they wanted to know, and/or a clear connection to ongoing work or a purpose behind making that choice. It seems that there's a need to find the balance between the purposes of learning/teaching, the broad goals learners have with an interest some educators have in wanting to help adults explore critical thinking and reasoning. There are ways and there are ways to accommodate and incorporate all kinds of content - but we need to be very mindful of the risk of shifting problem-posing into problem imposing. Janet Isserlis > From: Ryan Carter Hall >> > Adding to Daphne's questions, . . . I am interested in > knowing whether or not including topics, such as the > legalization of abortion, gay marriage, etc., is ever > purposefully not included in adult education > curriculum. That is, are instructors leery of > including such "hot topics" for any specific reasons? > If so, what would those reasons be? > Thanks, > Ryan > > > --- Daphne Greenberg wrote: > >> South Dakota has been in the news lately about a >> bill that would ban most abortions in South Dakota. >> There are several threads of potential discussion >> for this listserv and I would like to throw out the >> following questions as discussion starters. I am >> hoping that one of these questions will interest >> someone to respond! >> 1. Does anyone know of websites that can provide >> adult literacy teachers with arguments on both sides >> of the abortion battle that teachers can share with >> their students? >> 2. I am wondering-is abortion ever included in a >> health literacy curriculum? If not why not? If yes, >> how it is included? >> 3. Is anyone on this listserv in South Dakota? Are >> people in adult literacy classrooms talking about >> the bill to ban abortions? >> This is a possible activity that some of you may >> want to do in your adult literacy class to promote >> critical thinking, debating, writing, and research >> skills: >> Apparently, Fidelis, a national Catholic-based >> advocacy organization is calling this bill, a bill >> that protects women. Their vice president has been >> quoted as saying that: "The enormous amount of >> information now available on the harm to women >> brought about by legalized abortion is incredible. >> Study after study has shown that abortion is >> devastating for women." >> This can be shared with students and then they can >> be asked to: >> 1. Debate/write and defend their views on whether >> they agree with the statement that this bill >> protects women. >> 2. What do studies say about abortion? Does it bring >> harm upon women? How is research defined? >> Daphne >> >> >> Daphne Greenberg >> Assistant Professor >> Educational Psych. & Special Ed. >> Georgia State University >> P.O. Box 3979 >> Atlanta, Georgia 30302-3979 >> phone: 404-651-0127 >> fax:404-651-4901 >> dgreenberg at gsu.edu >> >> Daphne Greenberg >> Associate Director >> Center for the Study of Adult Literacy >> Georgia State University >> P.O. Box 3977 >> Atlanta, Georgia 30302-3977 >> phone: 404-651-0127 >> fax:404-651-4901 >> dgreenberg at gsu.edu >> >> ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, >> please go to >> http://www.nifl.gov/mailman/listinfo/womenliteracy >> > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20060301/20c7d635/attachment.html From discoveryjourney at yahoo.com Wed Mar 1 17:41:32 2006 From: discoveryjourney at yahoo.com (Program Coordinator) Date: Wed, 1 Mar 2006 14:41:32 -0800 (PST) Subject: [WomenLiteracy] Invitation to an international conference Message-ID: <20060301224132.69216.qmail@web31004.mail.mud.yahoo.com> International forum on Citizenship Education, Beijing, May 18-20, 2006 Forum Theme: Citizenship Education in the Context of Information Society. Proposed topics include: Mass media and the moral development, innovative approaches for effective citizenship development, teaching and learning for international understanding and collaboration, partnership between schools, families, and community for children's citizenship. The Forum is expected to bring about 300 professionals from several countries. The hosts encourage individuals (practicing professionals, teachers, and graduate students) to participate, present papers or conduct workshops. You may go for the three-day event or participate in an eight-day group visit that includes the conference and sightseeing of the Great Wall, Temple of Heaven, Tin an Men Square, and Summer Palace. The special discounted price of $1,600 includes international flight, accommodation in first class hotel, local transportation in China, and sightseeing. Teachers: Earn CEUs. Also available College Credits! Dr. George Palamattam Director The Center for Discovery Learning gp at discoveryjourney.org (630) 616-1414. www.discoveryjourney.org __________________________________________________ Do You Yahoo!? Tired of spam? Yahoo! Mail has the best spam protection around http://mail.yahoo.com From mev at litwomen.org Thu Mar 2 07:26:47 2006 From: mev at litwomen.org (mev at litwomen.org) Date: Thu, 2 Mar 2006 07:26:47 -0500 Subject: [WomenLiteracy] abortion In-Reply-To: Message-ID: In answer to Daphne's first question, there is a book called "Who Has the Right?" - see a description at the WE LEARN website: http://www.litwomen.org/learnmats/health.html#abortion it had been distributed by Peppercorn and the book represented a jigsaw activity for both sides of the abortion issue. Mev Miller Director, WE LEARN www.litwomen.org/welearn.html On Tuesday, February 28, 2006, at 09:33 AM, Daphne Greenberg wrote: > South Dakota has been in the news lately about a bill that would ban > most abortions in South Dakota. There are several threads of potential > discussion for this listserv and I would like to throw out the > following questions as discussion starters. I am hoping that one of > these questions will interest someone to respond! > 1. Does anyone know of websites that can provide adult literacy > teachers with arguments on both sides of the abortion battle that > teachers can share with their students? > 2. I am wondering-is abortion ever included in a health literacy > curriculum? If not why not? If yes, how it is included? > 3. Is anyone on this listserv in South Dakota? Are people in adult > literacy classrooms talking about the bill to ban abortions? > This is a possible activity that some of you may want to do in your > adult literacy class to promote critical thinking, debating, writing, > and research skills: > Apparently, Fidelis, a national Catholic-based advocacy organization > is calling this bill, a bill that protects women. Their vice > president has been quoted as saying that: "The enormous amount of > information now available on the harm to women brought about by > legalized abortion is incredible. Study after study has shown that > abortion is devastating for women." > This can be shared with students and then they can be asked to: > 1. Debate/write and defend their views on whether they agree with the > statement that this bill protects women. > 2. What do studies say about abortion? Does it bring harm upon women? > How is research defined? > Daphne > > > Daphne Greenberg > Assistant Professor > Educational Psych. & Special Ed. > Georgia State University > P.O. Box 3979 > Atlanta, Georgia 30302-3979 > phone: 404-651-0127 > fax:404-651-4901 > dgreenberg at gsu.edu > > Daphne Greenberg > Associate Director > Center for the Study of Adult Literacy > Georgia State University > P.O. Box 3977 > Atlanta, Georgia 30302-3977 > phone: 404-651-0127 > fax:404-651-4901 > dgreenberg at gsu.edu > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > From jswing at RADFORD.EDU Thu Mar 2 12:22:45 2006 From: jswing at RADFORD.EDU (Swing, Jane C) Date: Thu, 2 Mar 2006 12:22:45 -0500 Subject: [WomenLiteracy] Annual VAACE conference Message-ID: <94408727380148499415989CDE2958780124E0D8@exchange03> The Virginia Association of Adult and Continuing Education invites you to Sail into Spring The Virginia Association of Adult and Continuing Education (VAACE) invites you to attend its annual conference to be held May 3-5 at the Virginia Beach Resort and Conference Center in Virginia Beach, Virginia. The conference will provide a wonderful opportunity for you to network and learn about the latest trends and issues facing adult education. Vendors will be on hand to show off their newest publications along with tried and true ones. Awards will be presented to some of Virginia's best adult education practitioners. The conference planning team is in search of presenters to offer interesting and relevant sessions for our participants. They know there are many people doing great work in adult education. Now is the time to share what you are doing with others. Encourage your peers to share their work and knowledge through a workshop presentation. The workshop proposal form is attached to this message. Don't miss out on this opportunity to learn, renew, and relax in a wonderful setting with colleagues who are facing the same issues, challenges and rewards. More information about VAACE and this year's conference can be found at www.vaace.org . Jane C. Swing, Director Office of Adult Education and Literacy Projects Radford University PO Box 7015 A 136 Peters Hall Radford, VA 24142 540-831-6207 FAX 540-831-5779 jswing at radford.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20060302/71512162/attachment.html From ALCDGG at langate.gsu.edu Fri Mar 3 12:37:10 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Fri, 03 Mar 2006 12:37:10 -0500 Subject: [WomenLiteracy] personal information Message-ID: Both Bertie and Janet raised in their posts interesting comments about teachers sharing personal information (for Bertie's see below, for Janet's scroll down below Bertie's). I wonder what others think about this. If you are a teacher, how much personal information do you share with your learners? How do you decide? For example, if you are Jewish, and have to miss a class because of a Jewish holiday, do you tell your students that you can't come because it is such and such holiday and you celebrate it? Or do you just tell them that you are going to be absent? If you are straight and female and dating, and saw a movie that your students can relate to, do you tell them, my boyfriend and I just saw a great movie on tv about adult learners and we started to talk about it, he had this question and I am wondering what you think about it, since it is about adult learning? Or because it is personal and you are revealing your sexual orientation, you act as if you are the only one who saw the movie and you wondered about x, y, z. One other example. What if a student shares with you her grief about her being a target of a crime. Do you tell the student that you can relate because something like this happened to you? Or is this too personal? What do people think? How/where/when do you as a teacher draw this line? Daphne >>> bertiemo at yahoo.com 3/1/2006 5:47:02 PM >>> Catholics for a Free Choice is a very well respected organization that has lots of intersting things to say about choice. Check out the recent headlines in the New York Times for information on what happens when children are unwanted...Abuse, torture, murder.... As a teacher, group facilitator, I'm usually very careful about what and how I share about my personal life...I want them to know just enough to know that I'm human..but it's more important that they share what they think is important... However what is in the news is always up for discussion. Best, Bertie Mo Janet Isserlis wrote: Ryan , Daphne and all I'm wondering if there are a couple of interrelated issues here. - one is how to convey information about abortion, same sex partnerships, reproductive health, and other 'difficult' topics to folks who may lack access to that information, or for whom the information is difficult to read, decode, decipher. The other issue seems to have to do with how topics are raised and worked with in adult ed classrooms and curricula generally. Do we respond to topics that learners present? Do we introduce them? Do we problematize difficult issues if we're the only ones who seem to care (by "we' I mean practitioners) about them? Do we try to broaden our own and our learners' thinking by proposing discussions of difficult topics? The short answer usually seems to be, "it depends." An example might help explain, or might further muddy the waters. Years ago I shared with a group of women learners, (in the context of talking about what we'd done over the weekend) the fact that I'd worked as an escort at a planned parenthood clinic - helping women walk by people protesting the fact that abortions (along with other procedures and services) were provided at the clinic in question. The women were appalled - and angry - that I had done this, that I was talking about abortion at all and certainly were not happy that I supported a pro-choice position. They went on to tell me their views about family, marraige and having children (the children are the gift - the husband might stay or not, but you wanted the kids)... and the class went on, but my sense was that from that moment on their views about me changed. Did it interfere in teaching/learning? no. But it made me very mindful of the potential for damage in assuming that people would not respond with great passion and conviction. So much so, that had I tried then to move beyond stating the "sides" of the issue (pro and against), I'd have created conditions exactly antithetical to enabling learning to continue. If a group of learners raised the issue - or if the issue was in the news and of interest to the group, would I try to bring in material to enable people to discuss the 'facts' and the opinions of a controversial topic? Absolutely. If I knew, however, that a topic was likely to create stress for and among learners, I would ask them if they wanted to discuss it, knowing that they might not want to - or that some would, some wouldn't... Would I just come in one day and propose any of these topics ? probably not - without indication from learners that they wanted to know, and/or a clear connection to ongoing work or a purpose behind making that choice. It seems that there's a need to find the balance between the purposes of learning/teaching, the broad goals learners have with an interest some educators have in wanting to help adults explore critical thinking and reasoning. There are ways and there are ways to accommodate and incorporate all kinds of content - but we need to be very mindful of the risk of shifting problem-posing into problem imposing. Janet Isserlis > From: Ryan Carter Hall >> > Adding to Daphne's questions, . . . I am interested in > knowing whether or not including topics, such as the > legalization of abortion, gay marriage, etc., is ever > purposefully not included in adult education > curriculum. That is, are instructors leery of > including such "hot topics" for any specific reasons? > If so, what would those reasons be? > Thanks, > Ryan > > > --- Daphne Greenberg wrote: > >> South Dakota has been in the news lately about a >> bill that would ban most abortions in South Dakota. >> There are several threads of potential discussion >> for this listserv and I would like to throw out the >> following questions as discussion starters. I am >> hoping that one of these questions will interest >> someone to respond! >> 1. Does anyone know of websites that can provide >> adult literacy teachers with arguments on both sides >> of the abortion battle that teachers can share with >> their students? >> 2. I am wondering-is abortion ever included in a >> health literacy curriculum? If not why not? If yes, >> how it is included? >> 3. Is anyone on this listserv in South Dakota? Are >> people in adult literacy classrooms talking about >> the bill to ban abortions? >> This is a possible activity that some of you may >> want to do in your adult literacy class to promote >> critical thinking, debating, writing, and research >> skills: >> Apparently, Fidelis, a national Catholic-based >> advocacy organization is calling this bill, a bill >> that protects women. Their vice president has been >> quoted as saying that: "The enormous amount of >> information now available on the harm to women >> brought about by legalized abortion is incredible. >> Study after study has shown that abortion is >> devastating for women." >> This can be shared with students and then they can >> be asked to: >> 1. Debate/write and defend their views on whether >> they agree with the statement that this bill >> protects women. >> 2. What do studies say about abortion? Does it bring >> harm upon women? How is research defined? >> Daphne >> >> >> Daphne Greenberg >> Assistant Professor >> Educational Psych. & Special Ed. >> Georgia State University >> P.O. Box 3979 >> Atlanta, Georgia 30302-3979 >> phone: 404-651-0127 >> fax:404-651-4901 >> dgreenberg at gsu.edu >> >> Daphne Greenberg >> Associate Director >> Center for the Study of Adult Literacy >> Georgia State University >> P.O. Box 3977 >> Atlanta, Georgia 30302-3977 >> phone: 404-651-0127 >> fax:404-651-4901 >> dgreenberg at gsu.edu >> >> ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, >> please go to >> http://www.nifl.gov/mailman/listinfo/womenliteracy >> > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy From ALCDGG at langate.gsu.edu Fri Mar 3 14:26:29 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Fri, 03 Mar 2006 14:26:29 -0500 Subject: [WomenLiteracy] controversial subjects Message-ID: Janet, Thanks so much for your thought provoking response! You give us a lot to think about. You wrote: " Would I just come in one day and propose any of these topics ? probably not - without indication from learners that they wanted to know, and/or a clear connection to ongoing work or a purpose behind making that choice." I totally agree. I think that in the literacy classroom, or any classroom for that matter, topics should only be brought up that are related to the goals of the class. I think that sometimes inviting controversial topics helps to increase motivational levels, because people can get really into them, but it takes a very comfortable experienced teacher and a very safe classroom before this can occur. Most adult literacy classes do not have the luxury of having the same consistent students for a long period of time so that an atmosphere of safety can be created. I also like how you said: " but we need to be very mindful of the risk of shifting problem-posing into problem imposing." I try very hard to listen to all my students and not bring up things that they may find offensive. It can be difficult. You give your example of bringing up your experience walking as an escort in a planned parenthood clinic and how some students were angry at you. I think that this experience is a two way street. For example, when I have a student describe something that I find distasteful/offensive, it can be very, very hard to control my inner reactions. This has happened on numerous occasions and I am very conscious after the student shares of making sure that my reactions do not influence how I interact with the student. It can be hard. I do this by trying to understand the learner's point of view. I also talk and share with friends and colleagues about it. I have also noticed on this as well as other listservs that usually only the liberal side gets expressed. It is very rare to hear the conservative side. Although it is possible that all listserv subscribers are liberal, I doubt it. I wonder about this a lot.... Anyone has any thoughts on the above, or something else? Daphne >>> Janet_Isserlis at brown.edu 3/1/2006 9:28:57 AM >>> Ryan , Daphne and all I'm wondering if there are a couple of interrelated issues here. - one is how to convey information about abortion, same sex partnerships, reproductive health, and other 'difficult' topics to folks who may lack access to that information, or for whom the information is difficult to read, decode, decipher. The other issue seems to have to do with how topics are raised and worked with in adult ed classrooms and curricula generally. Do we respond to topics that learners present? Do we introduce them? Do we problematize difficult issues if we're the only ones who seem to care (by "we' I mean practitioners) about them? Do we try to broaden our own and our learners' thinking by proposing discussions of difficult topics? The short answer usually seems to be, "it depends." An example might help explain, or might further muddy the waters. Years ago I shared with a group of women learners, (in the context of talking about what we'd done over the weekend) the fact that I'd worked as an escort at a planned parenthood clinic - helping women walk by people protesting the fact that abortions (along with other procedures and services) were provided at the clinic in question. The women were appalled - and angry - that I had done this, that I was talking about abortion at all and certainly were not happy that I supported a pro-choice position. They went on to tell me their views about family, marraige and having children (the children are the gift - the husband might stay or not, but you wanted the kids)... and the class went on, but my sense was that from that moment on their views about me changed. Did it interfere in teaching/learning? no. But it made me very mindful of the potential for damage in assuming that people would not respond with great passion and conviction. So much so, that had I tried then to move beyond stating the "sides" of the issue (pro and against), I'd have created conditions exactly antithetical to enabling learning to continue. If a group of learners raised the issue - or if the issue was in the news and of interest to the group, would I try to bring in material to enable people to discuss the 'facts' and the opinions of a controversial topic? Absolutely. If I knew, however, that a topic was likely to create stress for and among learners, I would ask them if they wanted to discuss it, knowing that they might not want to - or that some would, some wouldn't... Would I just come in one day and propose any of these topics ? probably not - without indication from learners that they wanted to know, and/or a clear connection to ongoing work or a purpose behind making that choice. It seems that there's a need to find the balance between the purposes of learning/teaching, the broad goals learners have with an interest some educators have in wanting to help adults explore critical thinking and reasoning. There are ways and there are ways to accommodate and incorporate all kinds of content - but we need to be very mindful of the risk of shifting problem-posing into problem imposing. Janet Isserlis > From: Ryan Carter Hall >> > Adding to Daphne's questions, . . . I am interested in > knowing whether or not including topics, such as the > legalization of abortion, gay marriage, etc., is ever > purposefully not included in adult education > curriculum. That is, are instructors leery of > including such "hot topics" for any specific reasons? > If so, what would those reasons be? > Thanks, > Ryan > > > --- Daphne Greenberg wrote: > >> South Dakota has been in the news lately about a >> bill that would ban most abortions in South Dakota. >> There are several threads of potential discussion >> for this listserv and I would like to throw out the >> following questions as discussion starters. I am >> hoping that one of these questions will interest >> someone to respond! >> 1. Does anyone know of websites that can provide >> adult literacy teachers with arguments on both sides >> of the abortion battle that teachers can share with >> their students? >> 2. I am wondering-is abortion ever included in a >> health literacy curriculum? If not why not? If yes, >> how it is included? >> 3. Is anyone on this listserv in South Dakota? Are >> people in adult literacy classrooms talking about >> the bill to ban abortions? >> This is a possible activity that some of you may >> want to do in your adult literacy class to promote >> critical thinking, debating, writing, and research >> skills: >> Apparently, Fidelis, a national Catholic-based >> advocacy organization is calling this bill, a bill >> that protects women. Their vice president has been >> quoted as saying that: "The enormous amount of >> information now available on the harm to women >> brought about by legalized abortion is incredible. >> Study after study has shown that abortion is >> devastating for women." >> This can be shared with students and then they can >> be asked to: >> 1. Debate/write and defend their views on whether >> they agree with the statement that this bill >> protects women. >> 2. What do studies say about abortion? Does it bring >> harm upon women? How is research defined? >> Daphne >> >> >> Daphne Greenberg >> Assistant Professor >> Educational Psych. & Special Ed. >> Georgia State University >> P.O. Box 3979 >> Atlanta, Georgia 30302-3979 >> phone: 404-651-0127 >> fax:404-651-4901 >> dgreenberg at gsu.edu >> >> Daphne Greenberg >> Associate Director >> Center for the Study of Adult Literacy >> Georgia State University >> P.O. Box 3977 >> Atlanta, Georgia 30302-3977 >> phone: 404-651-0127 >> fax:404-651-4901 >> dgreenberg at gsu.edu >> >> ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, >> please go to >> http://www.nifl.gov/mailman/listinfo/womenliteracy >> > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy From ALCDGG at langate.gsu.edu Fri Mar 3 15:14:43 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Fri, 03 Mar 2006 15:14:43 -0500 Subject: [WomenLiteracy] Anxiety Message-ID: Wow... Excellent questions!!!!! I know that from a testing point of view, I often see students exhibit anxiety by either crying or laughing. Many giggle excessivly during testing. In the classroom, I often see students rolling their eyes, or saying things like "this is stupid" "this is boring". Does anyone else have any thoughts about the questions Ryan raises in her post below? >>> ryanryanc at yahoo.com 3/1/2006 9:28:43 AM >>> Many students suffer from anxiety, which often negatively affects their performance in the classroom. Whether it is general academic anxiety, or anxiety specific to a particular aspect of academics (e.g., tests, reading aloud, performing in specific subjects), it can paralyze even the most motivated, well-prepared students, and cause some to engage in behaviors that are usually defined as deviant in the classroom setting (e.g., not participating & excessive absences). Sometimes, even the most attentive teachers are surprised when they have somehow overlooked anxiety as the cause of a student's deviant behavior. My questions, then, deal with the role of anxiety in the ABE classroom. Do ABE teachers address anxiety openly, or do they indirectly deal with it if/when they see it in their students? Should teachers take it as part of their responsibility to help students deal with their anxiety? In what ways do ABE students show their anxiety? Is there a particular group of students who usually seem more anxious than others (women vs. men; older vs. younger; content area differences; native vs. non native English speakers, etc.) What are some approaches taken to alleviate anxiety in the ABE classroom? Ryan ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy From idais1 at comcast.net Sat Mar 4 01:34:12 2006 From: idais1 at comcast.net (Ida) Date: Fri, 3 Mar 2006 22:34:12 -0800 Subject: [WomenLiteracy] personal information In-Reply-To: References: Message-ID: <991265CF-F8C7-42CD-AEC2-3D5F921B94CB@comcast.net> I work as an instructor in a "closed facility." I do not believe it is needed or appropriate to share your personal information with students. It can be taken and used against you for manipulation. If you are working with children, worst yet. I think it is important that people stick to the subject matter and leave their personal information for their biographies. Ida From idais1 at comcast.net Sat Mar 4 12:45:22 2006 From: idais1 at comcast.net (Ida) Date: Sat, 4 Mar 2006 09:45:22 -0800 Subject: [WomenLiteracy] Anxiety In-Reply-To: References: Message-ID: Anxiety I do believe that it is the responsibility of us as teachers to address testing and anxiety. I believe time should be taken to discuss it before hand, so that there is some education on ones feelings and performance. In this society too often we center on only one aspect of the person. Not the spirit, or intention but we are ready to discipline for inappropriate behavior. If the teacher can use his/her presence to calm the students, give some suggestions on how to deal with test anxiety. Make the students cognizant that testing no matter how we feel about it is not going to go away. We can assist our students in reaching their goals with their feelings thereby helping them to understand their behavior. From gspangenberg at caalusa.org Mon Mar 6 12:12:25 2006 From: gspangenberg at caalusa.org (Gail Spangenberg) Date: Mon, 6 Mar 2006 12:12:25 -0500 Subject: [WomenLiteracy] New CAAL Publication: Corporate Giving to Adult Literacy Message-ID: NEWS RELEASE - March 6, 2006 - New York, NY -- The Council for Advancement of Adult Literacy released a major, new report today, titled THE ROLE OF CORPORATE GIVING IN ADULT LITERACY. It addresses a topic of high national importance that, until now, has received little or no attention. The 76-page publication grows out of a study funded by the Verizon Foundation and is coauthored by CAAL's Gail Spangenberg and Forrest Chisman. It examines the role and impact of corporate giving in adult literacy at both the national and local levels. The study -- which includes findings from a web-based survey of local literacy programs -- concludes that by any number of measures, corporations play an critically important funding role in adult literacy, supporting innovation and other essential activities at both the national and local levels that would otherwise go unfunded. Its role is particularly important to national leadership organizations and, at the local level, to programs services offered by community-based organizations, literacy councils, and libraries -- organizations and programs that do not depend primarily on funding from public/governmental sources. The study concludes that corporations have good reason to be proud of their role. It urges current corporate donors and the general corporate community to consider the benefits of philanthropy in adult education and literacy -- because the strength and quality of this system bear directly on the nation's well-being and economic competitiveness. It also discusses special issues that corporate donors might consider in planning and assessing their future giving roles. The report provides a framework and baseline of information for understanding corporate philanthropy in adult literacy as well as a basis for increased dialogue among corporate donors and literacy leaders. It also signals a need for grantor and grantee organizations to better communicate and document their expectations and outcomes. THE ROLE OF CORPORATE GIVING IN ADULT LITERACY is available at no charge in PDF form from the CAAL website at www.caalusa.org. However, voluntary donations to CAAL to help offset production costs will extremely helpful and welcome. (CAAL is a nonprofit organization.) Bound copies of the report are also available directly from CAAL at $10 each plus postage for a simple spiral-bound version, or $25 a copy plus postage for a higher-end bound version. Phone 212-512-2363 to place an order. Other CAAL publications still available from the CAAL website are: * Literacy and a Prepared Workforce (presentation by CAAL president at the November 14, 2005 Verizon Literacy Summit) * To Reach the First Rung and Higher: Building Healthcare Career Ladder Opportunities for Low-Skilled Adults (2005) * To Ensure America's Future: Building a National Opportunity System for Adults -- Strengthening Links Between Adult Education and Community Colleges. Also available, as part of CAAL's Community College Series, are eight research papers commissioned to help inform the two-year study that led to "To Ensure America's Future..." (2005) * Current Issues in Correctional Education (2004) * Leading from the Middle:The State Role in Adult Education and Literacy (2002) -- Council for Advancement of Adult Literacy 1221 Avenue of the Americas - 46th Floor New York, NY 10020 212-512-2363, fax 212-512-2610 www.caalusa.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20060306/9a149266/attachment.html From ALCDGG at langate.gsu.edu Mon Mar 6 14:42:47 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Mon, 06 Mar 2006 14:42:47 -0500 Subject: [WomenLiteracy] computer use Message-ID: I came across an interesting article that I thought that some of you may be interested in reading, and I have copied an excerpt: "Microsoft Corp. is probing that question at a research lab in India. Working with a local advocacy group, Microsoft has developed a prototype of a system that would connect illiterate domestic workers in India with families seeking their services. The system uses pictures, video and voice commands to tell women what jobs are available, how much the jobs pay and where they are." The complete article can be read at (it is not long): http://www.businessweek.com/ap/tech/D8G34N0O2.htm I am curious if any of you have any reactions to this article? Daphne Daphne Greenberg Assistant Professor Educational Psych. & Special Ed. Georgia State University P.O. Box 3979 Atlanta, Georgia 30302-3979 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu Daphne Greenberg Associate Director Center for the Study of Adult Literacy Georgia State University P.O. Box 3977 Atlanta, Georgia 30302-3977 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu From ALCDGG at langate.gsu.edu Mon Mar 6 16:45:07 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Mon, 06 Mar 2006 16:45:07 -0500 Subject: [WomenLiteracy] job opening Message-ID: JOB OPENING -- Development Manager PLEASE POST AND DISTRIBUTE Background: Women Work! The National Network for Women's Employment is a nonprofit organization that advocates for women's economic security through policies, programs and partnerships. Since 1978, the Network has assisted more than 10 million women to successfully enter, re-enter and advance in the workforce. Through supporting, advocating and advancing women's economic self-sufficiency, Women Work! strengthens families and communities. The Position: Women Work! is seeking a full-time Development Manager to join its small and cohesive Development department. This position offers an outstanding opportunity for professional growth as part of an energetic and dynamic team. The Development Manager will work with the President/CEO to sustain and increase funding from individuals and foundations. Overall responsibilities include: * Recruit new donors and secure ongoing support from current donors in the $1 to $10,000 range * Manage annual fund and year-end campaign, employee giving and cultivation activities * Solicit financial contributions from prospects, as well as planned gifts as appropriate * Cultivate current donors to identify ways to expand and enhance these relationships and create compelling incentives for donors to "upgrade" their participation * Design and launch a recurring gift program (i.e. monthly, quarterly donors, etc.) * Manage development files, reports, donor database tracking systems, and donor communications * Research foundation prospects for national office and state affiliates * Assist in writing proposals, annual report, and regular solicitation letters * Schedule cultivation and solicitation meetings with current donors and prospects Qualifications: * One to two years experience in development, particularly individual giving and foundation research * Highly positive and persuasive oral and written communication skills * Ability to motivate donors and successfully solicit individual gifts * Excellent interpersonal skills and ability to work with diverse audiences * Excellent research, strategic thinking, analytical, planning, and organizational skills * Self-starter, pro-active, hard-working, creative and flexible approach to the work * Exercise professional judgment and discretion * Team-oriented, flexible, positive, personable, and willing to learn Required skills: * Computer applications: Word, PowerPoint, Excel, Outlook, Internet, database. * On-line research Salary: Low to mid $30's depending on experience. Excellent benefits: full health care and dental insurance, life insurance, 403(b), flexible spending account, and excellent leave benefits To Apply: Please submit a resume and cover letter to /via e-mail*(preferred), fax or regular mail to: Development Manager Search Women Work! 1625 K Street, NW , Ste. 300 Washington, DC 20006 Fax: 202/467-5366 *E-Mail: dmsearch@ womenwork.org INTERVIEWS WILL BE CONDUCTED ON A ROLLING BASIS. EARLY APPLICATION IS STRONGLY ENCOURAGED. Only applicants that are selected for interviews will be contacted. To learn more about Women Work!, please visit www.womenwork.org Women Work! is an Equal Opportunity Employer, and welcomes applicants from diverse backgrounds. Women Work! is committed to upholding a work environment free from discrimination and inequality. It is our policy to actively encourage a diverse pool of candidates who believe in the organization's mission and vision. From ALCDGG at langate.gsu.edu Mon Mar 6 16:46:29 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Mon, 06 Mar 2006 16:46:29 -0500 Subject: [WomenLiteracy] another job opening Message-ID: JOB OPENING - Staff Assistant PLEASE POST & DISTRIBUTE Staff Assistant (Full time, Washington, DC) Background: Women Work! The National Network for Women's Employment is a nonprofit organization that advocates for women's economic security through policies, programs and partnerships. Since 1978, the Network has assisted more than 10 million women to successfully enter, re-enter and advance in the workforce. Through supporting, advocating and advancing women's economic self-sufficiency, Women Work! strengthens families and communities. The Position: The Women Work! Staff Assistant plays a critical support role to the Senior Manager for Administration and Data Management as well as other Women Work! departments, including but not limited to membership, communications and fund development. The Staff Assistant is responsible for interacting with a range of people who call the national office, including women in crises, Women Work! members, funders and corporate partners. The Staff Assistant is critical to maintaining the daily operations of the national office. She/he must be able to work cooperatively and collaboratively with support staff, program staff and senior leadership to fulfill a diverse range of responsibilities related to Women Work!'s mission and activities. This is an opportunity for a highly motivated, energetic and driven individual to work in a supportive and flexible work environment with a small staff dedicated to advancing women's economic security. Staff Assistant will be expected to (but may not be limited to): * Provide staff support for Women Work! activities and projects * Assist with daily functions related to the administrative maintenance of the national office * Project a friendly and positive demeanor toward people who call Women Work! * Assist with bookkeeping and payroll functions * Maintain clean and orderly office environment * Assist membership department with recruitment, retention and maintenance * Provide support to the fundraising department and the CEO's fundraising activities * Assist with intern orientation * Provide support in preparing for the National Conference * Provide general support to the Sr. Manager for Administration and Data Management Qualifications: * Minimum of an Associates' Degree or equivalent work experience. A Bachelor's degree a plus * Experience working in an office environment and providing office support * Well-organized with attention to detail and follow-up * Experience utilizing a database or managing data * Excellent interpersonal and phone skills * Initiative and problem-solving skills * Ability to multi-task without losing details * Interest in women's economic security issues * Interest and willingness to learn and grow professionally * Bilingual English/Spanish is a plus Required skills: * Computer applications: Word, Excel, Outlook, Internet, database * Online research Salary: Mid to High 20's, plus excellent benefits = full health care and dental insurance, life insurance, 403(b), flexible spending accounts and excellent leave benefits To Apply: Please send resume, cover letter, to: Staff Assistant Search Women Work! 1625 K St, NW Suite 300 Washington, DC 20006 fax 202-467-5366 staffsearch at womenwork.org INTERVIEWS WILL BE CONDUCTED ON A ROLLING BASIS. EARLY APPLICATION IS STRONGLY ENCOURAGED. Only applicants that are selected for interviews will be contacted. To learn more about Women Work!, please go to www.womenwork.org Women Work! is an Equal Opportunity Employer and welcomes applicants from diverse backgrounds. Women Work! is committed to upholding a work environment free from discrimination and inequality. It is our policy to actively encourage a diverse pool of candidates who believe in the organization's mission and vision. From idais1 at comcast.net Tue Mar 7 01:34:08 2006 From: idais1 at comcast.net (Ida) Date: Mon, 6 Mar 2006 22:34:08 -0800 Subject: [WomenLiteracy] computer use In-Reply-To: References: Message-ID: <70102C89-B2E2-42EE-8523-6A0E7A271779@comcast.net> I think that introducing the computer to illiterate communities in India is neglecting the fact that many people in the US that are illiterate. I think the idea is excellent, but so much energy and time could be saved doing research on bridging the gap in the United States with the many languages of people who need work and cannot find it. From kabeall at comcast.net Wed Mar 8 08:21:48 2006 From: kabeall at comcast.net (Kaye Beall) Date: Wed, 8 Mar 2006 08:21:48 -0500 Subject: [WomenLiteracy] New from NCSALL--Skills for Chronic Disease Management Message-ID: <003f01c642b3$418a26f0$0c0fca0a@your4105e587b6> Skills for Chronic Disease Management by Rima Rudd, Lisa Soricone, Maricel Santos, Charlotte Nath, and Janet Smith is now available from NCSALL. The goal of this 15-hour study circle+ is to prepare participants to help their students develop basic skills needed for chronic disease management. These skills include reading medicine labels, following directions, and measuring dosages correctly; using measurement tools to monitor health; monitoring symptoms and talking to health care professionals the observations; and making critical decisions about health care. To download the Health Literacy Study Circle+ Facilitator's Guide: Skills for Chronic Disease Management, visit NCSALL's Web site: http://www.ncsall.net/?id=1058 To order the Health Literacy Study Circle+ Facilitator's Guide: Skills for Chronic Disease Management at $33.00/copy, go to the NCSALL Order Form: http://www.ncsall.net/?id=674 **************** Kaye Beall Outreach Coordinator/NCSALL Dissemination Project World Education 4401 S. Madison St. Muncie, IN 47302 Tel: 765-717-3942 Fax: 208-694-8262 kaye_beall at worlded.org http://www.ncsall.net -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20060308/28bcd8b8/attachment.html From nicwhite at comcast.net Tue Mar 7 17:39:20 2006 From: nicwhite at comcast.net (nicwhite at comcast.net) Date: Tue, 07 Mar 2006 22:39:20 +0000 Subject: [WomenLiteracy] FW: Please forward the following job opportunity as appropriate Message-ID: <030720062239.1846.440E0B9800054CFD0000073622064246130A9B0708990C0702@comcast.net> Please post and forward as you see fit. -- Nicole White Program Coordinator Expanded Horizons Literacy Program Women's Center of Jacksonville (904)722-3000 ext: 233 www.womenscenterofjax.org www.promotetruth.org -------------- next part -------------- An embedded message was scrubbed... From: Liliana Cardona Subject: Please forward the following job opportunity as appropriate Date: Tue, 7 Mar 2006 14:29:46 -0800 (PST) Size: 51837 Url: http://www.nifl.gov/pipermail/womenliteracy/attachments/20060307/f4f55ed2/attachment.mht From ALCDGG at langate.gsu.edu Wed Mar 8 09:52:23 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Wed, 08 Mar 2006 09:52:23 -0500 Subject: [WomenLiteracy] Women's History Month Message-ID: Here is a cross post from English Language and Family Literacy listservs: Commemorate "Women's History Month" with primary sources from the National Archives, the Library of Congress and other U.S. libraries and academic institutions: 1. "Women's Rights" is a pictorial overview of pioneers in the voting-rights struggle. Nineteenth-century newspaper editorials, linked in the story, contain comments like these: "If our ladies will insist on voting and legislating, where, gentlemen, will be our dinners and our elbows?" http://www.awesomestories.com/history/womens_rights/womens_rights_ch1.htm 2. Lewis & Clark led one of the most successful explorations of all time. One of their key interpretors was a female Shoshone teenager named Sacajawea. http://www.awesomestories.com/biography/sacajawea/sacajawea_ch1.htm 3. Anne Hutchinson and Mary Dyer, 17th century colonists, were tried for their religious beliefs in Massachusetts. Dyer was condemned to death, in 1660, and became the first woman executed in America. http://www.awesomestories.com/biography/mary_dyer/mary_dyer_ch1.htm 4. During World War II, women left their homes to work in factories. Producing much-need war materials, they helped the Allies prevail. The U.S. government paid artists to create posters, encouraging American women to work in industry and to volunteer for the military. Those primary-sources are featured in this story. http://www.awesomestories.com/history/forgotten_posters/forgotten_posters_ch3.htm 5. Women's history includes the history of children. Girls and boys were part of the American work force until well into the 20th century. Girls lost their arms http://memory.loc.gov/service/pnp/cph/3b30000/3b37000/3b37900/3b37900r.jpg at young ages. Even a three-year-old girl, whose entire family (except for the youngest child) http://memory.loc.gov/service/pnp/cph/3a00000/3a01000/3a01000/3a01064r.jpg worked at a Mississippi canning company, was - as her mother said - "learning the trade." Posters, attempting to convince lawmakers to legally lighten a child's load, still reflect harsh expectations: "Every child should work but the work must develop not deaden." The Library of Congress, and other national archives, document this little-discussed subject in American history. http://www.awesomestories.com/history/child_labor/child_labor_ch1.htm The website http://www.awesomestories.com/ is free for all educators, schools and libraries. Simply request an academic membership with this sign-up form. http://www.awesomestories.com/group_signup.php Carole Bos Grand Valley State University Dean's Advisory Board From ryanryanc at yahoo.com Fri Mar 10 16:16:50 2006 From: ryanryanc at yahoo.com (Ryan Carter Hall) Date: Fri, 10 Mar 2006 13:16:50 -0800 (PST) Subject: [WomenLiteracy] Offending and being offended Message-ID: <20060310211650.55060.qmail@web31812.mail.mud.yahoo.com> In an earlier post, Daphne wrote: ?I try very hard to listen to all my students and not bring up things that they may find offensive. It can be difficult. You give your example of bringing up your experience walking as an escort in a planned parenthood clinic and how some students were angry at you. I think that this experience is a two way street. For example, when I have a student describe something that I find distasteful/offensive, it can be very, very hard to control my inner reactions. This has happened on numerous occasions and I am very conscious after the student shares of making sure that my reactions do not influence how I interact with the student. It can be hard. I do this by trying to understand the learner's point of view. I also talk and share with friends and colleagues about it.? If it hasn?t happened yet, it is almost certain that, at some point, each of us will be caught off guard by a comment from one of our students. For those of you who have already experienced a situation like this, can you offer a suggestion for dealing with such situations or, too, how NOT to deal with such situations? And, as Daphne pointed out, it is a two-way street. There are times when we may offend our students. Sometimes, we don?t know we have offended anyone because nothing is said or done differently in the class. Sometimes, though, what we have done causes an upset in the class. Can anyone offer any suggestions on how to mend these types of situations? Thanks, Ryan From ryanryanc at yahoo.com Fri Mar 10 17:32:54 2006 From: ryanryanc at yahoo.com (Ryan Carter Hall) Date: Fri, 10 Mar 2006 14:32:54 -0800 (PST) Subject: [WomenLiteracy] Sharing with students Message-ID: <20060310223254.82736.qmail@web31807.mail.mud.yahoo.com> Daphne, Ida, and others, I see two issues with the personal information comments. I guess the question is what type of personal information should we allow our students to know about us: our opinions about political, ethical, and even educational issues and/or information about our personal lives. Of course no teacher should feel obligated to tell his/her students any of this type of information, but should s/he feel like it is wrong or unprofessional to do so? In terms of personal opinions about the hot topic issues, I believe our opinions should be kept personal in cases where we are trying to teach our students how to think for themselves. So many of our students come to us with a limited ability to think critically, so they depend on the opinions of other people?ones they feel are more knowledgeable than they?to dictate their own thoughts. If we have the goal of teaching our students how to think critically?and for themselves?we should keep our own opinions to ourselves, only playing the devil?s advocate. Furthermore, we should never tell them whether their opinion is right or wrong; only encourage their thought process so that they can be independent thinkers who actively seek knowledge about various perspectives of the topic before they make a decision. In terms of hiding who we are as individuals?whether it deals with marital status, sexual orientation, religious affiliation (or lack thereof), or political stance?I don?t think it?s necessary; however, I do understand Ida?s reason for not sharing any type of personal information with her students. I don?t mean that we should spill our guts the first day of class, but in the same way that certain topics can relate to the goals of our courses, sometimes certain elements of our personal lives just fit into conversations we have with our students. In fact, there are many cases where allowing students to know certain things about us can help change their opinions/misconceptions about our differences. I know the goals of our classes very rarely have to do with educating our students on cultural differences or changing their potential misguided views of others; however, I believe many of us have misconceptions that need to be reviewed and possibly changed?maybe ones that have to do with our students (e.g., motivation, goals, etc.). Furthermore, we are teaching more than reading, writing, math, etc.- we are teaching individuals necessary skills that will enable them to function more productively in society. Dealing with differences is part of functioning in our diverse society. With all this being said, I really believe it is up to the individual teacher to decide how much (if any) personal information to tell students. In fact, the same teacher may choose to reveal nothing in one class, while being totally open in another class. It really depends on the comfort level of both the teacher and the students, as well as the information we are talking about. I will say, though, that in terms of comfort, students can really tell when a teacher is uncomfortable. So, if one chooses to remain completely private, and appears that s/he is trying to remain private, it could make for a less-open class. There are just so many factors to consider when deciding if/when/what type of personal information one should share with students. I am pretty open with my students- if I saw a movie with my husband (and it?s relevant to the discussion), I say I saw the movie with my husband, even if I know there are homosexual students in the class. I am lucky, though, in that I usually have a consistent group of students who attend my classes, so it is often easier to make comments like that because there is an established relationship. I?m not so sure, though, if I would share, collectively or individually, a personal trauma- that seems to move into more of a counselor mode, and I don?t feel at all qualified to do that. Ryan From elmeehan at syr.edu Fri Mar 10 10:27:27 2006 From: elmeehan at syr.edu (Elizabeth Carol Meehan) Date: Fri, 10 Mar 2006 10:27:27 -0500 Subject: [WomenLiteracy] Computer Use Message-ID: <20060310102727.cztd7uf7f4gckogk@mymail.syr.edu> Hello! I wanted to take the opportunity to introduce myself to everyone on this listserv. My name is Liz, and I am a first year doctoral student in the field of English Education at Syracuse University. My areas of interest include gender equity in education, and issues of equity and power in education that are impacted by such things as the economics and availability of technology. I particularly thought that the article describing Microsoft?s research program in India was an interesting one, because it brings up a variety of the issues I have been studying. I think Ida?s point about how programs like this can be used to help illiterate women, or populations, in the U.S. is an important one, and we can only hope that such programs are being developed or used here. I would love to know if anyone has any knowledge of that happening. Going back to the article, I find areas of the research of this study interesting ? how they are experimenting with images and other media used in the program and providing the target group with accessibility to the program. I would be interested in finding out if introducing this technology into the lives of these women is truly more beneficial to them than the described ?word of mouth? way that they traditionally find out about work, and if these interactions with technology actually lead to further development of useful technological skills. I would further love to know if this technological tool could be used as a bridge to crucial literacy skills such as basic reading and writing. Elizabeth Meehan English Education Reading and Language Arts 200 Huntington Hall Syracuse University (845) 729-3971 From elmeehan at syr.edu Sat Mar 11 12:11:47 2006 From: elmeehan at syr.edu (Elizabeth Carol Meehan) Date: Sat, 11 Mar 2006 12:11:47 -0500 Subject: [WomenLiteracy] Offending and being offended Message-ID: <20060311121147.wlrci3y1ypes0kow@mymail.syr.edu> Ryan, you have brought up some important issues about how to deal with situations that can be very difficult with students. Just to add a brief answer to your questions, I found when I worked with high school students (the first part of my teaching career) and especially now working with college students at all levels of education (undergraduate through doctoral), it can be very difficult sometimes when teaching materials, style and even just personal views might not resonate in students for various reasons. It's also extremely difficult to encounter a student who shares an offensive point of view with, and/or offends, his/her peers. In my experience though the simple act of talking with a student directly after class or asking a student to come to office hours to have the opportunity to talk about the situation, comment or whatever was in the shared experience is usually best. Even if I am the one who inadvertently offended a student. One-on-one discussions have worked best for me. It diffuses a potentially difficult situation and usually has a positive outcome. Sometimes the student in question does not even realize that the comment or action s/he said or did was offensive, and it gives a teacher the opportunity to say the same. I don't know if this helps, but I wanted to just share some of my own experience with these types of situations. They can be extremely hard. Elizabeth Meehan English Education Reading and Language Arts 200 Huntington Hall Syracuse University (845) 729-3971 From gspangenberg at caalusa.org Sat Mar 11 11:57:06 2006 From: gspangenberg at caalusa.org (Gail Spangenberg) Date: Sat, 11 Mar 2006 11:57:06 -0500 Subject: [WomenLiteracy] WHATEVER IT TAKES Message-ID: Colleagues, Many in the adult education and literacy field will find a new publication from the American Youth Policy Forum (AYPF) of interest. It is titled: WHATEVER IT TAKES: How Twelve Communities Are Reconnecting Out-of-School Youth. Its authors are Nancy Martin and Samuel Halperin, the latter a member of the CAAL board of directors. I recently learned from the U.S. Department of Education that a bit more than one-third of adults in federally-funded ABE programs nationally are the under-25 age group. (That comes from federal data on 2002-2003, and 2003-2005 enrollment reports.) The larger number of high school dropouts ABE programs have been seeing lately almost certainly will produce an increase in the one-third percentage. The report from AYPF -- published in cooperation with the National Conference of State Legislatures, National League of Cities, National School Boards Association, National Association of Secondary School Principals, and Council of the Great City Schools -- documents what committed, innovative educators, policymakers, and community leaders in twelve communities across the country are doing to "reconnect out-of-school youth to the social and economic mainstream." It "provides background on America's socially, economically, and morally unacceptable dropout problem" and profiles several major service programs. Significant tie-ins are made in the publication to adult education and literacy -- see pages 4 and 165 among others. Copies are available from AYPF by phoning 202-775-9731 or a PDF version (181 pages) is available free at www.aypf.org. Gail S -- Gail Spangenberg President Council for Advancement of Adult Literacy 1221 Avenue of the Americas - 46th Floor New York, NY 10020 212-512-2362, fax 212-512-2610 www.caalusa.org From alcdgg at langate.gsu.edu Sun Mar 12 17:41:56 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Sun, 12 Mar 2006 17:41:56 -0500 Subject: [WomenLiteracy] Computer Use Message-ID: Liz-thanks for introducing yourself, and I encourage others who have either posted before, or never posted to introduce themselves. Liz asks an interesting question. Does anyone know of initiatives funded by computer companies in the US to help women (and/or men) with literacy? Daphne >>> elmeehan at syr.edu 03/10/06 10:27 AM >>> Hello! I wanted to take the opportunity to introduce myself to everyone on this listserv. My name is Liz, and I am a first year doctoral student in the field of English Education at Syracuse University. My areas of interest include gender equity in education, and issues of equity and power in education that are impacted by such things as the economics and availability of technology. I particularly thought that the article describing Microsoft?s research program in India was an interesting one, because it brings up a variety of the issues I have been studying. I think Ida?s point about how programs like this can be used to help illiterate women, or populations, in the U.S. is an important one, and we can only hope that such programs are being developed or used here. I would love to know if anyone has any knowledge of that happening. Going back to the article, I find areas of the research of this study interesting ? how they are experimenting with images and other media used in the program and providing the target group with accessibility to the program. I would be interested in finding out if introducing this technology into the lives of these women is truly more beneficial to them than the described ?word of mouth? way that they traditionally find out about work, and if these interactions with technology actually lead to further development of useful technological skills. I would further love to know if this technological tool could be used as a bridge to crucial literacy skills such as basic reading and writing. Elizabeth Meehan English Education Reading and Language Arts 200 Huntington Hall Syracuse University (845) 729-3971 ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy From alcdgg at langate.gsu.edu Sun Mar 12 18:02:19 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Sun, 12 Mar 2006 18:02:19 -0500 Subject: [WomenLiteracy] Presidential election Message-ID: On some of the other listservs, there has been a discussion on what people would want to ask candidates (regardless of party) regarding their views on adult literacy (such as adult literacy priorities, funding, etc). I am wondering what questions you may have specific to women and literacy that you would want addressed to the 2008 presidential candidates. I would be willing to pass your questions to a group called the "Literacy President Group". For the 2004 Presidential election the Literacy President Group generated the questions and sent them to both the Bush and Kerry campaigns. Their responses were posted on the Literacy President Web page: http://www.litpresident.org/ The Literacy President Group is gearing up for the 2008 Presidential election. They are starting early so they can reach candidates who will be campaigning for the New Hampshire, Iowa, and other early state primaries. The goal is to reach each candidate many, many times in key early primary states, so that adult literacy is on their campaign agenda, and so that for whomever is elected, regardless of political party, adult literacy will be a priority. So, do you have any questions for the candidates regarding women and literacy that you would like me to pass on? Daphne Greenberg Assistant Professor Educational Psych. & Special Ed. Georgia State University P.O. Box 3979 Atlanta, Georgia 30302-3979 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu Daphne Greenberg Associate Director Center for the Study of Adult Literacy Georgia State University P.O. Box 3977 Atlanta, Georgia 30302-3977 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu From kabeall at comcast.net Mon Mar 13 13:30:06 2006 From: kabeall at comcast.net (Kaye Beall) Date: Mon, 13 Mar 2006 13:30:06 -0500 Subject: [WomenLiteracy 215] New from NCSALL--An Evaluation of Focus on Basics Message-ID: <006301c646cc$26c9f440$0302a8c0@your4105e587b6> "It's not an expensive journal, but has high quality articles with current research and techniques. . it helps me stay connected with the profession." says one reader of Focus on Basics. The results of a survey on the impact of Focus on Basics on its readers is available on the NCSALL Web site at http://www.ncsall.net/?id=29#27. To order a printed version ($10), go to http://www.ncsall.net/?id=681. (Printed copies will be available by 3/17/06.) SNEAK PREVIEW: The findings were overwhelmingly upbeat. The 292 readers who completed the survey report that Focus on Basics has had a positive impact in the following ways: . It has influenced their beliefs about adult basic education. . It has helped them feel connected to the larger education community as professionals. . It has contributed to the development of communities of practice. . It has enabled them to make a connection between research and practice. . It has provided them with concrete ideas they have used to change their programs and practice. Four in-depth interviews with professional development providers are included as well. Read the report to find out more about how the publication is and can be used as a professional development tool. **************** Kaye Beall Outreach Coordinator/NCSALL Dissemination Project World Education 4401 S. Madison St. Muncie, IN 47302 Tel: 765-717-3942 Fax: 208-694-8262 kaye_beall at worlded.org http://www.ncsall.net -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20060313/07a83ccb/attachment.html From ALCDGG at langate.gsu.edu Wed Mar 15 15:29:20 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Wed, 15 Mar 2006 15:29:20 -0500 Subject: [WomenLiteracy 216] Open House Message-ID: OPEN HOUSE INVITATION Adult Education Program Pennsylvania State University Promoting Learning Among Families, Communities and Workplaces The Adult Education Program at the Pennsylvania State University is pleased to announce that it will be holding a Spring Open House at the University Park Campus on Saturday, April 1, 2006. The Adult Education Program at Penn State is dedicated to advancing knowledge and improving practices regarding teaching and learning of adults in formal, non-formal, and informal contexts. Our program offers three graduate degrees: M.Ed, D.Ed, and Ph.D, and three graduate certificates in Distance Education, Family Literacy, and HRD/Workplace Learning. Areas of emphasis available in our program are: o Adult Teaching and Learning o Distance Education o Learning in Workplace and Community o Literacy for Culturally and Linguistically Diverse Populations Students of Adult Education enhance their ability to teach adults, plan adult learning experiences, conduct research regarding the teaching and learning of adults, and provide leadership in a variety of positions within the field. Our students come from diverse professional fields such as health, religious education, human resources, continuing education, adult literacy, community-based education, and community organizing. We invite you to come and find out more about our program during the Spring Open House. The Open House is an excellent opportunity to meet faculty and students, learn about financial assistance available and explore the possibilities for graduate study. The Adult Education Open House will be held on Saturday, April 1, 2006 from 11am - 2pm at the Nittany Lion Inn, 200 West Park Avenue, State College, PA 16803 Please visit our website: http://www.ed.psu.edu/adulted/ for further information, and to RSVP for the Open House. Completing the RSVP form is NOT a requirement for attendance but will help us in our planning. Feel free to contact us by email at hnn107 at psu.edu or bed156 at psu.edu, or by phone at (814) 863-5580. We look forward to seeing you at the Open House! From ALCDGG at langate.gsu.edu Wed Mar 15 15:38:26 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Wed, 15 Mar 2006 15:38:26 -0500 Subject: [WomenLiteracy 217] "United for Reading Program" Message-ID: I read this on the family literacy Listserv and thought some of you may be interested: Creating video tapes or DVDs is a great way to keep families in touch. United for Reading Program Even though they are deployed thousands of miles away from home, hundreds of Sailors assigned to USS Ronald Reagan are keeping in touch with their children through the "United for Reading" program. Read more. http://www.news.navy.mil/search/display.asp?story_id=22658 Daphne Greenberg Assistant Professor Educational Psych. & Special Ed. Georgia State University P.O. Box 3979 Atlanta, Georgia 30302-3979 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu Daphne Greenberg Associate Director Center for the Study of Adult Literacy Georgia State University P.O. Box 3977 Atlanta, Georgia 30302-3977 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu From ALCDGG at langate.gsu.edu Thu Mar 16 15:17:23 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Thu, 16 Mar 2006 15:17:23 -0500 Subject: [WomenLiteracy 218] Homelessness Message-ID: Do any of you knowingly work (past or present) with women who are homeless? Or have any of you been homeless? When I think of neglected groups in adult literacy, homeless women often comes to mind. According to a professor at my university, "homelessness should be considered a form of psychological trauma that... may produce learned helplessness-the perceptions that control over one's situation is external and that one's own actions will have no influence." She continues to say that "homelessness represents instability and vulnerability, particularly when you are a woman. There aren't really shelters for women, so where do you go? You're in a vulnerable situation to get your basic needs met. You may be vulnerable to additional victimization-sexual victimization, coercion and things like that" (Spring 2006, Georgia State Magazine, pg. 15). I wonder if any of you who have experience with homelessness or working with women who are homeless and want to write to us about this in relation to literacy work. Coincidentally, on the Poverty Listserv, I came across this posting which also relates to homelessness and literacy: Homeless advocates are concerned that a new policy requiring a library card to surf the web will prevent many homeless from using the internet in the one place it is available to them. To obtain a library card, applicants must provide an address, which effectively bars the homeless who live outside of shelters. Gale Snible, a publicist for the New York Public Library (NYPL), said a library card became mandatory for logging onto the internet at most branches as part of a technology upgrade last year that permits users to join a virtual waiting list, and limits the time a user can surf the web ... Officials at the separately operated Brooklyn and Queens public libraries say they plan to shift to a similar system ... [cont'd] << http://www.citylimits.org/content/articles/weeklyView.cfm?articlenumber=1868 Any thoughts/reactions????? Daphne Daphne Greenberg Assistant Professor Educational Psych. & Special Ed. Georgia State University P.O. Box 3979 Atlanta, Georgia 30302-3979 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu Daphne Greenberg Associate Director Center for the Study of Adult Literacy Georgia State University P.O. Box 3977 Atlanta, Georgia 30302-3977 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu From bertiemo at yahoo.com Thu Mar 16 16:02:06 2006 From: bertiemo at yahoo.com (Bertha Mo) Date: Thu, 16 Mar 2006 13:02:06 -0800 (PST) Subject: [WomenLiteracy 219] Re: Homelessness In-Reply-To: Message-ID: <20060316210207.61432.qmail@web30015.mail.mud.yahoo.com> Yes, I have worked with women who are homeless or at the edge. At this moment, I'm in Ottawa, Canada in a library in a very fancy neighborhood waiting for my daughter who is in a Marchbreak gymnastics class. I left my library card in Potsdam, NY where I normally live and work. This library is so fancy that they don't even carry any newspapers... In order to use the library internet I had to produce my library card or an id so she could look up my library card...Luckily I had my passport... In the days when I was not gainfully employed, I used to visit Centretown Community Health Centre in downtown Ottawa. They had a community computer area where I was able to check emails and feel at home. Yes, it is oppressive to have to produce a library card in order to use the internet. Best, Bertie Mo Daphne Greenberg wrote: Do any of you knowingly work (past or present) with women who are homeless? Or have any of you been homeless? When I think of neglected groups in adult literacy, homeless women often comes to mind. According to a professor at my university, "homelessness should be considered a form of psychological trauma that... may produce learned helplessness-the perceptions that control over one's situation is external and that one's own actions will have no influence." She continues to say that "homelessness represents instability and vulnerability, particularly when you are a woman. There aren't really shelters for women, so where do you go? You're in a vulnerable situation to get your basic needs met. You may be vulnerable to additional victimization-sexual victimization, coercion and things like that" (Spring 2006, Georgia State Magazine, pg. 15). I wonder if any of you who have experience with homelessness or working with women who are homeless and want to write to us about this in relation to literacy work. Coincidentally, on the Poverty Listserv, I came across this posting which also relates to homelessness and literacy: Homeless advocates are concerned that a new policy requiring a library card to surf the web will prevent many homeless from using the internet in the one place it is available to them. To obtain a library card, applicants must provide an address, which effectively bars the homeless who live outside of shelters. Gale Snible, a publicist for the New York Public Library (NYPL), said a library card became mandatory for logging onto the internet at most branches as part of a technology upgrade last year that permits users to join a virtual waiting list, and limits the time a user can surf the web ... Officials at the separately operated Brooklyn and Queens public libraries say they plan to shift to a similar system ... [cont'd] << http://www.citylimits.org/content/articles/weeklyView.cfm?articlenumber=1868 Any thoughts/reactions????? Daphne Daphne Greenberg Assistant Professor Educational Psych. & Special Ed. Georgia State University P.O. Box 3979 Atlanta, Georgia 30302-3979 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu Daphne Greenberg Associate Director Center for the Study of Adult Literacy Georgia State University P.O. Box 3977 Atlanta, Georgia 30302-3977 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20060316/59677bb8/attachment.html From andreawilder at comcast.net Thu Mar 16 16:55:35 2006 From: andreawilder at comcast.net (Andrea Wilder) Date: Thu, 16 Mar 2006 16:55:35 -0500 Subject: [WomenLiteracy 220] Re: Homelessness In-Reply-To: References: Message-ID: <71b4e12f699a35025d09c344d8cd908c@comcast.net> Daphne, A number of years ago I had a woman staying with me who worked at a homeless shelter. We discussed the mental health of those living on the street, or in shelters, and her assessment: "If they aren't " sick" before they get on the streets, they soon will be." I would like to know more about this and more about literacy for these women, and what might be the best way to help out.. One woman who later became head of a volunteer group lived for most of one year camped out behind a row of tombstones in an overlooked section of a cemetery near me. It can happen to anyone. She got help, then got on her feet, and then made it back into society. Thanks. Andrea. On Mar 16, 2006, at 3:17 PM, Daphne Greenberg wrote: > Do any of you knowingly work (past or present) with women who are > homeless? Or have any of you been homeless? > > When I think of neglected groups in adult literacy, homeless women > often comes to mind. According to a professor at my university, > "homelessness should be considered a form of psychological trauma > that... may produce learned helplessness-the perceptions that control > over one's situation is external and that one's own actions will have > no influence." She continues to say that "homelessness represents > instability and vulnerability, particularly when you are a woman. > There aren't really shelters for women, so where do you go? You're in > a vulnerable situation to get your basic needs met. You may be > vulnerable to additional victimization-sexual victimization, coercion > and things like that" (Spring 2006, Georgia State Magazine, pg. 15). > > I wonder if any of you who have experience with homelessness or > working with women who are homeless and want to write to us about this > in relation to literacy work. > > Coincidentally, on the Poverty Listserv, I came across this posting > which also relates to homelessness and literacy: > > Homeless advocates are concerned that a new policy requiring a library > card to surf the web will prevent many homeless from using the > internet in the one place it is available to them. To obtain a library > card, applicants must > provide an address, which effectively bars the homeless who live > outside of shelters. > > Gale Snible, a publicist for the New York Public Library (NYPL), said > a library card became mandatory for logging onto the internet at most > branches as part of a technology upgrade last year that permits users > to join a virtual > waiting list, and limits the time a user can surf the web ... > Officials at the separately operated Brooklyn and Queens public > libraries say they plan to shift to a similar system ... [cont'd] << > > http://www.citylimits.org/content/articles/weeklyView.cfm? > articlenumber=1868 > > Any thoughts/reactions????? > > Daphne > > > Daphne Greenberg > Assistant Professor > Educational Psych. & Special Ed. > Georgia State University > P.O. Box 3979 > Atlanta, Georgia 30302-3979 > phone: 404-651-0127 > fax:404-651-4901 > dgreenberg at gsu.edu > > Daphne Greenberg > Associate Director > Center for the Study of Adult Literacy > Georgia State University > P.O. Box 3977 > Atlanta, Georgia 30302-3977 > phone: 404-651-0127 > fax:404-651-4901 > dgreenberg at gsu.edu > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > From ALCDGG at langate.gsu.edu Mon Mar 20 10:59:10 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Mon, 20 Mar 2006 10:59:10 -0500 Subject: [WomenLiteracy 221] Correction to Homeless and Internet Message-ID: In a previous posting, I had mentioned an article that described Internet access issues for the homeless. Apparently, the story about New York Public Library and the homeless was not reported correctly. Here is a statement sent by the Deputy Director for Public Service, Mary Frances Cooper, to the editor: Your recent article about Internet access in public libraries mischaracterized the policies of The New York Public Library. Internet usage is available equally to everyone, including homeless individuals who don't have a library card or permanent address. Anyone without a library card may ask for a "guest pass" which will provide access to the Internet under the same terms as library card holders. Daphne Greenberg Assistant Professor Educational Psych. & Special Ed. Georgia State University P.O. Box 3979 Atlanta, Georgia 30302-3979 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu Daphne Greenberg Associate Director Center for the Study of Adult Literacy Georgia State University P.O. Box 3977 Atlanta, Georgia 30302-3977 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu From ALCDGG at langate.gsu.edu Tue Mar 21 09:37:18 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Tue, 21 Mar 2006 09:37:18 -0500 Subject: [WomenLiteracy 222] distance learning courses Message-ID: The Center for Literacy Studies at the University of Tennessee, and the Ohio Literacy Resource Center at Kent State University are proud to announce registration for our spring 2006 distance learning courses. Overviews of each course, as well as the start dates, are outlined below. Each course is a carefully-paced, facilitated training opportunity for adult education professionals. Each one has been piloted, reviewed, and offered previously to excellent reviews. Bill McNutt Technology Coordinator, AEProfessional Project University of Tennessee, Center for Literacy Studies http://www.aeprofessional.org More information and registration can be found at: http://www.aeprofessional.org __________________________________________________ Adult Education - Teaching Tools Course begins May 8, 2006 Cost - $149/person Facilitator: Deb Hargrove Delivered via the Internet, this six-week course focuses on familiarizing instructors with teaching tools that will enhance teaching practices leading to greater learning, retention, and success for adult students. It offers a wealth of resources and teaching strategies on topics such as reflective teaching, cooperative/collaborative learning, multiple intelligences, and contextual instruction. The course will help participants draw their own connections between current research and teacher practice; it provides opportunities for practical classroom application, online collaboration, and sharing best practices with other adult educators-and much more! ___________________________________________________ Standards Based Approach to Defining and Measuring Results in the AE Classroom Course begins April 3, 2006 Cost - $149/person Facilitator: Peggy McGuire This EFF online course is designed for the range of practitioners, teachers, program administrators, professional development providers, state adult literacy and basic education staff who want and need to understand how Equipped for the Future supports improvement in the quality and results of adult basic/literacy/ESOL education through standards and an aligned assessment and accountability framework. Participants will be able to explore EFF educational improvement processes and tools in detail as well as receive structured feedback and support from an EFF facilitator. ___________________________________________________ ESOL Basics Course begins May 8, 2006 Cost - $149/person Facilitator: Claire Valier, ESOL Coordinator and Certified CASAS Trainer Do you need to know the basics of ESOL instruction? Through this online course, you will learn how to identify characteristics of adult ESOL learners, effective methods of teaching languages, the four language skills, and how adults learn another language. Online activities, discussion boards and assessments will keep you engaged. ___________________________________________________ Integration of Technology into the Adult Education Classroom Course begins May 8, 2006 Cost - $149/person Facilitator: Linda Eckert, AE Pro Developer Have you ever tried to blindly put a puzzle together without knowing what the final picture will look like? This may be what is happening to you when you are trying to integrate computer technology into your classroom. This course will provide quick access to educational resources, lesson plans, activities, and tools for evaluating educational software, information about purchasing educational software, and knowledge to help you utilize a variety of software applications and web-based activities in the classroom. Online activities, discussion boards and assessments will keep you engaged. ___________________________________________________ Introduction to Learning Disabilities in Adults Course begins April 3, 2006 Cost - $149/person Facilitator: Staff Fifty to eighty percent of students in adult education classes have learning difficulties-many with diagnosed learning disabilities. Delivered via the Internet, this introductory course, designed for adult education instructors, will overview types of learning disabilities, various screening tools to assist in identification, and teaching tools to support identified learning needs. During this six-week course, participants will be asked to apply ideas and techniques with their own AE learners. ___________________________________________________ Bill McNutt Technology Coordinator, AEProfessional Project University of Tennessee, Center for Literacy Studies http://www.aeprofessional.org From ALCDGG at langate.gsu.edu Tue Mar 21 16:34:24 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Tue, 21 Mar 2006 16:34:24 -0500 Subject: [WomenLiteracy 223] WE LEARN Conference Message-ID: It is now about a week and a half since the WE LEARN Conference and I know that a few of us on this listserv were able to attend. I was thinking that it may be helpful to those who did not know about this conference, or could not attend to hear from those of us who attended what they learned, why they thought it was or was not worthwhile going, and anything else. For those of you not familiar with this conference, it is an annual conference focusing on women and literacy issues. Some examples of what I came back with are a few tips about how to begin to talk about racism in the classroom, how to stay safe while using the Internet, and alternative ways to teach algebra with manipulatives. My most enjoyable session was one that was ran by the author Judith Frank who read from and discussed her book Crybaby Butch. I liked that session because I had read the book (and highly recommend it) and it was great to hear her perspectives of it. Any one else interested in sharing? Daphne Daphne Greenberg Assistant Professor Educational Psych. & Special Ed. Georgia State University P.O. Box 3979 Atlanta, Georgia 30302-3979 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu Daphne Greenberg Associate Director Center for the Study of Adult Literacy Georgia State University P.O. Box 3977 Atlanta, Georgia 30302-3977 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu From bertiemo at yahoo.com Wed Mar 22 18:30:09 2006 From: bertiemo at yahoo.com (Bertha Mo) Date: Wed, 22 Mar 2006 15:30:09 -0800 (PST) Subject: [WomenLiteracy 224] Re: WE LEARN Conference In-Reply-To: Message-ID: <20060322233009.49193.qmail@web30007.mail.mud.yahoo.com> I work with students of color and female students who have math phobia. I'd like to know the contact of the person who did the presentation on algebra and manipulatives. Best, Bertie Mo, Ph.D., MPH Daphne Greenberg wrote: It is now about a week and a half since the WE LEARN Conference and I know that a few of us on this listserv were able to attend. I was thinking that it may be helpful to those who did not know about this conference, or could not attend to hear from those of us who attended what they learned, why they thought it was or was not worthwhile going, and anything else. For those of you not familiar with this conference, it is an annual conference focusing on women and literacy issues. Some examples of what I came back with are a few tips about how to begin to talk about racism in the classroom, how to stay safe while using the Internet, and alternative ways to teach algebra with manipulatives. My most enjoyable session was one that was ran by the author Judith Frank who read from and discussed her book Crybaby Butch. I liked that session because I had read the book (and highly recommend it) and it was great to hear her perspectives of it. Any one else interested in sharing? Daphne Daphne Greenberg Assistant Professor Educational Psych. & Special Ed. Georgia State University P.O. Box 3979 Atlanta, Georgia 30302-3979 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu Daphne Greenberg Associate Director Center for the Study of Adult Literacy Georgia State University P.O. Box 3977 Atlanta, Georgia 30302-3977 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20060322/03dfa2ea/attachment.html From lalumineuse at yahoo.com Thu Mar 23 02:27:58 2006 From: lalumineuse at yahoo.com (Ujwala Samant) Date: Wed, 22 Mar 2006 23:27:58 -0800 (PST) Subject: [WomenLiteracy 225] Re: WE LEARN Conference In-Reply-To: <20060322233009.49193.qmail@web30007.mail.mud.yahoo.com> Message-ID: <20060323072758.58381.qmail@web36812.mail.mud.yahoo.com> >From some of us who missed the conference (last year's was super), how about those who attended giving us the highlights? Thanks Ujwala --- Bertha Mo wrote: > I work with students of color and female students > who have math phobia. I'd like to know the contact > of the person who did the presentation on algebra > and manipulatives. > > Best, > > Bertie Mo, Ph.D., MPH > > Daphne Greenberg wrote: > It is now about a week and a half since the WE > LEARN Conference and I know that a few of us on this > listserv were able to attend. I was thinking that it > may be helpful to those who did not know about this > conference, or could not attend to hear from those > of us who attended what they learned, why they > thought it was or was not worthwhile going, and > anything else. > For those of you not familiar with this conference, > it is an annual conference focusing on women and > literacy issues. Some examples of what I came back > with are a few tips about how to begin to talk about > racism in the classroom, how to stay safe while > using the Internet, and alternative ways to teach > algebra with manipulatives. My most enjoyable > session was one that was ran by the author Judith > Frank who read from and discussed her book Crybaby > Butch. I liked that session because I had read the > book (and highly recommend it) and it was great to > hear her perspectives of it. > Any one else interested in sharing? > Daphne > > Daphne Greenberg > Assistant Professor > Educational Psych. & Special Ed. > Georgia State University > P.O. Box 3979 > Atlanta, Georgia 30302-3979 > phone: 404-651-0127 > fax:404-651-4901 > dgreenberg at gsu.edu > > Daphne Greenberg > Associate Director > Center for the Study of Adult Literacy > Georgia State University > P.O. Box 3977 > Atlanta, Georgia 30302-3977 > phone: 404-651-0127 > fax:404-651-4901 > dgreenberg at gsu.edu > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, > please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, > please go to http://www.nifl.gov/mailman/listinfo/womenliteracy __________________________________________________ Do You Yahoo!? Tired of spam? Yahoo! Mail has the best spam protection around http://mail.yahoo.com From andreawilder at comcast.net Thu Mar 23 09:59:00 2006 From: andreawilder at comcast.net (Andrea Wilder) Date: Thu, 23 Mar 2006 09:59:00 -0500 Subject: [WomenLiteracy 226] Re: WE LEARN Conference In-Reply-To: <20060323072758.58381.qmail@web36812.mail.mud.yahoo.com> References: <20060323072758.58381.qmail@web36812.mail.mud.yahoo.com> Message-ID: <6f0eb7c7968d6806796898ae78076ea3@comcast.net> All: I felt accepted as a woman. The barriers that are usually present in a male dominated conference weren't there. So how did this happen? 1) Flowers, massage, great food, live music. 2) In the workshops I went to the presenters made it a point to have exercises which included all of us. 3) No female topics were off limits, I had the feeling that some of the workshop leaders had seen it all--they were very calm. Excellent role models. I learned a lot about being a woman. Andrea On Mar 23, 2006, at 2:27 AM, Ujwala Samant wrote: >> From some of us who missed the conference (last year's > was super), how about those who attended giving us the > highlights? > Thanks > Ujwala > > --- Bertha Mo wrote: > >> I work with students of color and female students >> who have math phobia. I'd like to know the contact >> of the person who did the presentation on algebra >> and manipulatives. >> >> Best, >> >> Bertie Mo, Ph.D., MPH >> >> Daphne Greenberg wrote: >> It is now about a week and a half since the WE >> LEARN Conference and I know that a few of us on this >> listserv were able to attend. I was thinking that it >> may be helpful to those who did not know about this >> conference, or could not attend to hear from those >> of us who attended what they learned, why they >> thought it was or was not worthwhile going, and >> anything else. >> For those of you not familiar with this conference, >> it is an annual conference focusing on women and >> literacy issues. Some examples of what I came back >> with are a few tips about how to begin to talk about >> racism in the classroom, how to stay safe while >> using the Internet, and alternative ways to teach >> algebra with manipulatives. My most enjoyable >> session was one that was ran by the author Judith >> Frank who read from and discussed her book Crybaby >> Butch. I liked that session because I had read the >> book (and highly recommend it) and it was great to >> hear her perspectives of it. >> Any one else interested in sharing? >> Daphne >> >> Daphne Greenberg >> Assistant Professor >> Educational Psych. & Special Ed. >> Georgia State University >> P.O. Box 3979 >> Atlanta, Georgia 30302-3979 >> phone: 404-651-0127 >> fax:404-651-4901 >> dgreenberg at gsu.edu >> >> Daphne Greenberg >> Associate Director >> Center for the Study of Adult Literacy >> Georgia State University >> P.O. Box 3977 >> Atlanta, Georgia 30302-3977 >> phone: 404-651-0127 >> fax:404-651-4901 >> dgreenberg at gsu.edu >> >> ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, >> please go to >> http://www.nifl.gov/mailman/listinfo/womenliteracy >> >>> > ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, >> please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > > > __________________________________________________ > Do You Yahoo!? > Tired of spam? Yahoo! Mail has the best spam protection around > http://mail.yahoo.com > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > From samuel.mcgraw at seattlegoodwill.org Thu Mar 23 11:46:57 2006 From: samuel.mcgraw at seattlegoodwill.org (Samuel McGraw III) Date: Thu, 23 Mar 2006 08:46:57 -0800 Subject: [WomenLiteracy 227] Re: WE LEARN Conference Message-ID: <802F2B4590320142A57872DC43A2BFD20218AF0D@seamail.seagoodwill.org> Andrea et. al., I would love to know of the "barriers that are usually present in a male dominated conference." Thanks, Samuel McGraw III M. Ed. Program Coordinator Goodwill Tel: 206.860.5789 Fax: 206.325.9845 http://www.seattlegoodwill.org Because jobs change lives -----Original Message----- From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Andrea Wilder Sent: Thursday, March 23, 2006 6:59 AM To: The Women and Literacy Discussion List Subject: [WomenLiteracy 226] Re: WE LEARN Conference All: I felt accepted as a woman. The barriers that are usually present in a male dominated conference weren't there. So how did this happen? 1) Flowers, massage, great food, live music. 2) In the workshops I went to the presenters made it a point to have exercises which included all of us. 3) No female topics were off limits, I had the feeling that some of the workshop leaders had seen it all--they were very calm. Excellent role models. I learned a lot about being a woman. Andrea On Mar 23, 2006, at 2:27 AM, Ujwala Samant wrote: >> From some of us who missed the conference (last year's > was super), how about those who attended giving us the > highlights? > Thanks > Ujwala > > --- Bertha Mo wrote: > >> I work with students of color and female students >> who have math phobia. I'd like to know the contact >> of the person who did the presentation on algebra >> and manipulatives. >> >> Best, >> >> Bertie Mo, Ph.D., MPH >> >> Daphne Greenberg wrote: >> It is now about a week and a half since the WE >> LEARN Conference and I know that a few of us on this >> listserv were able to attend. I was thinking that it >> may be helpful to those who did not know about this >> conference, or could not attend to hear from those >> of us who attended what they learned, why they >> thought it was or was not worthwhile going, and >> anything else. >> For those of you not familiar with this conference, >> it is an annual conference focusing on women and >> literacy issues. Some examples of what I came back >> with are a few tips about how to begin to talk about >> racism in the classroom, how to stay safe while >> using the Internet, and alternative ways to teach >> algebra with manipulatives. My most enjoyable >> session was one that was ran by the author Judith >> Frank who read from and discussed her book Crybaby >> Butch. I liked that session because I had read the >> book (and highly recommend it) and it was great to >> hear her perspectives of it. >> Any one else interested in sharing? >> Daphne >> >> Daphne Greenberg >> Assistant Professor >> Educational Psych. & Special Ed. >> Georgia State University >> P.O. Box 3979 >> Atlanta, Georgia 30302-3979 >> phone: 404-651-0127 >> fax:404-651-4901 >> dgreenberg at gsu.edu >> >> Daphne Greenberg >> Associate Director >> Center for the Study of Adult Literacy >> Georgia State University >> P.O. Box 3977 >> Atlanta, Georgia 30302-3977 >> phone: 404-651-0127 >> fax:404-651-4901 >> dgreenberg at gsu.edu >> >> ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, >> please go to >> http://www.nifl.gov/mailman/listinfo/womenliteracy >> >>> > ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, >> please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > > > __________________________________________________ > Do You Yahoo!? > Tired of spam? Yahoo! Mail has the best spam protection around > http://mail.yahoo.com > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy From Bruno at centerforliteracy.org Thu Mar 23 12:15:18 2006 From: Bruno at centerforliteracy.org (Cortney Bruno) Date: Thu, 23 Mar 2006 12:15:18 -0500 Subject: [WomenLiteracy 228] Re: WE LEARN Conference Message-ID: For me, the biggest difference at WE LEARN from other conferences I have attended was the strong inclusion of adult literacy students. While other conferences I have attended have held award ceremonies to honor a couple of students, this was the first conference I have been to where the students present were included in the workshops, invited to present workshops, and overall treated as equals to other attendees. One of the most valuable workshops I attended was led by a group of students and former students from Operation Bootstrap who presented a workshop on Empowering Health Education. The presenters were members of Operation Bootstrap's Student Health Action Team and they shared with us how they use roleplaying to raise health awareness of student-chosed topics in adult literacy classes in their organization. Because the presenters themselves were or had been students, it provided a valuable perspective for me as to what strategies have worked for learners in regards to health literacy. It was also a reminder of the wealth of information and creativity adult learners can bring to the classroom and part of our job as practitioners is to find ways to tap into that resource as Operation Bootstrap has done with the Student Health Action Team. Cortney Bruno Center for Literacy 636 S. 48th Street Philadelphia, PA 19143 ________________________________ From: womenliteracy-bounces at nifl.gov on behalf of Andrea Wilder Sent: Thu 3/23/2006 9:59 AM To: The Women and Literacy Discussion List Subject: [WomenLiteracy 226] Re: WE LEARN Conference All: I felt accepted as a woman. The barriers that are usually present in a male dominated conference weren't there. So how did this happen? 1) Flowers, massage, great food, live music. 2) In the workshops I went to the presenters made it a point to have exercises which included all of us. 3) No female topics were off limits, I had the feeling that some of the workshop leaders had seen it all--they were very calm. Excellent role models. I learned a lot about being a woman. Andrea On Mar 23, 2006, at 2:27 AM, Ujwala Samant wrote: >> From some of us who missed the conference (last year's > was super), how about those who attended giving us the > highlights? > Thanks > Ujwala > > --- Bertha Mo wrote: > >> I work with students of color and female students >> who have math phobia. I'd like to know the contact >> of the person who did the presentation on algebra >> and manipulatives. >> >> Best, >> >> Bertie Mo, Ph.D., MPH >> >> Daphne Greenberg wrote: >> It is now about a week and a half since the WE >> LEARN Conference and I know that a few of us on this >> listserv were able to attend. I was thinking that it >> may be helpful to those who did not know about this >> conference, or could not attend to hear from those >> of us who attended what they learned, why they >> thought it was or was not worthwhile going, and >> anything else. >> For those of you not familiar with this conference, >> it is an annual conference focusing on women and >> literacy issues. Some examples of what I came back >> with are a few tips about how to begin to talk about >> racism in the classroom, how to stay safe while >> using the Internet, and alternative ways to teach >> algebra with manipulatives. My most enjoyable >> session was one that was ran by the author Judith >> Frank who read from and discussed her book Crybaby >> Butch. I liked that session because I had read the >> book (and highly recommend it) and it was great to >> hear her perspectives of it. >> Any one else interested in sharing? >> Daphne >> >> Daphne Greenberg >> Assistant Professor >> Educational Psych. & Special Ed. >> Georgia State University >> P.O. Box 3979 >> Atlanta, Georgia 30302-3979 >> phone: 404-651-0127 >> fax:404-651-4901 >> dgreenberg at gsu.edu >> >> Daphne Greenberg >> Associate Director >> Center for the Study of Adult Literacy >> Georgia State University >> P.O. Box 3977 >> Atlanta, Georgia 30302-3977 >> phone: 404-651-0127 >> fax:404-651-4901 >> dgreenberg at gsu.edu >> >> ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, >> please go to >> http://www.nifl.gov/mailman/listinfo/womenliteracy >> >>> > ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, >> please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > > > __________________________________________________ > Do You Yahoo!? > Tired of spam? Yahoo! Mail has the best spam protection around > http://mail.yahoo.com > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: application/ms-tnef Size: 8732 bytes Desc: not available Url : http://www.nifl.gov/pipermail/womenliteracy/attachments/20060323/83d3db84/attachment.bin From andreawilder at comcast.net Thu Mar 23 12:35:12 2006 From: andreawilder at comcast.net (Andrea Wilder) Date: Thu, 23 Mar 2006 12:35:12 -0500 Subject: [WomenLiteracy 229] Re: WE LEARN Conference In-Reply-To: <802F2B4590320142A57872DC43A2BFD20218AF0D@seamail.seagoodwill.org> References: <802F2B4590320142A57872DC43A2BFD20218AF0D@seamail.seagoodwill.org> Message-ID: <26f4b873f12a4f22aecac384f6b5eb8f@comcast.net> Wow, Samuel, that's a hard one! I bet an all male conference would seem different, too--let's trade observations OK--female conference-others chime in. 1) flowers, music, food 2) A sense of being sisters--there are givens that we all share, so laughter can be shared laughter. Mothers and their relations to children and bringing up children, particularly girls, in a dangerous world that can turn on you suddenly. 3) Movement of the family literacy model from mother reading to child to all the things mothers write in the home that a child can copy--this is kind of an insider's view of the home--one of the presenters made that link. Two very well known family ltiteracy studies have been written by women, and they take in this wider view. Also, ethnographic studies. 4) Discussions of and acceptance of women's sexuality is usually pretty tamped down in mixed gender conferences. 5) A feeling of goodness and wholeness drew us together. 6) We have common hurdles in living, in achievement--common experiences that unite women. 7) I have to say that the managers of this conference were extremely skilled in how they structured it , for example, workshop presenters included all of us in perhaps introductions, or bad experiences, or good attributes or our experiences. Also--needs were taken care of before they arose, for example, food was ready before lunchtime, one woman went around drawing chairs together in threes so we could talk. It was a lovely generosity. 8) No sparring for men's attention! There was one guy there, i don't mean to slight him, I think he came for a specific presentation. Maybe others will know. 9) Adult literacy students came, were asked to come, were included. This was a deliberate "chain of life, let's hand on our knowledge to women coming after us" attitude. I have to say, also, Samuel, that I went for 8 formative years to a girls school, and at our last reunion, in a classmate's home, the husband (up on the 2nd floor) was startled, we later learned, to hear a good belly laugh that he associated only with men. Two of our members died this winter, so I called a reunion--I had a shared feeling that we should have been there for our friends, just to let them we loved them, and to wish them good luck on the voyage. ****************** Does anyone know of any movies which show, demonstrate this feeling of sisterhood? Andrea On Mar 23, 2006, at 11:46 AM, Samuel McGraw III wrote: > Andrea et. al., > > > I would love to know of the "barriers that are usually present in a > male dominated conference." > > Thanks, > > Samuel McGraw III M. Ed. > Program Coordinator > > Goodwill > Tel: 206.860.5789 > Fax: 206.325.9845 > http://www.seattlegoodwill.org > Because jobs change lives > > > -----Original Message----- > From: womenliteracy-bounces at nifl.gov > [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Andrea Wilder > Sent: Thursday, March 23, 2006 6:59 AM > To: The Women and Literacy Discussion List > Subject: [WomenLiteracy 226] Re: WE LEARN Conference > > All: > > I felt accepted as a woman. The barriers that are usually present in a > male dominated conference weren't there. So how did this happen? > > 1) Flowers, massage, great food, live music. > > 2) In the workshops I went to the presenters made it a point to > have > exercises which included all of us. > > 3) No female topics were off limits, I had the feeling that some of > the > workshop leaders had seen it all--they were very calm. > Excellent role > models. I learned a lot about being a woman. > > Andrea > On Mar 23, 2006, at 2:27 AM, Ujwala Samant wrote: > >>> From some of us who missed the conference (last year's >> was super), how about those who attended giving us the >> highlights? >> Thanks >> Ujwala >> >> --- Bertha Mo wrote: >> >>> I work with students of color and female students >>> who have math phobia. I'd like to know the contact >>> of the person who did the presentation on algebra >>> and manipulatives. >>> >>> Best, >>> >>> Bertie Mo, Ph.D., MPH >>> >>> Daphne Greenberg wrote: >>> It is now about a week and a half since the WE >>> LEARN Conference and I know that a few of us on this >>> listserv were able to attend. I was thinking that it >>> may be helpful to those who did not know about this >>> conference, or could not attend to hear from those >>> of us who attended what they learned, why they >>> thought it was or was not worthwhile going, and >>> anything else. >>> For those of you not familiar with this conference, >>> it is an annual conference focusing on women and >>> literacy issues. Some examples of what I came back >>> with are a few tips about how to begin to talk about >>> racism in the classroom, how to stay safe while >>> using the Internet, and alternative ways to teach >>> algebra with manipulatives. My most enjoyable >>> session was one that was ran by the author Judith >>> Frank who read from and discussed her book Crybaby >>> Butch. I liked that session because I had read the >>> book (and highly recommend it) and it was great to >>> hear her perspectives of it. >>> Any one else interested in sharing? >>> Daphne >>> >>> Daphne Greenberg >>> Assistant Professor >>> Educational Psych. & Special Ed. >>> Georgia State University >>> P.O. Box 3979 >>> Atlanta, Georgia 30302-3979 >>> phone: 404-651-0127 >>> fax:404-651-4901 >>> dgreenberg at gsu.edu >>> >>> Daphne Greenberg >>> Associate Director >>> Center for the Study of Adult Literacy >>> Georgia State University >>> P.O. Box 3977 >>> Atlanta, Georgia 30302-3977 >>> phone: 404-651-0127 >>> fax:404-651-4901 >>> dgreenberg at gsu.edu >>> >>> ---------------------------------------------------- >>> National Institute for Literacy >>> Women and Literacy mailing list >>> WomenLiteracy at nifl.gov >>> To unsubscribe or change your subscription settings, >>> please go to >>> http://www.nifl.gov/mailman/listinfo/womenliteracy >>> >>>> >> ---------------------------------------------------- >>> National Institute for Literacy >>> Women and Literacy mailing list >>> WomenLiteracy at nifl.gov >>> To unsubscribe or change your subscription settings, >>> please go to >> http://www.nifl.gov/mailman/listinfo/womenliteracy >> >> >> __________________________________________________ >> Do You Yahoo!? >> Tired of spam? Yahoo! Mail has the best spam protection around >> http://mail.yahoo.com >> ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/womenliteracy >> > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > From alcdgg at langate.gsu.edu Thu Mar 23 14:00:55 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Thu, 23 Mar 2006 14:00:55 -0500 Subject: [WomenLiteracy 229] job posting Message-ID: I have been asked to post this: Literacy Program Coordinator The Women's Center of Jacksonville's Community Education Department has an exciting opportunity for an individual with a strong interest in coordinating an innovative gender -based literacy program. The Expanded Horizons Literacy Program is dedicated to improving the lives of women through adult education and life skills training, utilizing a program that addresses their unique needs and abilities. This research-based program provides women with free one-one-one tutoring and small group classes in subjects such as reading, math, writing, social studies and science (for GED preparation) computer skills training, English as a second language, as well as personal growth workshops, such as self-esteem and assertiveness training. Transportation and babysitting are provided to students on an as-needed basis. The Literacy Program Coordinator position requires an individual with a Bachelor's Degree, at least two years experience in adult education (specifically in areas such as GED, ESL, and basic literacy), a strong background in helping others set and keep goals, and supervisory experience. The ideal candidate possesses program management experience, to include volunteer management, grants and budget management, and proficiency in computer programs, such as Word, Excel, Publisher, as well as Internet use. This position requires the ability to handle multiple, pressing and competing priorities and interact successfully with diverse populations. Awareness of feminism and sensitivity to th e societal issues of women preferred. Position is full time. The Center offers a challenging, dynamic and supportive environment to its employees. The Women's Center of Jacksonville embraces diversity in the workplace. Send cover letter and resume ATTN: Liliana Cardona, Community Education Director Women's Center of Jacksonville 5644 Colcord Ave. Jacksonville, FL 32211 or Fax (904) 722-3100 Or mail at womenscenterofjax.org Sincerely, Liliana Cardona Community Education Director Women's Center of Jacksonville 904.722.3000 From lalumineuse at yahoo.com Fri Mar 24 02:59:08 2006 From: lalumineuse at yahoo.com (Ujwala Samant) Date: Thu, 23 Mar 2006 23:59:08 -0800 (PST) Subject: [WomenLiteracy 230] Re: WE LEARN Conference In-Reply-To: <26f4b873f12a4f22aecac384f6b5eb8f@comcast.net> Message-ID: <20060324075908.29888.qmail@web36813.mail.mud.yahoo.com> Andrea and Samuel, I agree with what Andrea says. 1. It's not even looking for men's attention, but more than that the 'space' is more evenly distributed. In a mixed/male-directed conference, floor space is often taken over by men. And since adult education has a lot of male gurus, women's space is clearly delineated. 2. Very few true 'minglers' are organised. The evening drinks and cheese receptions are so outdated and de passe, that I end up trying to organise something myself which involves meeting people I want to meet and talk to. It is always a pleasure to meet and talk to people one knows as names on the various listservs. Our field is dwindling even if the need for our work is on the rise, and the better we know our colleagues (male and female), the better for the longevity of our profession and our learners. 3. Even the kind of food served is different. When we had a female president of an organisation in NJ whose board I was on organised lunch we could tell the difference: The meat heavy or premade sandwiches were gone. In their place was a smaller, but nicer selection of hot and cold platters to choose from and vegetables and fruit were not mere garnishes or an unrecognisable green mass to be sidelined. Over food, people actually find the time to sit down and talk to their colleagues and find out what is happenening in the field. In the case of We Learn, such mingling and catching up with old friends was encouraged and space was provided to do just that. Most times our conferences are packed (as We Learn was) and the inclusion of such time was invaluable. 3. I think more of us (men and women) ought to attend We Learn, they would enjoy it and see a different sort of conference, one on which future (and larger) conferences could be modelled. The only other meeting that came close to We Learn was one organised in Portland. 4. There were some 'greats' there at last year's conference. And despite that, there was less/no top down hierarchy one sees when conferences are male-focused. 5. Another important point: the serious inclusion of adult learners. As someone pointed out, We Learn includes adult learners. I've made this point before that we tend to now pay lip service to our adult learners. We either romanticise them or distance them. We do not really listen to them. And a lot of it is because of the circumstances our field is in: policy dictates it, funding demands it. At We Learn, awards were not important: their voices and opinions were. These are my impressions from last year and which is why I regret having missed it this year. Just to be clear, this was not a wishy washy, coffee klatch conference. I'd recommend more people attend it to find out. Warm regards, Ujwala --- Andrea Wilder wrote: > Wow, Samuel, that's a hard one! > > I bet an all male conference would seem different, > too--let's trade > observations > > OK--female conference-others chime in. > > 1) flowers, music, food > 2) A sense of being sisters--there are givens that > we all share, so > laughter can be shared laughter. Mothers and their > relations to > children and bringing up children, particularly > girls, in a dangerous > world that can turn on you suddenly. > 3) Movement of the family literacy model from mother > reading to child > to all the things mothers write in the home that a > child can > copy--this is kind of an insider's view of the > home--one of the > presenters made that link. Two very well known > family ltiteracy > studies have been written by women, and they take in > this wider view. > Also, ethnographic studies. > 4) Discussions of and acceptance of women's > sexuality is usually pretty > tamped down in mixed gender conferences. > 5) A feeling of goodness and wholeness drew us > together. > 6) We have common hurdles in living, in > achievement--common experiences > that unite women. > > 7) I have to say that the managers of this > conference were extremely > skilled in how they structured it , for example, > workshop presenters > included all of us in perhaps introductions, or bad > experiences, or > good attributes or our experiences. Also--needs > were taken care of > before they arose, for example, food was ready > before lunchtime, one > woman went around drawing chairs together in threes > so we could talk. > It was a lovely generosity. > > 8) No sparring for men's attention! There was one > guy there, i don't > mean to slight him, I think he came for a specific > presentation. Maybe > others will know. > > 9) Adult literacy students came, were asked to come, > were included. > This was a deliberate "chain of life, let's hand on > our knowledge to > women coming after us" attitude. > > I have to say, also, Samuel, that I went for 8 > formative years to a > girls school, and at our last reunion, in a > classmate's home, the > husband (up on the 2nd floor) was startled, we later > learned, to hear a > good belly laugh that he associated only with men. > Two of our members > died this winter, so I called a reunion--I had a > shared feeling that > we should have been there for our friends, just to > let them we loved > them, and to wish them good luck on the voyage. > > ****************** > > Does anyone know of any movies which show, > demonstrate this feeling of > sisterhood? > > Andrea > > > On Mar 23, 2006, at 11:46 AM, Samuel McGraw III > wrote: > > > Andrea et. al., > > > > > > I would love to know of the "barriers that are > usually present in a > > male dominated conference." > > > > Thanks, > > > > Samuel McGraw III M. Ed. > > Program Coordinator > > > > Goodwill > > Tel: 206.860.5789 > > Fax: 206.325.9845 > > http://www.seattlegoodwill.org > > Because jobs change lives > > > > > > -----Original Message----- > > From: womenliteracy-bounces at nifl.gov > > [mailto:womenliteracy-bounces at nifl.gov] On Behalf > Of Andrea Wilder > > Sent: Thursday, March 23, 2006 6:59 AM > > To: The Women and Literacy Discussion List > > Subject: [WomenLiteracy 226] Re: WE LEARN > Conference > > > > All: > > > > I felt accepted as a woman. The barriers that are > usually present in a > > male dominated conference weren't there. So how > did this happen? > > > > 1) Flowers, massage, great food, live music. > > > > 2) In the workshops I went to the presenters > made it a point to > > have > > exercises which included all of us. > > > > 3) No female topics were off limits, I had the > feeling that some of > > the > > workshop leaders had seen it all--they were very > calm. > > Excellent role > > models. I learned a lot about being a woman. > > > > Andrea > > On Mar 23, 2006, at 2:27 AM, Ujwala Samant wrote: > > > >>> From some of us who missed the conference (last > year's > >> was super), how about those who attended giving > us the > >> highlights? > >> Thanks > >> Ujwala > >> > >> --- Bertha Mo wrote: > >> > >>> I work with students of color and female > students > >>> who have math phobia. I'd like to know the > contact > >>> of the person who did the presentation on > algebra > >>> and manipulatives. > >>> > >>> Best, > >>> > >>> Bertie Mo, Ph.D., MPH > >>> > >>> Daphne Greenberg wrote: > >>> It is now about a week and a half since the WE > >>> LEARN Conference and I know that a few of us on > this > >>> listserv were able to attend. I was thinking > that it > >>> may be helpful to those who did not know about > this > >>> conference, or could not attend to hear from > those > >>> of us who attended what they learned, why they > >>> thought it was or was not worthwhile going, and > >>> anything else. > >>> For those of you not familiar with this > conference, > >>> it is an annual conference focusing on women and > >>> literacy issues. Some examples of what I came > back > >>> with are a few tips about how to begin to talk > about > >>> racism in the classroom, how to stay safe while > >>> using the Internet, and alternative ways to > teach > >>> algebra with manipulatives. My most enjoyable > >>> session was one that was ran by the author > Judith > >>> Frank who read from and discussed her book > Crybaby > >>> Butch. I liked that session because I had read > the > >>> book (and highly recommend it) and it was great > to > >>> hear her perspectives of it. > >>> Any one else interested in sharing? > >>> Daphne > >>> > >>> Daphne Greenberg > >>> Assistant Professor > === message truncated === __________________________________________________ Do You Yahoo!? Tired of spam? Yahoo! Mail has the best spam protection around http://mail.yahoo.com From mev at litwomen.org Fri Mar 24 07:51:47 2006 From: mev at litwomen.org (mev at litwomen.org) Date: Fri, 24 Mar 2006 07:51:47 -0500 Subject: [WomenLiteracy 231] Re: WE LEARN Conference-response to BErtie Message-ID: several of the presenters left handouts from their workshops and have provided permission for us to put them up on our website. I hope to get them up by the end of the month. I will send a general message to this list when they are ready. the presenter for the math workshops was Esther Leonelli who is a frequent poster on the nifl science & numeracy listserv (http://literacynet.org/sciencelincs/). Mev Miller, WE LEARN On Wednesday, March 22, 2006, at 06:30 PM, Bertha Mo wrote: > I work with students of color and female students who have math > phobia.? I'd like to know the contact of the person who did the > presentation on algebra and manipulatives. > ? > Best, > ? > Bertie Mo, Ph.D., MPH > > WE LEARN Women Expanding: Literacy Education Action Resource Network www.litwomen.org/welearn.html Mev Miller, Ed.D., Director 182 Riverside Ave. Cranston, RI 02910 401-383-4374 welearn at litwomen.org -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 992 bytes Desc: not available Url : http://www.nifl.gov/pipermail/womenliteracy/attachments/20060324/eb870210/attachment.bin From andreawilder at comcast.net Fri Mar 24 08:31:38 2006 From: andreawilder at comcast.net (Andrea Wilder) Date: Fri, 24 Mar 2006 08:31:38 -0500 Subject: [WomenLiteracy 232] Re: WE LEARN Conference In-Reply-To: <20060324075908.29888.qmail@web36813.mail.mud.yahoo.com> References: <20060324075908.29888.qmail@web36813.mail.mud.yahoo.com> Message-ID: <22e9fce2908aad486ac870463264e808@comcast.net> Ujwala and Samuel-- I thought about this topic deeply yesterday. I am so glad that Ujwala has said what she said, otherwise I'm like a voice crying in the wilderness, as scripture would have it. The language is different and meanings are understood differently by men and women. The "presentation of self" is different. I'm usually on the emotional/analytic side of discussions, and this is a different female way of responding in discussions. My impression is that the standard mode of discussion as experienced by men, and as put forward in psychology textbooks, is for emotions/analysis to be put at two ends of a spectrum. Men and women are then placed somewhere on this line. I have often/many times/some times been thought of as overly emotional and consequently not listened to by men. True story. That male way of listening lost me a bundle of money once.. The lawyer didn't listen to me, was surprised by an outcome, and had to admit he had been wrong. This has happened also on NIFL list servs. It's DEEPLY DEEPLY STUPID, especially in a field with many women, not to access women's way of seeing, observing, and concluding. I was once ridiculed for this by a man, and I had to deck him, verbally, to get him to listen to me. Fortunately, neither a job nor money nor romance hinged on this encounter. I just looked for an article(Chronicle of Higher Ed) about Laurel Ulrich, 67, a history scholar and now a university professor at Harvard--the top place in Harvard's academic hierarchy. She is married, has 5 children and grandchildren. She speaks as a woman, illustrating how by following a woman's way she made it to the top of the heap at the University just down the street from me. Example: she took her dissertation topic from the surrounding countryside of New Hampshire, because she didn't want to be away from her children. On one of my trips around the neighborhood I saw where she and her husband live, and I will write her a letter. Believe, me, she will immediately be asked for speeches on the women's lecture circuit. That's enough for now. Thanks, Ujwala, and thanks Samuel. Andrea On Mar 24, 2006, at 2:59 AM, Ujwala Samant wrote: > Andrea and Samuel, > > I agree with what Andrea says. > > 1. It's not even looking for men's attention, but more > than that the 'space' is more evenly distributed. In a > mixed/male-directed conference, floor space is often > taken over by men. And since adult education has a lot > of male gurus, women's space is clearly delineated. > > 2. Very few true 'minglers' are organised. The evening > drinks and cheese receptions are so outdated and de > passe, that I end up trying to organise something > myself which involves meeting people I want to meet > and talk to. It is always a pleasure to meet and talk > to people one knows as names on the various listservs. > Our field is dwindling even if the need for our work > is on the rise, and the better we know our colleagues > (male and female), the better for the longevity of our > profession and our learners. > > 3. Even the kind of food served is different. When we > had a female president of an organisation in NJ whose > board I was on organised lunch we could tell the > difference: The meat heavy or premade sandwiches were > gone. In their place was a smaller, but nicer > selection of hot and cold platters to choose from and > vegetables and fruit were not mere garnishes or an > unrecognisable green mass to be sidelined. Over food, > people actually find the time to sit down and talk to > their colleagues and find out what is happenening in > the field. In the case of We Learn, such mingling and > catching up with old friends was encouraged and space > was provided to do just that. Most times our > conferences are packed (as We Learn was) and the > inclusion of such time was invaluable. > > 3. I think more of us (men and women) ought to attend > We Learn, they would enjoy it and see a different sort > of conference, one on which future (and larger) > conferences could be modelled. The only other meeting > that came close to We Learn was one organised in > Portland. > > 4. There were some 'greats' there at last year's > conference. And despite that, there was less/no top > down hierarchy one sees when conferences are > male-focused. > > 5. Another important point: the serious inclusion of > adult learners. As someone pointed out, We Learn > includes adult learners. I've made this point before > that we tend to now pay lip service to our adult > learners. We either romanticise them or distance them. > We do not really listen to them. And a lot of it is > because of the circumstances our field is in: policy > dictates it, funding demands it. At We Learn, awards > were not important: their voices and opinions were. > > These are my impressions from last year and which is > why I regret having missed it this year. Just to be > clear, this was not a wishy washy, coffee klatch > conference. I'd recommend more people attend it to > find out. > > Warm regards, > Ujwala > > --- Andrea Wilder wrote: > >> Wow, Samuel, that's a hard one! >> >> I bet an all male conference would seem different, >> too--let's trade >> observations >> >> OK--female conference-others chime in. >> >> 1) flowers, music, food >> 2) A sense of being sisters--there are givens that >> we all share, so >> laughter can be shared laughter. Mothers and their >> relations to >> children and bringing up children, particularly >> girls, in a dangerous >> world that can turn on you suddenly. >> 3) Movement of the family literacy model from mother >> reading to child >> to all the things mothers write in the home that a >> child can >> copy--this is kind of an insider's view of the >> home--one of the >> presenters made that link. Two very well known >> family ltiteracy >> studies have been written by women, and they take in >> this wider view. >> Also, ethnographic studies. >> 4) Discussions of and acceptance of women's >> sexuality is usually pretty >> tamped down in mixed gender conferences. >> 5) A feeling of goodness and wholeness drew us >> together. >> 6) We have common hurdles in living, in >> achievement--common experiences >> that unite women. >> >> 7) I have to say that the managers of this >> conference were extremely >> skilled in how they structured it , for example, >> workshop presenters >> included all of us in perhaps introductions, or bad >> experiences, or >> good attributes or our experiences. Also--needs >> were taken care of >> before they arose, for example, food was ready >> before lunchtime, one >> woman went around drawing chairs together in threes >> so we could talk. >> It was a lovely generosity. >> >> 8) No sparring for men's attention! There was one >> guy there, i don't >> mean to slight him, I think he came for a specific >> presentation. Maybe >> others will know. >> >> 9) Adult literacy students came, were asked to come, >> were included. >> This was a deliberate "chain of life, let's hand on >> our knowledge to >> women coming after us" attitude. >> >> I have to say, also, Samuel, that I went for 8 >> formative years to a >> girls school, and at our last reunion, in a >> classmate's home, the >> husband (up on the 2nd floor) was startled, we later >> learned, to hear a >> good belly laugh that he associated only with men. >> Two of our members >> died this winter, so I called a reunion--I had a >> shared feeling that >> we should have been there for our friends, just to >> let them we loved >> them, and to wish them good luck on the voyage. >> >> ****************** >> >> Does anyone know of any movies which show, >> demonstrate this feeling of >> sisterhood? >> >> Andrea >> >> >> On Mar 23, 2006, at 11:46 AM, Samuel McGraw III >> wrote: >> >>> Andrea et. al., >>> >>> >>> I would love to know of the "barriers that are >> usually present in a >>> male dominated conference." >>> >>> Thanks, >>> >>> Samuel McGraw III M. Ed. >>> Program Coordinator >>> >>> Goodwill >>> Tel: 206.860.5789 >>> Fax: 206.325.9845 >>> http://www.seattlegoodwill.org >>> Because jobs change lives >>> >>> >>> -----Original Message----- >>> From: womenliteracy-bounces at nifl.gov >>> [mailto:womenliteracy-bounces at nifl.gov] On Behalf >> Of Andrea Wilder >>> Sent: Thursday, March 23, 2006 6:59 AM >>> To: The Women and Literacy Discussion List >>> Subject: [WomenLiteracy 226] Re: WE LEARN >> Conference >>> >>> All: >>> >>> I felt accepted as a woman. The barriers that are >> usually present in a >>> male dominated conference weren't there. So how >> did this happen? >>> >>> 1) Flowers, massage, great food, live music. >>> >>> 2) In the workshops I went to the presenters >> made it a point to >>> have >>> exercises which included all of us. >>> >>> 3) No female topics were off limits, I had the >> feeling that some of >>> the >>> workshop leaders had seen it all--they were very >> calm. >>> Excellent role >>> models. I learned a lot about being a woman. >>> >>> Andrea >>> On Mar 23, 2006, at 2:27 AM, Ujwala Samant wrote: >>> >>>>> From some of us who missed the conference (last >> year's >>>> was super), how about those who attended giving >> us the >>>> highlights? >>>> Thanks >>>> Ujwala >>>> >>>> --- Bertha Mo wrote: >>>> >>>>> I work with students of color and female >> students >>>>> who have math phobia. I'd like to know the >> contact >>>>> of the person who did the presentation on >> algebra >>>>> and manipulatives. >>>>> >>>>> Best, >>>>> >>>>> Bertie Mo, Ph.D., MPH >>>>> >>>>> Daphne Greenberg wrote: >>>>> It is now about a week and a half since the WE >>>>> LEARN Conference and I know that a few of us on >> this >>>>> listserv were able to attend. I was thinking >> that it >>>>> may be helpful to those who did not know about >> this >>>>> conference, or could not attend to hear from >> those >>>>> of us who attended what they learned, why they >>>>> thought it was or was not worthwhile going, and >>>>> anything else. >>>>> For those of you not familiar with this >> conference, >>>>> it is an annual conference focusing on women and >>>>> literacy issues. Some examples of what I came >> back >>>>> with are a few tips about how to begin to talk >> about >>>>> racism in the classroom, how to stay safe while >>>>> using the Internet, and alternative ways to >> teach >>>>> algebra with manipulatives. My most enjoyable >>>>> session was one that was ran by the author >> Judith >>>>> Frank who read from and discussed her book >> Crybaby >>>>> Butch. I liked that session because I had read >> the >>>>> book (and highly recommend it) and it was great >> to >>>>> hear her perspectives of it. >>>>> Any one else interested in sharing? >>>>> Daphne >>>>> >>>>> Daphne Greenberg >>>>> Assistant Professor >> > === message truncated === > > > __________________________________________________ > Do You Yahoo!? > Tired of spam? Yahoo! Mail has the best spam protection around > http://mail.yahoo.com > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > From lalumineuse at yahoo.com Fri Mar 24 09:57:44 2006 From: lalumineuse at yahoo.com (Ujwala Samant) Date: Fri, 24 Mar 2006 06:57:44 -0800 (PST) Subject: [WomenLiteracy 233] Re: WE LEARN Conference In-Reply-To: <22e9fce2908aad486ac870463264e808@comcast.net> Message-ID: <20060324145744.78619.qmail@web36801.mail.mud.yahoo.com> Andrea, I have been thinking about something. Are conferences with Women in the title perceived as different and exclusive? I am sure all the men on this listserv work with women and have research issues etc with women. Why then do we see such few men at conferences that look at one half of the population? Are we (as women)keeping men's participation out when we organise such conferences? Are we deliberately maintaining the distance? We see men at conferences with "Family Literacy", "Children's literacy" etc in the title.... Just curious... Regards, Ujwala --- Andrea Wilder wrote: > Ujwala and Samuel-- > > I thought about this topic deeply yesterday. I am > so glad that Ujwala > has said what she said, otherwise I'm like a voice > crying in the > wilderness, as scripture would have it. > > The language is different and meanings are > understood differently by > men and women. The "presentation of self" is > different. > > I'm usually on the emotional/analytic side of > discussions, and this is > a different female way of responding in discussions. > My impression is > that the standard mode of discussion as experienced > by men, and as put > forward in psychology textbooks, is for > emotions/analysis to be put > at two ends of a spectrum. Men and women are then > placed somewhere on > this line. > > I have often/many times/some times been thought of > as overly emotional > and consequently not listened to by men. True > story. That male way > of listening lost me a bundle of money once.. The > lawyer didn't listen > to me, was surprised by an outcome, and had to admit > he had been wrong. > This has happened also on NIFL list servs. It's > DEEPLY DEEPLY > STUPID, especially in a field with many women, not > to access women's > way of seeing, observing, and concluding. I was > once ridiculed for > this by a man, and I had to deck him, verbally, to > get him to listen to > me. Fortunately, neither a job nor money nor > romance hinged on this > encounter. > > I just looked for an article(Chronicle of Higher Ed) > about Laurel > Ulrich, 67, a history scholar and now a university > professor at > Harvard--the top place in Harvard's academic > hierarchy. She is > married, has 5 children and grandchildren. She > speaks as a woman, > illustrating how by following a woman's way she made > it to the top of > the heap at the University just down the street from > me. Example: she > took her dissertation topic from the surrounding > countryside of New > Hampshire, because she didn't want to be away from > her children. On > one of my trips around the neighborhood I saw where > she and her husband > live, and I will write her a letter. Believe, me, > she will immediately > be asked for speeches on the women's lecture > circuit. > > That's enough for now. Thanks, Ujwala, and thanks > Samuel. > > Andrea > > > > > > > On Mar 24, 2006, at 2:59 AM, Ujwala Samant wrote: > > > Andrea and Samuel, > > > > I agree with what Andrea says. > > > > 1. It's not even looking for men's attention, but > more > > than that the 'space' is more evenly distributed. > In a > > mixed/male-directed conference, floor space is > often > > taken over by men. And since adult education has a > lot > > of male gurus, women's space is clearly > delineated. > > > > 2. Very few true 'minglers' are organised. The > evening > > drinks and cheese receptions are so outdated and > de > > passe, that I end up trying to organise something > > myself which involves meeting people I want to > meet > > and talk to. It is always a pleasure to meet and > talk > > to people one knows as names on the various > listservs. > > Our field is dwindling even if the need for our > work > > is on the rise, and the better we know our > colleagues > > (male and female), the better for the longevity of > our > > profession and our learners. > > > > 3. Even the kind of food served is different. When > we > > had a female president of an organisation in NJ > whose > > board I was on organised lunch we could tell the > > difference: The meat heavy or premade sandwiches > were > > gone. In their place was a smaller, but nicer > > selection of hot and cold platters to choose from > and > > vegetables and fruit were not mere garnishes or an > > unrecognisable green mass to be sidelined. Over > food, > > people actually find the time to sit down and talk > to > > their colleagues and find out what is happenening > in > > the field. In the case of We Learn, such mingling > and > > catching up with old friends was encouraged and > space > > was provided to do just that. Most times our > > conferences are packed (as We Learn was) and the > > inclusion of such time was invaluable. > > > > 3. I think more of us (men and women) ought to > attend > > We Learn, they would enjoy it and see a different > sort > > of conference, one on which future (and larger) > > conferences could be modelled. The only other > meeting > > that came close to We Learn was one organised in > > Portland. > > > > 4. There were some 'greats' there at last year's > > conference. And despite that, there was less/no > top > > down hierarchy one sees when conferences are > > male-focused. > > > > 5. Another important point: the serious inclusion > of > > adult learners. As someone pointed out, We Learn > > includes adult learners. I've made this point > before > > that we tend to now pay lip service to our adult > > learners. We either romanticise them or distance > them. > > We do not really listen to them. And a lot of it > is > > because of the circumstances our field is in: > policy > > dictates it, funding demands it. At We Learn, > awards > > were not important: their voices and opinions > were. > > > > These are my impressions from last year and which > is > > why I regret having missed it this year. Just to > be > > clear, this was not a wishy washy, coffee klatch > > conference. I'd recommend more people attend it to > > find out. > > > > Warm regards, > > Ujwala > > > > --- Andrea Wilder > wrote: > > > >> Wow, Samuel, that's a hard one! > >> > >> I bet an all male conference would seem > different, > >> too--let's trade > >> observations > >> > >> OK--female conference-others chime in. > >> > >> 1) flowers, music, food > >> 2) A sense of being sisters--there are givens > that > >> we all share, so > >> laughter can be shared laughter. Mothers and > their > === message truncated === __________________________________________________ Do You Yahoo!? Tired of spam? Yahoo! Mail has the best spam protection around http://mail.yahoo.com From andreawilder at comcast.net Fri Mar 24 10:13:23 2006 From: andreawilder at comcast.net (Andrea Wilder) Date: Fri, 24 Mar 2006 10:13:23 -0500 Subject: [WomenLiteracy 234] Re: WE LEARN Conference In-Reply-To: <20060324145744.78619.qmail@web36801.mail.mud.yahoo.com> References: <20060324145744.78619.qmail@web36801.mail.mud.yahoo.com> Message-ID: <8b5550a5fd25a655ed594d5b761e51de@comcast.net> Ujwala-- We're probably keeping men out. Also, women are devalued, so going to a woman's conference would I think be seen as slightly icky and crossing a line.. Hard to say this, but I think this is true. Also, as women we tend to pull into shells in "mixed" situations. There are MEN on this list, so maybe they will speak up--THANKS SAMUEL for asking your question! You kind of opened a floodgate!! Andrea On Mar 24, 2006, at 9:57 AM, Ujwala Samant wrote: > Andrea, > > I have been thinking about something. Are conferences > with Women in the title perceived as different and > exclusive? I am sure all the men on this listserv work > with women and have research issues etc with women. > Why then do we see such few men at conferences that > look at one half of the population? Are we (as > women)keeping men's participation out when we organise > such conferences? Are we deliberately maintaining the > distance? > > We see men at conferences with "Family Literacy", > "Children's literacy" etc in the title.... > > Just curious... > Regards, > Ujwala > > --- Andrea Wilder wrote: > >> Ujwala and Samuel-- >> >> I thought about this topic deeply yesterday. I am >> so glad that Ujwala >> has said what she said, otherwise I'm like a voice >> crying in the >> wilderness, as scripture would have it. >> >> The language is different and meanings are >> understood differently by >> men and women. The "presentation of self" is >> different. >> >> I'm usually on the emotional/analytic side of >> discussions, and this is >> a different female way of responding in discussions. >> My impression is >> that the standard mode of discussion as experienced >> by men, and as put >> forward in psychology textbooks, is for >> emotions/analysis to be put >> at two ends of a spectrum. Men and women are then >> placed somewhere on >> this line. >> >> I have often/many times/some times been thought of >> as overly emotional >> and consequently not listened to by men. True >> story. That male way >> of listening lost me a bundle of money once.. The >> lawyer didn't listen >> to me, was surprised by an outcome, and had to admit >> he had been wrong. >> This has happened also on NIFL list servs. It's >> DEEPLY DEEPLY >> STUPID, especially in a field with many women, not >> to access women's >> way of seeing, observing, and concluding. I was >> once ridiculed for >> this by a man, and I had to deck him, verbally, to >> get him to listen to >> me. Fortunately, neither a job nor money nor >> romance hinged on this >> encounter. >> >> I just looked for an article(Chronicle of Higher Ed) >> about Laurel >> Ulrich, 67, a history scholar and now a university >> professor at >> Harvard--the top place in Harvard's academic >> hierarchy. She is >> married, has 5 children and grandchildren. She >> speaks as a woman, >> illustrating how by following a woman's way she made >> it to the top of >> the heap at the University just down the street from >> me. Example: she >> took her dissertation topic from the surrounding >> countryside of New >> Hampshire, because she didn't want to be away from >> her children. On >> one of my trips around the neighborhood I saw where >> she and her husband >> live, and I will write her a letter. Believe, me, >> she will immediately >> be asked for speeches on the women's lecture >> circuit. >> >> That's enough for now. Thanks, Ujwala, and thanks >> Samuel. >> >> Andrea >> >> >> >> >> >> >> On Mar 24, 2006, at 2:59 AM, Ujwala Samant wrote: >> >>> Andrea and Samuel, >>> >>> I agree with what Andrea says. >>> >>> 1. It's not even looking for men's attention, but >> more >>> than that the 'space' is more evenly distributed. >> In a >>> mixed/male-directed conference, floor space is >> often >>> taken over by men. And since adult education has a >> lot >>> of male gurus, women's space is clearly >> delineated. >>> >>> 2. Very few true 'minglers' are organised. The >> evening >>> drinks and cheese receptions are so outdated and >> de >>> passe, that I end up trying to organise something >>> myself which involves meeting people I want to >> meet >>> and talk to. It is always a pleasure to meet and >> talk >>> to people one knows as names on the various >> listservs. >>> Our field is dwindling even if the need for our >> work >>> is on the rise, and the better we know our >> colleagues >>> (male and female), the better for the longevity of >> our >>> profession and our learners. >>> >>> 3. Even the kind of food served is different. When >> we >>> had a female president of an organisation in NJ >> whose >>> board I was on organised lunch we could tell the >>> difference: The meat heavy or premade sandwiches >> were >>> gone. In their place was a smaller, but nicer >>> selection of hot and cold platters to choose from >> and >>> vegetables and fruit were not mere garnishes or an >>> unrecognisable green mass to be sidelined. Over >> food, >>> people actually find the time to sit down and talk >> to >>> their colleagues and find out what is happenening >> in >>> the field. In the case of We Learn, such mingling >> and >>> catching up with old friends was encouraged and >> space >>> was provided to do just that. Most times our >>> conferences are packed (as We Learn was) and the >>> inclusion of such time was invaluable. >>> >>> 3. I think more of us (men and women) ought to >> attend >>> We Learn, they would enjoy it and see a different >> sort >>> of conference, one on which future (and larger) >>> conferences could be modelled. The only other >> meeting >>> that came close to We Learn was one organised in >>> Portland. >>> >>> 4. There were some 'greats' there at last year's >>> conference. And despite that, there was less/no >> top >>> down hierarchy one sees when conferences are >>> male-focused. >>> >>> 5. Another important point: the serious inclusion >> of >>> adult learners. As someone pointed out, We Learn >>> includes adult learners. I've made this point >> before >>> that we tend to now pay lip service to our adult >>> learners. We either romanticise them or distance >> them. >>> We do not really listen to them. And a lot of it >> is >>> because of the circumstances our field is in: >> policy >>> dictates it, funding demands it. At We Learn, >> awards >>> were not important: their voices and opinions >> were. >>> >>> These are my impressions from last year and which >> is >>> why I regret having missed it this year. Just to >> be >>> clear, this was not a wishy washy, coffee klatch >>> conference. I'd recommend more people attend it to >>> find out. >>> >>> Warm regards, >>> Ujwala >>> >>> --- Andrea Wilder >> wrote: >>> >>>> Wow, Samuel, that's a hard one! >>>> >>>> I bet an all male conference would seem >> different, >>>> too--let's trade >>>> observations >>>> >>>> OK--female conference-others chime in. >>>> >>>> 1) flowers, music, food >>>> 2) A sense of being sisters--there are givens >> that >>>> we all share, so >>>> laughter can be shared laughter. Mothers and >> their >> > === message truncated === > > > __________________________________________________ > Do You Yahoo!? > Tired of spam? Yahoo! Mail has the best spam protection around > http://mail.yahoo.com > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > From andreawilder at comcast.net Sat Mar 25 09:04:59 2006 From: andreawilder at comcast.net (Andrea Wilder) Date: Sat, 25 Mar 2006 09:04:59 -0500 Subject: [WomenLiteracy 235] Re: WE LEARN Conference In-Reply-To: <8b5550a5fd25a655ed594d5b761e51de@comcast.net> References: <20060324145744.78619.qmail@web36801.mail.mud.yahoo.com> <8b5550a5fd25a655ed594d5b761e51de@comcast.net> Message-ID: Ujwala, We very much need men to come, what we can do is keep on a woman's agenda. I think this would give women a chance to work on reaching -out-to-men skills. I wonder if we need to be able to have women's discussions in the presence of men. What do you think? Andrea On Mar 24, 2006, at 10:13 AM, Andrea Wilder wrote: > Ujwala-- > > We're probably keeping men out. Also, women are devalued, so going to > a woman's conference would I think be seen as slightly icky and > crossing a line.. Hard to say this, but I think this is true. > > Also, as women we tend to pull into shells in "mixed" situations. > > There are MEN on this list, so maybe they will speak up--THANKS SAMUEL > for asking your question! You kind of opened a floodgate!! > > Andrea > > > > On Mar 24, 2006, at 9:57 AM, Ujwala Samant wrote: > >> Andrea, >> >> I have been thinking about something. Are conferences >> with Women in the title perceived as different and >> exclusive? I am sure all the men on this listserv work >> with women and have research issues etc with women. >> Why then do we see such few men at conferences that >> look at one half of the population? Are we (as >> women)keeping men's participation out when we organise >> such conferences? Are we deliberately maintaining the >> distance? >> >> We see men at conferences with "Family Literacy", >> "Children's literacy" etc in the title.... >> >> Just curious... >> Regards, >> Ujwala >> >> --- Andrea Wilder wrote: >> >>> Ujwala and Samuel-- >>> >>> I thought about this topic deeply yesterday. I am >>> so glad that Ujwala >>> has said what she said, otherwise I'm like a voice >>> crying in the >>> wilderness, as scripture would have it. >>> >>> The language is different and meanings are >>> understood differently by >>> men and women. The "presentation of self" is >>> different. >>> >>> I'm usually on the emotional/analytic side of >>> discussions, and this is >>> a different female way of responding in discussions. >>> My impression is >>> that the standard mode of discussion as experienced >>> by men, and as put >>> forward in psychology textbooks, is for >>> emotions/analysis to be put >>> at two ends of a spectrum. Men and women are then >>> placed somewhere on >>> this line. >>> >>> I have often/many times/some times been thought of >>> as overly emotional >>> and consequently not listened to by men. True >>> story. That male way >>> of listening lost me a bundle of money once.. The >>> lawyer didn't listen >>> to me, was surprised by an outcome, and had to admit >>> he had been wrong. >>> This has happened also on NIFL list servs. It's >>> DEEPLY DEEPLY >>> STUPID, especially in a field with many women, not >>> to access women's >>> way of seeing, observing, and concluding. I was >>> once ridiculed for >>> this by a man, and I had to deck him, verbally, to >>> get him to listen to >>> me. Fortunately, neither a job nor money nor >>> romance hinged on this >>> encounter. >>> >>> I just looked for an article(Chronicle of Higher Ed) >>> about Laurel >>> Ulrich, 67, a history scholar and now a university >>> professor at >>> Harvard--the top place in Harvard's academic >>> hierarchy. She is >>> married, has 5 children and grandchildren. She >>> speaks as a woman, >>> illustrating how by following a woman's way she made >>> it to the top of >>> the heap at the University just down the street from >>> me. Example: she >>> took her dissertation topic from the surrounding >>> countryside of New >>> Hampshire, because she didn't want to be away from >>> her children. On >>> one of my trips around the neighborhood I saw where >>> she and her husband >>> live, and I will write her a letter. Believe, me, >>> she will immediately >>> be asked for speeches on the women's lecture >>> circuit. >>> >>> That's enough for now. Thanks, Ujwala, and thanks >>> Samuel. >>> >>> Andrea >>> >>> >>> >>> >>> >>> >>> On Mar 24, 2006, at 2:59 AM, Ujwala Samant wrote: >>> >>>> Andrea and Samuel, >>>> >>>> I agree with what Andrea says. >>>> >>>> 1. It's not even looking for men's attention, but >>> more >>>> than that the 'space' is more evenly distributed. >>> In a >>>> mixed/male-directed conference, floor space is >>> often >>>> taken over by men. And since adult education has a >>> lot >>>> of male gurus, women's space is clearly >>> delineated. >>>> >>>> 2. Very few true 'minglers' are organised. The >>> evening >>>> drinks and cheese receptions are so outdated and >>> de >>>> passe, that I end up trying to organise something >>>> myself which involves meeting people I want to >>> meet >>>> and talk to. It is always a pleasure to meet and >>> talk >>>> to people one knows as names on the various >>> listservs. >>>> Our field is dwindling even if the need for our >>> work >>>> is on the rise, and the better we know our >>> colleagues >>>> (male and female), the better for the longevity of >>> our >>>> profession and our learners. >>>> >>>> 3. Even the kind of food served is different. When >>> we >>>> had a female president of an organisation in NJ >>> whose >>>> board I was on organised lunch we could tell the >>>> difference: The meat heavy or premade sandwiches >>> were >>>> gone. In their place was a smaller, but nicer >>>> selection of hot and cold platters to choose from >>> and >>>> vegetables and fruit were not mere garnishes or an >>>> unrecognisable green mass to be sidelined. Over >>> food, >>>> people actually find the time to sit down and talk >>> to >>>> their colleagues and find out what is happenening >>> in >>>> the field. In the case of We Learn, such mingling >>> and >>>> catching up with old friends was encouraged and >>> space >>>> was provided to do just that. Most times our >>>> conferences are packed (as We Learn was) and the >>>> inclusion of such time was invaluable. >>>> >>>> 3. I think more of us (men and women) ought to >>> attend >>>> We Learn, they would enjoy it and see a different >>> sort >>>> of conference, one on which future (and larger) >>>> conferences could be modelled. The only other >>> meeting >>>> that came close to We Learn was one organised in >>>> Portland. >>>> >>>> 4. There were some 'greats' there at last year's >>>> conference. And despite that, there was less/no >>> top >>>> down hierarchy one sees when conferences are >>>> male-focused. >>>> >>>> 5. Another important point: the serious inclusion >>> of >>>> adult learners. As someone pointed out, We Learn >>>> includes adult learners. I've made this point >>> before >>>> that we tend to now pay lip service to our adult >>>> learners. We either romanticise them or distance >>> them. >>>> We do not really listen to them. And a lot of it >>> is >>>> because of the circumstances our field is in: >>> policy >>>> dictates it, funding demands it. At We Learn, >>> awards >>>> were not important: their voices and opinions >>> were. >>>> >>>> These are my impressions from last year and which >>> is >>>> why I regret having missed it this year. Just to >>> be >>>> clear, this was not a wishy washy, coffee klatch >>>> conference. I'd recommend more people attend it to >>>> find out. >>>> >>>> Warm regards, >>>> Ujwala >>>> >>>> --- Andrea Wilder >>> wrote: >>>> >>>>> Wow, Samuel, that's a hard one! >>>>> >>>>> I bet an all male conference would seem >>> different, >>>>> too--let's trade >>>>> observations >>>>> >>>>> OK--female conference-others chime in. >>>>> >>>>> 1) flowers, music, food >>>>> 2) A sense of being sisters--there are givens >>> that >>>>> we all share, so >>>>> laughter can be shared laughter. Mothers and >>> their >>> >> === message truncated === >> >> >> __________________________________________________ >> Do You Yahoo!? >> Tired of spam? Yahoo! Mail has the best spam protection around >> http://mail.yahoo.com >> ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/womenliteracy >> > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > From idais1 at comcast.net Sat Mar 25 11:58:26 2006 From: idais1 at comcast.net (Ida) Date: Sat, 25 Mar 2006 08:58:26 -0800 Subject: [WomenLiteracy 236] Men in WOmens Groups Message-ID: <4B0A32DB-6688-404C-91FD-C852F1A58C32@comcast.net> I am saddened to hear that some women think that they can be themselves in the presence of men. We are socialized to react differently in the presence of men. This comes from a very early age. I do think that some women can maintain themselves to be themselves but it takes work, committment, and this does not come easily in the male dominated society. Ida From ryanryanc at yahoo.com Sat Mar 25 12:32:11 2006 From: ryanryanc at yahoo.com (Ryan Carter Hall) Date: Sat, 25 Mar 2006 09:32:11 -0800 (PST) Subject: [WomenLiteracy 237] Re: Men in WOmens Groups In-Reply-To: <4B0A32DB-6688-404C-91FD-C852F1A58C32@comcast.net> Message-ID: <20060325173211.15087.qmail@web31809.mail.mud.yahoo.com> Ida, I may have misunderstood you, but what did you mean when you said that you are saddened to hear that some women think that they can be themselves in the presence of men? Wouldn't it be a good thing if we could all be ourselves in the presence of men? Isn't that what we're striving for- the confidence/courage/belief that we can be who we really are in this male-dominated society. . . and the skills to actually do it. . . consistently? Ryan --- Ida wrote: > I am saddened to hear that some women think that > they can be > themselves in the presence of men. We are > socialized to react > differently in the presence of men. This comes from > a very early > age. I do think that some women can maintain > themselves to be > themselves but it takes work, committment, and this > does not come > easily in the male dominated society. > Ida > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, > please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > From andreawilder at comcast.net Sat Mar 25 12:57:28 2006 From: andreawilder at comcast.net (Andrea Wilder) Date: Sat, 25 Mar 2006 12:57:28 -0500 Subject: [WomenLiteracy 238] Re: Men in WOmens Groups In-Reply-To: <4B0A32DB-6688-404C-91FD-C852F1A58C32@comcast.net> References: <4B0A32DB-6688-404C-91FD-C852F1A58C32@comcast.net> Message-ID: <12f33d6bd11ed68e20e731c21ffcdf4f@comcast.net> Ida, I think women have many roles, depending on their circumstances--here, with men or without men. It would be a different dynamic, that's for sure. Most women live in the presence of men all the time, and, as you say, the socialization is different. Here's a quote: "Traditional marriage shores up the power of men in subtle ways which I believe few men--even sensitive men of the greatest goodwill towards women--appreciate. When you are playing tennis and the wind is blowing from your back, you may not be aware of the wind at all and think only that you are playing very well. All your shots go in swift and hard. It isn't until you change courts and the wind is blowing against you that you appreciate the force of the wind. Power is like that. You feel it most when it is working against you." p. 268, "Parallel Lives," Phyllis Rose, 1983, Vintage. Myself, i find it strengthening to be in an all female group, to know that i am not crazed, that other women have similar reactions to events, and that within that similarity I can find other patterns which I have overlooked previously. I'm thinking of an analogy. Like loving plants, and being with another person who loves plants, and then this person also has some more information about them that I can learn. However, when we are stronger and more self-confident, then we can try out our new skills in male and female groups. Here are some tidbits: women have larger tear ducts than men, more acute hearing, see a wider range of color hues. I figure putting these facts out on a list serv is a way of saying who we are. Andrea On Mar 25, 2006, at 11:58 AM, Ida wrote: > I am saddened to hear that some women think that they can be > themselves in the presence of men. We are socialized to react > differently in the presence of men. This comes from a very early > age. I do think that some women can maintain themselves to be > themselves but it takes work, committment, and this does not come > easily in the male dominated society. > Ida > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > From andreawilder at comcast.net Sat Mar 25 13:02:57 2006 From: andreawilder at comcast.net (Andrea Wilder) Date: Sat, 25 Mar 2006 13:02:57 -0500 Subject: [WomenLiteracy 239] Re: Men in WOmens Groups In-Reply-To: <20060325173211.15087.qmail@web31809.mail.mud.yahoo.com> References: <20060325173211.15087.qmail@web31809.mail.mud.yahoo.com> Message-ID: It isn't that easy. I wrote about decking a guy verbally for something he said that showed a bad attitude. It took enormous psychic strength to speak up as I felt I had to, and I had to quickly run through my head the possible downside of speaking up--not a job, not money, not romance. So I spoke up. There have been many times when I knew the reality was different and I just shut up. Andrea On Mar 25, 2006, at 12:32 PM, Ryan Carter Hall wrote: > Ida, > I may have misunderstood you, but what did you mean > when you said that you are saddened to hear that some > women think that they can be themselves in the > presence of men? Wouldn't it be a good thing if we > could all be ourselves in the presence of men? Isn't > that what we're striving for- the > confidence/courage/belief that we can be who we really > are in this male-dominated society. . . and the skills > to actually do it. . . consistently? > Ryan > > --- Ida wrote: > >> I am saddened to hear that some women think that >> they can be >> themselves in the presence of men. We are >> socialized to react >> differently in the presence of men. This comes from >> a very early >> age. I do think that some women can maintain >> themselves to be >> themselves but it takes work, committment, and this >> does not come >> easily in the male dominated society. >> Ida >> >> ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, >> please go to >> http://www.nifl.gov/mailman/listinfo/womenliteracy >> > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > From andreawilder at comcast.net Sat Mar 25 13:43:56 2006 From: andreawilder at comcast.net (Andrea Wilder) Date: Sat, 25 Mar 2006 13:43:56 -0500 Subject: [WomenLiteracy 240] Re: Men in WOmens Groups In-Reply-To: References: <20060325173211.15087.qmail@web31809.mail.mud.yahoo.com> Message-ID: <65573161f871723720a7d4ed2875e608@comcast.net> OK, replying to my own email. I once went to a female therapist, she was nutts, I didn't go back. Went instead to a male therapist, much better deal.. So the quality of the person matters a lot. Andrea Andrea On Mar 25, 2006, at 1:02 PM, Andrea Wilder wrote: > It isn't that easy. I wrote about decking a guy verbally for something > he said that showed a bad attitude. It took enormous psychic strength > to speak up as I felt I had to, and I had to quickly run through my > head the possible downside of speaking up--not a job, not money, not > romance. So I spoke up. > > There have been many times when I knew the reality was different and I > just shut up. > > Andrea > > > On Mar 25, 2006, at 12:32 PM, Ryan Carter Hall wrote: > >> Ida, >> I may have misunderstood you, but what did you mean >> when you said that you are saddened to hear that some >> women think that they can be themselves in the >> presence of men? Wouldn't it be a good thing if we >> could all be ourselves in the presence of men? Isn't >> that what we're striving for- the >> confidence/courage/belief that we can be who we really >> are in this male-dominated society. . . and the skills >> to actually do it. . . consistently? >> Ryan >> >> --- Ida wrote: >> >>> I am saddened to hear that some women think that >>> they can be >>> themselves in the presence of men. We are >>> socialized to react >>> differently in the presence of men. This comes from >>> a very early >>> age. I do think that some women can maintain >>> themselves to be >>> themselves but it takes work, committment, and this >>> does not come >>> easily in the male dominated society. >>> Ida >>> >>> ---------------------------------------------------- >>> National Institute for Literacy >>> Women and Literacy mailing list >>> WomenLiteracy at nifl.gov >>> To unsubscribe or change your subscription settings, >>> please go to >>> http://www.nifl.gov/mailman/listinfo/womenliteracy >>> >> ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/womenliteracy >> > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > From mev at litwomen.org Sat Mar 25 13:27:00 2006 From: mev at litwomen.org (mev at litwomen.org) Date: Sat, 25 Mar 2006 13:27:00 -0500 Subject: [WomenLiteracy 241] WE LEARN at COABE Message-ID: Going to COABE? Interested in know more about WE LEARN? our work? Women's Literacy issues? Join us at COABE. Women & Literacy: Moving to Power & Participation Thursday, April 27. 2:15 - 5:00 (double session) Presenters: Mev Miller, Director & Founder of WE LEARN along with members of WE LEARN -- Daphne Greenberg, Silja Kallenbach and Andy Nash. Presentation Content and Main Points: This workshop will demonstrate a variety of projects and resources developed by WE LEARN (Women Expanding: Literacy Education Action Resource Network). WE LEARN promotes women's literacy as a tool for personal growth and social change through networking, education, action, and resource development. This membership organization addresses the barriers, consequences, and impact of gender-based differences on women's learning and how those differences affect women's success and their ability to progress socially, economically, and politically. WE LEARN is the only national U.S. organization directly addressing the issues of adult women's literacy and the needs of women in adult basic education. The workshop activities will encourage participants to consider the ways to address women's issues in literacy/basic education settings in order to empower women's full participation in all aspects of society. The workshop will include a presentation of the resources and networking available through the WE LEARN website (), and discuss electronic forums such as . We will also display some of the books and materials from the WE LEARN library and participants will use them during the hands-on activities. We will discuss our writing projects; including he collaborative work we've done with NELRC to co-publish Issue #19 of The Change Agent on Women & Literacy, and Women's Perspectives Student Writing Initiative with samples from the first issue to be released in March 2006 on women's health & well-being. Activities will demonstrate ways to use several WE LEARN resources (lesson planes, etc.) and projects to develop the leadership and participation of women in ABE. Participants will have time to share their experiences and discuss the innovative practices they have created. We will discuss our current and forthcoming research projects and ways in which participants can connect to WE LEARN, especially through regional groups. Handouts will include The Change Agent #19, lesson plans, bibliography, and several other resources. Mev Miller WE LEARN Women Expanding: Literacy Education Action Resource Network www.litwomen.org/welearn.html Mev Miller, Ed.D., Director 182 Riverside Ave. Cranston, RI 02910 401-383-4374 welearn at litwomen.org From idais1 at comcast.net Sat Mar 25 20:35:28 2006 From: idais1 at comcast.net (Ida) Date: Sat, 25 Mar 2006 17:35:28 -0800 Subject: [WomenLiteracy 242] Re: Men in WOmens Groups In-Reply-To: <65573161f871723720a7d4ed2875e608@comcast.net> References: <20060325173211.15087.qmail@web31809.mail.mud.yahoo.com> <65573161f871723720a7d4ed2875e608@comcast.net> Message-ID: <92CD9BC7-9FA4-4EB9-AA0C-646561AD158D@comcast.net> Hi Andrea: I think you did misunderstand me. To be clear, I think that it is empowering for women to be able to bond and be with other women. It takes years of self reflection, and fortitude, to be oneself in the presence of men. Therefore, I think women should first bond, dissect relationships and interact with women, and then bring it to the other sex. Individually, in response to your therapist, is different. ida From andreawilder at comcast.net Sun Mar 26 10:00:47 2006 From: andreawilder at comcast.net (Andrea Wilder) Date: Sun, 26 Mar 2006 10:00:47 -0500 Subject: [WomenLiteracy 242] Re: Men in WOmens Groups In-Reply-To: <92CD9BC7-9FA4-4EB9-AA0C-646561AD158D@comcast.net> References: <20060325173211.15087.qmail@web31809.mail.mud.yahoo.com> <65573161f871723720a7d4ed2875e608@comcast.net> <92CD9BC7-9FA4-4EB9-AA0C-646561AD158D@comcast.net> Message-ID: Ida, No, I understand you and what you are saying. I probably didn't write clearly. I've been musing over the last 24 hours about the plusses and minuses of singular (new word) and mixed groups. I think it is VERY important to know that I share characteristics with other women, otherwise I would really feel out in left field in mixed groups. That is why my class reunion is so important, I can explore areas of commonality with my female classmates. Knowing that I am biologically different from men n tear duct size, hearing acuity and color discrimination is very helpful. Thanks for introducing the topic. On Mar 25, 2006, at 8:35 PM, Ida wrote: > Hi Andrea: > I think you did misunderstand me. To be clear, I think that it is > empowering for women to be able to bond and be with other women. It > takes years of self reflection, and fortitude, to be oneself in the > presence of men. Therefore, I think women should first bond, dissect > relationships and interact with women, and then bring it to the other > sex. > Individually, in response to your therapist, is different. > ida > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > From ALCDGG at langate.gsu.edu Thu Mar 30 14:45:21 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Thu, 30 Mar 2006 14:45:21 -0500 Subject: [WomenLiteracy 243] COABE Message-ID: Thanks Mev for announcing this presentation. Does anyone else have a presentation that they want shared with the rest of us-please let us know! Here are two other presentations that you may want to know about: 1. On Saturday April 29 at 9:45 am, Jackie Taylor, Marie Cora and I will be presenting a session called: Professional Development from your "Inbox": Making the most of National Discussion Lists. This presentation will focus on the National Institute for Literacy Discussion Lists with extra attention focused on the Assessment, Professional Development, and Women and Literacy Discussion Lists. 2. A pre-conference session, "Sharing Experiences in Professional Development," will take place Wednesday, April 26th from 9:00 a.m. until 4:00 p.m. This session will include an overview of the latest national projects and initiatives related to professional development. A facilitated panel presentation will showcase various PD models of NEW STAFF/TEACHER ORIENTATION. Also, pre-conference participants will have an opportunity to discuss key issues around the professional development policies being advocated for by AALPD. To register for this preconference session, go to : Daphne >>> mev at litwomen.org 3/25/2006 1:27:00 PM >>> Going to COABE? Interested in know more about WE LEARN? our work? Women's Literacy issues? Join us at COABE. Women & Literacy: Moving to Power & Participation Thursday, April 27. 2:15 - 5:00 (double session) Presenters: Mev Miller, Director & Founder of WE LEARN along with members of WE LEARN -- Daphne Greenberg, Silja Kallenbach and Andy Nash. Presentation Content and Main Points: This workshop will demonstrate a variety of projects and resources developed by WE LEARN (Women Expanding: Literacy Education Action Resource Network). WE LEARN promotes women's literacy as a tool for personal growth and social change through networking, education, action, and resource development. This membership organization addresses the barriers, consequences, and impact of gender-based differences on women's learning and how those differences affect women's success and their ability to progress socially, economically, and politically. WE LEARN is the only national U.S. organization directly addressing the issues of adult women's literacy and the needs of women in adult basic education. The workshop activities will encourage participants to consider the ways to address women's issues in literacy/basic education settings in order to empower women's full participation in all aspects of society. The workshop will include a presentation of the resources and networking available through the WE LEARN website (), and discuss electronic forums such as . We will also display some of the books and materials from the WE LEARN library and participants will use them during the hands-on activities. We will discuss our writing projects; including he collaborative work we've done with NELRC to co-publish Issue #19 of The Change Agent on Women & Literacy, and Women's Perspectives Student Writing Initiative with samples from the first issue to be released in March 2006 on women's health & well-being. Activities will demonstrate ways to use several WE LEARN resources (lesson planes, etc.) and projects to develop the leadership and participation of women in ABE. Participants will have time to share their experiences and discuss the innovative practices they have created. We will discuss our current and forthcoming research projects and ways in which participants can connect to WE LEARN, especially through regional groups. Handouts will include The Change Agent #19, lesson plans, bibliography, and several other resources. Mev Miller WE LEARN Women Expanding: Literacy Education Action Resource Network www.litwomen.org/welearn.html Mev Miller, Ed.D., Director 182 Riverside Ave. Cranston, RI 02910 401-383-4374 welearn at litwomen.org ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy From ALCDGG at langate.gsu.edu Tue Apr 4 09:46:46 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Tue, 04 Apr 2006 09:46:46 -0400 Subject: [WomenLiteracy 244] Discussion on women and literacy in Afghanistan Message-ID: As many of you remember, in the middle of November, Brenda Bell was a guest speaker on our listserv and she facilitated a discussion on women and literacy in Afghanistan. The postings from this discussion have been compiled and are now posted at: http://www.nifl.gov/lincs/discussions/nifl-womenlit/women_afgh_05.html You may be interested in reading about other discussions that we have had in the past, or other NIFL listservs have had in the past. To find those, go to: http://www.nifl.gov/lincs/discussions/list_guests.html Daphne Daphne Greenberg Assistant Professor Educational Psych. & Special Ed. Georgia State University P.O. Box 3979 Atlanta, Georgia 30302-3979 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu Daphne Greenberg Associate Director Center for the Study of Adult Literacy Georgia State University P.O. Box 3977 Atlanta, Georgia 30302-3977 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu From ALCDGG at langate.gsu.edu Tue Apr 4 12:36:34 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Tue, 04 Apr 2006 12:36:34 -0400 Subject: [WomenLiteracy 245] Pedagogy and Theatre of the Oppressed International Conference Message-ID: 12th Annual Pedagogy and Theatre of the Oppressed International Conference Engaging Community: Creating Critical Praxis May 18 - May 21, 2006 http://www.ptoweb.org The University of North Carolina at Chapel Hill Hosted by the University of North Carolina at Chapel Hill School of Education with assistance from the Department of Dramatic Arts, Playmakers Repertory Theater, and the Department of Communication Studies FEATURED EVENTS: THURSDAY NIGHT, MAY 15TH - THE CONFERENCE OPENING will feature Augusto Boal and workshop participants presenting a First-in-the-US event: Rainbow-into-Forum. The technique explores how personal oppressions can be surfaced in workshops, imaged by participants, and then turned into Forum Theatre with which a public audience might interact and offer insight. It promises to be an extraordinary initiation into this, the 12th Annual Conference of PTO. Special Presentation: "Katrina" Panel/Luncheon with Finding Our Folk Tour members - Modeled after the Freedom Buses in the 1960's, high school and college students are visiting cities, throughout the United States, where Hurricane Katrina survivors are currently living. Featured Guests: Dr. Augusto Boal, internationally renowned theatre artist and activist , returns to provide Theatre of the Oppressed workshops prior to our conference. He continues to share and develop TO around the world. Dr. Lilia Bartolom?, a nationally renowned scholar in multicultural and minority education and a professor of Applied Linguistics at the University of Massachusetts, Boston. She is the author of many articles and several books, including The Misteaching of Academic Discourses: The Politics of Language in the Classroom and Dancing With Bigotry: Beyond the Politics of Tolerance with co-author Donaldo Macedo. Dr. Geneva Gay received the 1990 Distinguished Scholar Award, presented by the Committee on the Role and Status of Minorities in Educational Research and Development of the American Educational Research Association. She is nationally and internationally known for her scholarship in multicultural education, including, At the Essence of Learning: Multicultural Education and Culturally Responsive Teaching: Theory, Practice, & Research. Dr. Madeleine R. Grumet is a professor and former Dean of the School of Education and a professor in the Performance Studies program in the Department of Communication Studies at the University of North Carolina, Chapel Hill. Her early work explored the use of autobiographical narratives in the study of educational experience. In Bitter Milk: Women and Teaching, Dr. Grumet addressed the influence of gender on knowledge and teaching. Current projects address the arts and their integration into the curriculum of the academic disciplines and analyses of current trends in curriculum theory. Dr. D. Soyini Madison is a professor in the Performance Studies program in the Department of Communication Studies at the University of North Carolina, Chapel Hill. Dr. Madison's published works focus on performance practices and the intersections between gender and critical race theory. Dr. Madison is a Fulbright Scholar and recently completed a visiting lectureship at the University of Ghana. Her current project is an examination of staging/performing local debates surrounding human rights and traditional religious practices as these debates are influenced by the global market and national development. Linda Parris-Bailey is the Executive/Artistic Director for The Carpetbag Theatre, Inc. (CBT), a community based, non-profit, professional theatre company in Knoxville, Tennessee and former member of Highlander Research and Education Center. Carpetbag Theatre, one of the few tenured African-American professional theatre companies in the South, develops new scripts primarily through collaboration and improvisation. Michael Rohd is founding artistic director of Sojourn Theatre in Portland, Oregon, and author of the book Theatre for Community, Conflict, and Dialogue (1998). Examples of his work as creator/director/ performer include "The Justice Project," "Witness Our Schools," and "PASSING GLANCES," a documentary theatre piece about race and leadership. Rohd is currently a guest faculty member at Northwestern University in Illinois. NOTE: Pre-conference Workshops: "Theatre of the Oppressed: Rainbow into Forum" -- Augusto Boal, May 15 - 17, is FULL. Boal "Introduction to T.O.", May 18, is FULL. Post-conference Workshop: "Devising Performance: Collaboration, Engagement, and Dialogue" - Michael Rohd, May 21 - 22, is FULL. MORE BASIC CONFERENCE INFORMATION Remember to register http://www.ptoweb.org/conference/registration.php All participants must register for the conference. This includes presenters! Go to our website for the list of presentations and the overview of the conference schedule. http://www.ptoweb.org/conference/program.php For housing information: http://www.ptoweb.org/conference/travel.php#lodging The deadline for requests for campus housing is April 17th. Deadlines for conference hotels run from mid- to late-April. PTO Board Elections PTO is looking for people who want to serve on the organization's Board. We are seeking nominations for President/President-Elect and one-to-two Board positions. Janet Mittman, this year's on-site Chair, has been nominated for a Board position and Karen Mitchell has been nominated for President. Please send other nominations to Ellie Friedland: efriedland at rcn.com This organization succeeds only through the efforts of our volunteer Board and of our Conference personnel. Self-nominations are very acceptable. If you nominate someone, please consult with them first to get their permission. Daphne Greenberg Assistant Professor Educational Psych. & Special Ed. Georgia State University P.O. Box 3979 Atlanta, Georgia 30302-3979 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu Daphne Greenberg Associate Director Center for the Study of Adult Literacy Georgia State University P.O. Box 3977 Atlanta, Georgia 30302-3977 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu From ALCDGG at langate.gsu.edu Tue Apr 4 12:51:32 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Tue, 04 Apr 2006 12:51:32 -0400 Subject: [WomenLiteracy 246] Day of Silence Message-ID: Some of your students may be interested in the following: On April 26, students around the country will take part in a Day of Silence, a program sponsored by the Gay and Lesbian Student/Educators Network (GLSEN). The Day of Silence began in 1996 at the University of Virginia with students determined to raise awareness about the ways in which lesbian, gay, bisexual and transgender students were silenced by prejudice based on gender identity and sexual orientation. In the last decade, students at thousands of schools have taken part by remaining silent for a day. Riley Snorton, a member of NCTE's Board of Directors is a staff member at GLSEN. He notes, "This is the tenth anniversary of the Day of Silence and it looks like more students than ever will be participating this year. This is already the largest student-led action on LGBT issues that happens in this country and has ever happened in American history. I think it is so important that we draw attention to the kinds of harassment and silencing that students face regularly in schools because of their gender identity and expression." You can find a resource manual, posters and lots of information at the Day of Silence website at www.dayofsilence.org. Daphne From alcdgg at langate.gsu.edu Tue Apr 4 19:13:07 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Tue, 04 Apr 2006 19:13:07 -0400 Subject: [WomenLiteracy 247] Announcing a guest speaker on the Focus on Basics List: April 10-14 Message-ID: Announcing a guest speaker on the Focus on Basics List: April 10-14 Focus on Basics (FOB) is a quarterly publication from the National Center for Adult Learning and Literacy (NCSALL), which connects research to practice in adult literacy education. The report from the recent evaluation of FOB is complete and highlights the variety of ways that it impacts its readers. Barb Garner, FOB's editor, will lead a discussion on the list the week of April 10-14 to discuss the survey results and how these results can guide our use of FOB as professionals. Please take a look at the evaluation and think about comments or questions you may have. If you are not subscribed to the FOB list, you can easily subscribe for this discussion, and unsubscribe afterwards. Just go to: http://www.nifl.gov/mailman/listinfo/focusonbasics Daphne Greenberg Assistant Professor Educational Psych. & Special Ed. Georgia State University P.O. Box 3979 Atlanta, Georgia 30302-3979 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu Daphne Greenberg Associate Director Center for the Study of Adult Literacy Georgia State University P.O. Box 3977 Atlanta, Georgia 30302-3977 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu From kabeall at comcast.net Wed Apr 5 14:04:43 2006 From: kabeall at comcast.net (Kaye Beall) Date: Wed, 5 Apr 2006 14:04:43 -0400 Subject: [WomenLiteracy 248] Linking Research and Practice: NCSALL's Research Strand at COABE Message-ID: <005801c658db$6b2d2280$0202a8c0@your4105e587b6> For those of you attending the 2006 COABE Conference in Houston April 26-29, the National Center for the Study of Adult Learning and Literacy (NCSALL) invites you to attend its sessions during the conference. Presenters will highlight NCSALL research findings and share professional development activities and instructional strategies for strengthening the quality of adult literacy programs. Attached is a list of the NCSALL sessions. See you at COABE! Stop by and visit our booth (#119) in the exhibit area. **************** Kaye Beall Outreach Coordinator/NCSALL Dissemination Project World Education 4401 S. Madison St. Muncie, IN 47302 Tel: 765-717-3942 Fax: 208-694-8262 kaye_beall at worlded.org http://www.ncsall.net -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20060405/c09a405b/attachment.html -------------- next part -------------- A non-text attachment was scrubbed... Name: NCSALL Ad. for COABE 06_Final3.20.06.pdf Type: application/pdf Size: 131223 bytes Desc: not available Url : http://www.nifl.gov/pipermail/womenliteracy/attachments/20060405/c09a405b/attachment.pdf From jenny at jennyhorsman.com Wed Apr 5 14:59:06 2006 From: jenny at jennyhorsman.com (Jenny Horsman) Date: Wed, 5 Apr 2006 14:59:06 -0400 Subject: [WomenLiteracy 249] Re: Linking Research and Practice: NCSALL'sResearch Strand at COABE In-Reply-To: <005801c658db$6b2d2280$0202a8c0@your4105e587b6> Message-ID: <007301c658e3$04b24410$6400a8c0@userlz9uvn4k3w> This looks interesting - for those who can't attend will there be papers available - and if so where? I'm also struck that none of the research takes up any issus specifically about women's experience - is NCSALL doing any research that focuses on issues particular to women? Jenny Jenny Horsman Spiral Community Resource Group _____ From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Kaye Beall Sent: Wednesday, April 05, 2006 2:05 PM To: womenliteracy at nifl.gov Subject: [WomenLiteracy 248] Linking Research and Practice: NCSALL'sResearch Strand at COABE For those of you attending the 2006 COABE Conference in Houston April 26-29, the National Center for the Study of Adult Learning and Literacy (NCSALL) invites you to attend its sessions during the conference. Presenters will highlight NCSALL research findings and share professional development activities and instructional strategies for strengthening the quality of adult literacy programs. Attached is a list of the NCSALL sessions. See you at COABE! Stop by and visit our booth (#119) in the exhibit area. **************** Kaye Beall Outreach Coordinator/NCSALL Dissemination Project World Education 4401 S. Madison St. Muncie, IN 47302 Tel: 765-717-3942 Fax: 208-694-8262 kaye_beall at worlded.org http://www.ncsall.net -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20060405/85d31a39/attachment.html From andreawilder at comcast.net Wed Apr 5 15:30:02 2006 From: andreawilder at comcast.net (Andrea Wilder) Date: Wed, 5 Apr 2006 15:30:02 -0400 Subject: [WomenLiteracy 250] Re: Linking Research and Practice: NCSALL'sResearch Strand at COABE In-Reply-To: <007301c658e3$04b24410$6400a8c0@userlz9uvn4k3w> References: <007301c658e3$04b24410$6400a8c0@userlz9uvn4k3w> Message-ID: <0f85e108057d2310aff9e752ceb2f59a@comcast.net> Hi jenny, I also wondered about this, and whether any sessions will be taped. Good to hear from you. Andrea On Apr 5, 2006, at 2:59 PM, Jenny Horsman wrote: > > This looks interesting ? for those who can?t attend will there be > papers available ? and if so where? I?m also struck that none of the > research takes up any issus specifically about women?s experience ? is > NCSALL doing any research that focuses on issues particular to women? > ? > Jenny > ? > Jenny Horsman > Spiral Community Resource Group > ? > > From: womenliteracy-bounces at nifl.gov > [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Kaye Beall > Sent: Wednesday, April 05, 2006 2:05 PM > To: womenliteracy at nifl.gov > Subject: [WomenLiteracy 248] Linking Research and Practice: > NCSALL'sResearch Strand at COABE > ? > For those of you attending the 2006 COABE Conference in Houston April > 26-29, the National Center for the Study of Adult Learning and > Literacy (NCSALL) invites you to attend its sessions during the > conference. > ? > Presenters will highlight NCSALL research findings and share > professional development activities and instructional strategies for > strengthening the quality of adult literacy programs. > ? > Attached is a list of the NCSALL sessions. > ? > See you at COABE! Stop by and visit our booth (#119) in the exhibit > area. > ? > ? > **************** > Kaye Beall > Outreach Coordinator/NCSALL Dissemination Project > World Education > 4401 S. Madison St. > Muncie, IN? 47302 > Tel: 765-717-3942 > Fax: 208-694-8262 > kaye_beall at worlded.org > http://www.ncsall.net > ? > ? > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 4809 bytes Desc: not available Url : http://www.nifl.gov/pipermail/womenliteracy/attachments/20060405/d351b765/attachment.bin From kabeall at comcast.net Thu Apr 6 10:15:09 2006 From: kabeall at comcast.net (Kaye Beall) Date: Thu, 6 Apr 2006 10:15:09 -0400 Subject: [WomenLiteracy 251] Re: Linking Research and Practice:NCSALL'sResearch Strand at COABE In-Reply-To: <007301c658e3$04b24410$6400a8c0@userlz9uvn4k3w> Message-ID: <004401c65984$833dd320$0202a8c0@your4105e587b6> Hi Jenny and others, Although there will not be papers available from the conference, you can find reports and articles related to most of the sessions on the NCSALL Web site: www.ncsall.net . In the Research section (tab at top), you can find reports and briefs, as well as the full list of research projects that NCSALL has or is conducting over the past 10 years. NCSALL's research agenda was framed through discussions with practitioners and others. Kaye **************** Kaye Beall Outreach Coordinator/NCSALL Dissemination Project World Education 4401 S. Madison St. Muncie, IN 47302 Tel: 765-717-3942 Fax: 208-694-8262 kaye_beall at worlded.org http://www.ncsall.net _____ From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Jenny Horsman Sent: Wednesday, April 05, 2006 2:59 PM To: 'The Women and Literacy Discussion List' Subject: [WomenLiteracy 249] Re: Linking Research and Practice:NCSALL'sResearch Strand at COABE This looks interesting - for those who can't attend will there be papers available - and if so where? I'm also struck that none of the research takes up any issus specifically about women's experience - is NCSALL doing any research that focuses on issues particular to women? Jenny Jenny Horsman Spiral Community Resource Group _____ From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Kaye Beall Sent: Wednesday, April 05, 2006 2:05 PM To: womenliteracy at nifl.gov Subject: [WomenLiteracy 248] Linking Research and Practice: NCSALL'sResearch Strand at COABE For those of you attending the 2006 COABE Conference in Houston April 26-29, the National Center for the Study of Adult Learning and Literacy (NCSALL) invites you to attend its sessions during the conference. Presenters will highlight NCSALL research findings and share professional development activities and instructional strategies for strengthening the quality of adult literacy programs. Attached is a list of the NCSALL sessions. See you at COABE! Stop by and visit our booth (#119) in the exhibit area. **************** Kaye Beall Outreach Coordinator/NCSALL Dissemination Project World Education 4401 S. Madison St. Muncie, IN 47302 Tel: 765-717-3942 Fax: 208-694-8262 kaye_beall at worlded.org http://www.ncsall.net -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20060406/5e804c22/attachment.html From andreawilder at comcast.net Thu Apr 6 10:53:49 2006 From: andreawilder at comcast.net (Andrea Wilder) Date: Thu, 6 Apr 2006 10:53:49 -0400 Subject: [WomenLiteracy 252] Re: Linking Research and Practice:NCSALL'sResearch Strand at COABE In-Reply-To: <004401c65984$833dd320$0202a8c0@your4105e587b6> References: <004401c65984$833dd320$0202a8c0@your4105e587b6> Message-ID: <25ad88e1652a345887264ff68ea4f720@comcast.net> Thanks Kaye-- Do you have any information on taping? One conference I go to regularly tapes presentations, they are available 1/2 hour after the session, they can be bought at the conference itself or by mail afterwards. i have used these taping services many times, as it is impossible to be in 2 places at once. Do you know if COABE has thought of this? Is doing this? I wasn't able through many web searches to find a person to talk to. Thanks. Andrea On Apr 6, 2006, at 10:15 AM, Kaye Beall wrote: > > Hi Jenny and others, > Although there will not be papers available from the conference, you > can find reports and articles related to most of the sessions on the > NCSALL Web site: www.ncsall.net. ?In the Research section (tab at > top), you can find reports and briefs, as well as the full list of > research projects that NCSALL has or is conducting over the past 10 > years. NCSALL?s research agenda was framed through discussions with > practitioners and others. > Kaye > ? > **************** > Kaye Beall > Outreach Coordinator/NCSALL Dissemination Project > World Education > 4401 S. Madison St. > Muncie, IN? 47302 > Tel: 765-717-3942 > Fax: 208-694-8262 > kaye_beall at worlded.org > http://www.ncsall.net > ? > > From: womenliteracy-bounces at nifl.gov > [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Jenny Horsman > Sent: Wednesday, April 05, 2006 2:59 PM > To: 'The Women and Literacy Discussion List' > Subject: [WomenLiteracy 249] Re: Linking Research and > Practice:NCSALL'sResearch Strand at COABE > ? > This looks interesting ? for those who can?t attend will there be > papers available ? and if so where? I?m also struck that none of the > research takes up any issus specifically about women?s experience ? is > NCSALL doing any research that focuses on issues particular to women? > ? > Jenny > ? > Jenny Horsman > Spiral Community Resource Group > ? > > From: womenliteracy-bounces at nifl.gov > [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Kaye Beall > Sent: Wednesday, April 05, 2006 2:05 PM > To: womenliteracy at nifl.gov > Subject: [WomenLiteracy 248] Linking Research and Practice: > NCSALL'sResearch Strand at COABE > ? > For those of you attending the 2006 COABE Conference in Houston April > 26-29, the National Center for the Study of Adult Learning and > Literacy (NCSALL) invites you to attend its sessions during the > conference. > ? > Presenters will highlight NCSALL research findings and share > professional development activities and instructional strategies for > strengthening the quality of adult literacy programs. > ? > Attached is a list of the NCSALL sessions. > ? > See you at COABE! Stop by and visit our booth (#119) in the exhibit > area. > ? > ? > **************** > Kaye Beall > Outreach Coordinator/NCSALL Dissemination Project > World Education > 4401 S. Madison St. > Muncie, IN? 47302 > Tel: 765-717-3942 > Fax: 208-694-8262 > kaye_beall at worlded.org > http://www.ncsall.net > ? > ? > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 8506 bytes Desc: not available Url : http://www.nifl.gov/pipermail/womenliteracy/attachments/20060406/144a33ad/attachment.bin From kabeall at comcast.net Thu Apr 6 15:13:40 2006 From: kabeall at comcast.net (Kaye Beall) Date: Thu, 6 Apr 2006 15:13:40 -0400 Subject: [WomenLiteracy 253] Re: Linking Research andPractice:NCSALL'sResearch Strand at COABE In-Reply-To: <25ad88e1652a345887264ff68ea4f720@comcast.net> Message-ID: <008001c659ae$3766e6b0$0202a8c0@your4105e587b6> Andrea, I'm not aware that the sessions at COABE will be taped. You might try contacting the Texas Center for the Advancement of Literacy and Learning (TCALL), the lead agency for the conference at tcall at coe.tamu.edu. Kaye **************** Kaye Beall Outreach Coordinator/NCSALL Dissemination Project World Education 4401 S. Madison St. Muncie, IN 47302 Tel: 765-717-3942 Fax: 208-694-8262 kaye_beall at worlded.org http://www.ncsall.net _____ From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Andrea Wilder Sent: Thursday, April 06, 2006 10:54 AM To: The Women and Literacy Discussion List Subject: [WomenLiteracy 252] Re: Linking Research andPractice:NCSALL'sResearch Strand at COABE Thanks Kaye-- Do you have any information on taping? One conference I go to regularly tapes presentations, they are available 1/2 hour after the session, they can be bought at the conference itself or by mail afterwards. i have used these taping services many times, as it is impossible to be in 2 places at once. Do you know if COABE has thought of this? Is doing this? I wasn't able through many web searches to find a person to talk to. Thanks. Andrea On Apr 6, 2006, at 10:15 AM, Kaye Beall wrote: Hi Jenny and others, Although there will not be papers available from the conference, you can find reports and articles related to most of the sessions on the NCSALL Web site: www.ncsall.net. In the Research section (tab at top), you can find reports and briefs, as well as the full list of research projects that NCSALL has or is conducting over the past 10 years. NCSALL's research agenda was framed through discussions with practitioners and others. Kaye **************** Kaye Beall Outreach Coordinator/NCSALL Dissemination Project World Education 4401 S. Madison St. Muncie, IN 47302 Tel: 765-717-3942 Fax: 208-694-8262 kaye_beall at worlded.org http://www.ncsall.net From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Jenny Horsman Sent: Wednesday, April 05, 2006 2:59 PM To: 'The Women and Literacy Discussion List' Subject: [WomenLiteracy 249] Re: Linking Research and Practice:NCSALL'sResearch Strand at COABE This looks interesting - for those who can't attend will there be papers available - and if so where? I'm also struck that none of the research takes up any issus specifically about women's experience - is NCSALL doing any research that focuses on issues particular to women? Jenny Jenny Horsman Spiral Community Resource Group From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Kaye Beall Sent: Wednesday, April 05, 2006 2:05 PM To: womenliteracy at nifl.gov Subject: [WomenLiteracy 248] Linking Research and Practice: NCSALL'sResearch Strand at COABE For those of you attending the 2006 COABE Conference in Houston April 26-29, the National Center for the Study of Adult Learning and Literacy (NCSALL) invites you to attend its sessions during the conference. Presenters will highlight NCSALL research findings and share professional development activities and instructional strategies for strengthening the quality of adult literacy programs. Attached is a list of the NCSALL sessions. See you at COABE! Stop by and visit our booth (#119) in the exhibit area. **************** Kaye Beall Outreach Coordinator/NCSALL Dissemination Project World Education 4401 S. Madison St. Muncie, IN 47302 Tel: 765-717-3942 Fax: 208-694-8262 kaye_beall at worlded.org http://www.ncsall.net ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20060406/9ce43b08/attachment.html From andreawilder at comcast.net Thu Apr 6 16:10:58 2006 From: andreawilder at comcast.net (Andrea Wilder) Date: Thu, 6 Apr 2006 16:10:58 -0400 Subject: [WomenLiteracy 254] Re: Linking Research andPractice:NCSALL'sResearch Strand at COABE In-Reply-To: <008001c659ae$3766e6b0$0202a8c0@your4105e587b6> References: <008001c659ae$3766e6b0$0202a8c0@your4105e587b6> Message-ID: <0ea1a03452169bc14c8386ca6f4c9d5a@comcast.net> Kaye, Thanks for the address, this is very helpful. Andrea On Apr 6, 2006, at 3:13 PM, Kaye Beall wrote: > > Andrea, > I?m not aware that the sessions at COABE will be taped. You might try > contacting the Texas Center for the Advancement of Literacy and > Learning (TCALL), the lead agency for the conference at > ?tcall at coe.tamu.edu. > Kaye > ? > **************** > Kaye Beall > Outreach Coordinator/NCSALL Dissemination Project > World Education > 4401 S. Madison St. > Muncie, IN? 47302 > Tel: 765-717-3942 > Fax: 208-694-8262 > kaye_beall at worlded.org > http://www.ncsall.net > ? > > From: womenliteracy-bounces at nifl.gov > [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Andrea Wilder > Sent: Thursday, April 06, 2006 10:54 AM > To: The Women and Literacy Discussion List > Subject: [WomenLiteracy 252] Re: Linking Research > andPractice:NCSALL'sResearch Strand at COABE > ? > > Thanks Kaye-- > > Do you have any information on taping? One conference I go to > regularly tapes presentations, they are available 1/2 hour after the > session, they can be bought at the conference itself or by mail > afterwards. i have used these taping services many times, as it is > impossible to be in 2 places at once. Do you know if COABE has thought > of this? Is doing this? I wasn't able through many web searches to > find a person to talk to. > > Thanks. > > Andrea > > > On Apr 6, 2006, at 10:15 AM, Kaye Beall wrote: > > Hi Jenny and others, > Although there will not be papers available from the conference, you > can find reports and articles related to most of the sessions on the > NCSALL Web site: www.ncsall.net. ?In the Research section (tab at > top), you can find reports and briefs, as well as the full list of > research projects that NCSALL has or is conducting over the past 10 > years. NCSALL?s research agenda was framed through discussions with > practitioners and others. > Kaye > ? > **************** > Kaye Beall > Outreach Coordinator/NCSALL Dissemination Project > World Education > 4401 S. Madison St. > Muncie, IN? 47302 > Tel: 765-717-3942 > Fax: 208-694-8262 > kaye_beall at worlded.org > http://www.ncsall.net > ? > > From:womenliteracy-bounces at nifl.gov > [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Jenny Horsman > Sent:Wednesday, April 05, 2006 2:59 PM > To:'The Women and Literacy Discussion List' > Subject:[WomenLiteracy 249] Re: Linking Research and > Practice:NCSALL'sResearch Strand at COABE > ? > This looks interesting ? for those who can?t attend will there be > papers available ? and if so where? I?m also struck that none of the > research takes up any issus specifically about women?s experience ? is > NCSALL doing any research that focuses on issues particular to women? > ? > Jenny > ? > Jenny Horsman > Spiral Community Resource Group > ? > > From:womenliteracy-bounces at nifl.gov > [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Kaye Beall > Sent:Wednesday, April 05, 2006 2:05 PM > To:womenliteracy at nifl.gov > Subject:[WomenLiteracy 248] Linking Research and Practice: > NCSALL'sResearch Strand at COABE > ? > For those of you attending the 2006 COABE Conference in Houston April > 26-29, the National Center for the Study of Adult Learning and > Literacy (NCSALL) invites you to attend its sessions during the > conference. > ? > Presenters will highlight NCSALL research findings and share > professional development activities and instructional strategies for > strengthening the quality of adult literacy programs. > ? > Attached is a list of the NCSALL sessions. > ? > See you at COABE! Stop by and visit our booth (#119) in the exhibit > area. > ? > ? > **************** > Kaye Beall > Outreach Coordinator/NCSALL Dissemination Project > World Education > 4401 S. Madison St. > Muncie, IN? 47302 > Tel: 765-717-3942 > Fax: 208-694-8262 > kaye_beall at worlded.org > http://www.ncsall.net > ? > ? > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 13224 bytes Desc: not available Url : http://www.nifl.gov/pipermail/womenliteracy/attachments/20060406/f33c8991/attachment.bin From ALCDGG at langate.gsu.edu Fri Apr 7 09:38:05 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Fri, 07 Apr 2006 09:38:05 -0400 Subject: [WomenLiteracy 255] research on women and literacy Message-ID: Jenny raises a very good point about the lack of research that focuses on issues particular to women and literacy. I have two questions to pose in response: 1. What issues do people on this listserv think are important to explore regarding issues of women and literacy? 2. Have any of you in the past (or present) conducted research on women and literacy issues? Care to share your focus/your findings/your interests? Daphne >>> jenny at jennyhorsman.com 4/5/2006 2:59 PM >>> This looks interesting - for those who can't attend will there be papers available - and if so where? I'm also struck that none of the research takes up any issus specifically about women's experience - is NCSALL doing any research that focuses on issues particular to women? Jenny Jenny Horsman Spiral Community Resource Group _____ From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Kaye Beall Sent: Wednesday, April 05, 2006 2:05 PM To: womenliteracy at nifl.gov Subject: [WomenLiteracy 248] Linking Research and Practice: NCSALL'sResearch Strand at COABE For those of you attending the 2006 COABE Conference in Houston April 26-29, the National Center for the Study of Adult Learning and Literacy (NCSALL) invites you to attend its sessions during the conference. Presenters will highlight NCSALL research findings and share professional development activities and instructional strategies for strengthening the quality of adult literacy programs. Attached is a list of the NCSALL sessions. See you at COABE! Stop by and visit our booth (#119) in the exhibit area. **************** Kaye Beall Outreach Coordinator/NCSALL Dissemination Project World Education 4401 S. Madison St. Muncie, IN 47302 Tel: 765-717-3942 Fax: 208-694-8262 kaye_beall at worlded.org http://www.ncsall.net From andreawilder at comcast.net Fri Apr 7 09:45:35 2006 From: andreawilder at comcast.net (Andrea Wilder) Date: Fri, 7 Apr 2006 09:45:35 -0400 Subject: [WomenLiteracy 256] Re: research on women and literacy In-Reply-To: References: Message-ID: <3b2ede873e45f65c8cf7bb8ee860c291@comcast.net> Daphne, All women groups are different from mixed groups--that could be a starting hypothesis I am kind of baffled as to how to go about studying this; I think a literature review would be helpful, though. Andrea On Apr 7, 2006, at 9:38 AM, Daphne Greenberg wrote: > Jenny raises a very good point about the lack of research that focuses > on issues particular to women and literacy. I have two questions to > pose in response: > 1. What issues do people on this listserv think are important to > explore regarding issues of women and literacy? > 2. Have any of you in the past (or present) conducted research on > women and literacy issues? Care to share your focus/your findings/your > interests? > Daphne > >>>> jenny at jennyhorsman.com 4/5/2006 2:59 PM >>> > This looks interesting - for those who can't attend will there be > papers > available - and if so where? I'm also struck that none of the research > takes > up any issus specifically about women's experience - is NCSALL doing > any > research that focuses on issues particular to women? > > > > Jenny > > > > Jenny Horsman > > Spiral Community Resource Group > > > > _____ > > From: womenliteracy-bounces at nifl.gov > [mailto:womenliteracy-bounces at nifl.gov] > On Behalf Of Kaye Beall > Sent: Wednesday, April 05, 2006 2:05 PM > To: womenliteracy at nifl.gov > Subject: [WomenLiteracy 248] Linking Research and Practice: > NCSALL'sResearch > Strand at COABE > > > > For those of you attending the 2006 COABE Conference in Houston April > 26-29, > the National Center for the Study of Adult Learning and Literacy > (NCSALL) > invites you to attend its sessions during the conference. > > > > Presenters will highlight NCSALL research findings and share > professional > development activities and instructional strategies for strengthening > the > quality of adult literacy programs. > > > > Attached is a list of the NCSALL sessions. > > > > See you at COABE! Stop by and visit our booth (#119) in the exhibit > area. > > > > > > **************** > > Kaye Beall > > Outreach Coordinator/NCSALL Dissemination Project > > World Education > > 4401 S. Madison St. > > Muncie, IN 47302 > > Tel: 765-717-3942 > > Fax: 208-694-8262 > > kaye_beall at worlded.org > > http://www.ncsall.net > > > > > > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > From tamill2 at uky.edu Fri Apr 7 14:36:02 2006 From: tamill2 at uky.edu (Toni-Ann Mills) Date: Fri, 07 Apr 2006 14:36:02 -0400 Subject: [WomenLiteracy 257] COABE - Research-based practices for teaching reading to adults workshop Message-ID: <6.0.1.1.2.20060407143501.01cd99f8@pop.uky.edu> Invitation to a professional development workshop ? Research-based practices for teaching reading to adults For those attending the 2006 COABE Conference in Houston April 26-29, the NIFL/NCSALL Adult Literacy Research Working Group (ALRWG) would like to invite you to register for the pre-conference session, Implementing Research-Based Practices for Adult Literacy Instruction: Ideas from the NIFL / NCSALL Adult Literacy Research Working Group, Wednesday, April 26th from 9:00 am to 4:00pm. The workshop is an in-depth exploration of research-based practices for teaching reading to adults and includes demonstrations and activities from a variety of professional development materials. As a workshop participant you will learn about teaching practices drawn from reading instruction research and how these practices can be applied in adult education classrooms. You will look closely at professional development materials based on reading instruction research, and participate in demonstrations of reading instruction activities taken from these materials. How to access many of the materials as free downloads from websites or arrange to have copies sent to you and your colleagues will also be explored. We look forward to working with you at COABE so be sure to register at <http://www.coabe06.org>. John Kruidenier On behalf of the presentation team from NIFL/NCSALL ALRWG Toni-Ann Mills CCLD Director - Adult Education Phone (859) 257-6127 Fax (859) 323 3963 email: tamill2 at uky.edu Seize the day -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20060407/017188b0/attachment.html From alcdgg at langate.gsu.edu Fri Apr 7 20:22:03 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Fri, 07 Apr 2006 20:22:03 -0400 Subject: [WomenLiteracy 258] Re: research on women and literacy Message-ID: I think that you are on to an interesting study. In what ways do you hypothesize they are different-especially within the literacy classroom? Daphne >>> andreawilder at comcast.net 04/07/06 9:45 AM >>> Daphne, All women groups are different from mixed groups--that could be a starting hypothesis I am kind of baffled as to how to go about studying this; I think a literature review would be helpful, though. Andrea On Apr 7, 2006, at 9:38 AM, Daphne Greenberg wrote: > Jenny raises a very good point about the lack of research that focuses > on issues particular to women and literacy. I have two questions to > pose in response: > 1. What issues do people on this listserv think are important to > explore regarding issues of women and literacy? > 2. Have any of you in the past (or present) conducted research on > women and literacy issues? Care to share your focus/your findings/your > interests? > Daphne > >>>> jenny at jennyhorsman.com 4/5/2006 2:59 PM >>> > This looks interesting - for those who can't attend will there be > papers > available - and if so where? I'm also struck that none of the research > takes > up any issus specifically about women's experience - is NCSALL doing > any > research that focuses on issues particular to women? > > > > Jenny > > > > Jenny Horsman > > Spiral Community Resource Group > > > > _____ > > From: womenliteracy-bounces at nifl.gov > [mailto:womenliteracy-bounces at nifl.gov] > On Behalf Of Kaye Beall > Sent: Wednesday, April 05, 2006 2:05 PM > To: womenliteracy at nifl.gov > Subject: [WomenLiteracy 248] Linking Research and Practice: > NCSALL'sResearch > Strand at COABE > > > > For those of you attending the 2006 COABE Conference in Houston April > 26-29, > the National Center for the Study of Adult Learning and Literacy > (NCSALL) > invites you to attend its sessions during the conference. > > > > Presenters will highlight NCSALL research findings and share > professional > development activities and instructional strategies for strengthening > the > quality of adult literacy programs. > > > > Attached is a list of the NCSALL sessions. > > > > See you at COABE! Stop by and visit our booth (#119) in the exhibit > area. > > > > > > **************** > > Kaye Beall > > Outreach Coordinator/NCSALL Dissemination Project > > World Education > > 4401 S. Madison St. > > Muncie, IN 47302 > > Tel: 765-717-3942 > > Fax: 208-694-8262 > > kaye_beall at worlded.org > > http://www.ncsall.net > > > > > > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy From andreawilder at comcast.net Sat Apr 8 10:40:48 2006 From: andreawilder at comcast.net (Andrea Wilder) Date: Sat, 8 Apr 2006 10:40:48 -0400 Subject: [WomenLiteracy 259] Re: research on women and literacy In-Reply-To: References: Message-ID: Daphne, I can think of two ways in which all women groups might be different. 1) Women don't have men to olay up to. 2) Women can say things in all women's groups that they wouldn't say in mixed groups=--men don't share the same frames of reference, and as a consequence women just shut down on those issues that they know will be met by men with blank stares. It is very easy for men to either subtly or not so subtly ridicule women, and women are exquisitely sensitive to this, I remember reading twice about men who dressed up like women and their amazement in the differences they noticed in how they write treated. It would be an interesting study if transgendered people were included as a comparison group, or just as informants on behavior changes. How does this affect learning? It might well shut down questioning, which is an important behavior in learning situations. If no differences were found between groups I would be thrilled. But I think there are differences, which is why I am on a list to Amartya Sen to get citations for a work he referenced in a talk last Monday. Andrea On Apr 7, 2006, at 8:22 PM, Daphne Greenberg wrote: > I think that you are on to an interesting study. In what ways do you > hypothesize they are different-especially within the literacy > classroom? > Daphne > >>>> andreawilder at comcast.net 04/07/06 9:45 AM >>> > Daphne, > > All women groups are different from mixed groups--that could be a > starting hypothesis > I am kind of baffled as to how to go about studying this; I think a > literature review would be helpful, though. > > Andrea > On Apr 7, 2006, at 9:38 AM, Daphne Greenberg wrote: > >> Jenny raises a very good point about the lack of research that focuses >> on issues particular to women and literacy. I have two questions to >> pose in response: >> 1. What issues do people on this listserv think are important to >> explore regarding issues of women and literacy? >> 2. Have any of you in the past (or present) conducted research on >> women and literacy issues? Care to share your focus/your findings/your >> interests? >> Daphne >> >>>>> jenny at jennyhorsman.com 4/5/2006 2:59 PM >>> >> This looks interesting - for those who can't attend will there be >> papers >> available - and if so where? I'm also struck that none of the research >> takes >> up any issus specifically about women's experience - is NCSALL doing >> any >> research that focuses on issues particular to women? >> >> >> >> Jenny >> >> >> >> Jenny Horsman >> >> Spiral Community Resource Group >> >> >> >> _____ >> >> From: womenliteracy-bounces at nifl.gov >> [mailto:womenliteracy-bounces at nifl.gov] >> On Behalf Of Kaye Beall >> Sent: Wednesday, April 05, 2006 2:05 PM >> To: womenliteracy at nifl.gov >> Subject: [WomenLiteracy 248] Linking Research and Practice: >> NCSALL'sResearch >> Strand at COABE >> >> >> >> For those of you attending the 2006 COABE Conference in Houston April >> 26-29, >> the National Center for the Study of Adult Learning and Literacy >> (NCSALL) >> invites you to attend its sessions during the conference. >> >> >> >> Presenters will highlight NCSALL research findings and share >> professional >> development activities and instructional strategies for strengthening >> the >> quality of adult literacy programs. >> >> >> >> Attached is a list of the NCSALL sessions. >> >> >> >> See you at COABE! Stop by and visit our booth (#119) in the exhibit >> area. >> >> >> >> >> >> **************** >> >> Kaye Beall >> >> Outreach Coordinator/NCSALL Dissemination Project >> >> World Education >> >> 4401 S. Madison St. >> >> Muncie, IN 47302 >> >> Tel: 765-717-3942 >> >> Fax: 208-694-8262 >> >> kaye_beall at worlded.org >> >> http://www.ncsall.net >> >> >> >> >> >> >> ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/womenliteracy >> > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > From alcdgg at langate.gsu.edu Sun Apr 9 22:59:20 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Sun, 09 Apr 2006 22:59:20 -0400 Subject: [WomenLiteracy 260] health literacy strategies Message-ID: The Spring 2006 issue of The Reporter (a publication of Population Connection) carried an article about how pharmacists across the country are not always treating birth control prescriptions the same way they treat other prescriptions. The reason why they are not is because they are morally opposed to filling them. This is the case, even if the person is prescribed the pill for acne (a common use of the pill). Many of these pharmacists are refusing to refer the customer to another pharmacy. Four states (Arkansas, Georgia, Mississippi, and South Dakota) have laws or regulations that legally protect pharmacists who refuse to fill prescriptions. Illinois is the only state that requires pharmacists to ensure that prescriptions are filled, but a number of lawsuits are challenging this. It might be helpful in our health literacy classes to talk to our students about the possibility of pharmacists not filling our prescriptions, and to help them brainstorm ways to get a prescription filled if their regular pharmacy won't. This topic may also be a great stimulus for learning vocabulary, oral pursuasion skills, and writing skills. Daphne Daphne Greenberg Assistant Professor Educational Psych. & Special Ed. Georgia State University P.O. Box 3979 Atlanta, Georgia 30302-3979 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu Daphne Greenberg Associate Director Center for the Study of Adult Literacy Georgia State University P.O. Box 3977 Atlanta, Georgia 30302-3977 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu From mev at litwomen.org Mon Apr 17 09:12:18 2006 From: mev at litwomen.org (mev at litwomen.org) Date: Mon, 17 Apr 2006 09:12:18 -0400 Subject: [WomenLiteracy 261] Student Writings on Women's Health & Wellness Message-ID: ** Now Available ** Women's Perspectives Series, Issue 1, 2006 / Women's Health & Wellness published by WE LEARN (Women Expanding Literacy Education Action Resource Network) Women?s Perspectives Student Writing Initiative showcases writings by adult literacy/basic education students across all levels. In the call for writings, student writers were encouraged to reflect and to write on the theme of women's health/well-being. The forms could be personal stories, poems, opinion essays, advice, or other forms of writing. Students were invited to cover the broad spectrum of issues related to women's health and well-being: education/literacy, healthcare systems, social issues, specific illnesses, media images, gender-specific issues such as reproductive health, as well as many other topics. A pre-writing activity was made available for both teachers and students. These writings highlight and personalize the struggles women face with health and wellness issues. This collection will continue to empower women to consider and further their knowledge about the important health issues that continue to impact their lives. We hope they will provide a catalyst for change in support of women's literacy for health and well-being. WE LEARN received 75 writings from students across the United States and Canada. They represented a range of topics and writing proficiency. The full collection showcases 55 of those writings. The selection committee chose writings that best represented the theme. They also considered voice, clarity, heart, and writing technique. To read the student writings chosen for Honors or Honorable Mention, go to: http://www.litwomen.org/perspectives.html To receive complete copies of Issue 1, Women's Health & Wellness, please send a $5.00 donation for each copy + shipping to WE LEARN. Order form: http://www.litwomen.org/06orderform.pdf Purchase Orders accepted from organizations. Discounts available to WE LEARN members. Mev Miller, Ed.D. WE LEARN Director WE LEARN Women Expanding Literacy Education Action Resource Network 182 Riverside Ave. Cranston, RI 02910 401-383-4374 welearn at litwomen.org www.litwomen.org/welearn.html From alcdgg at langate.gsu.edu Mon Apr 17 22:18:44 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Mon, 17 Apr 2006 22:18:44 -0400 Subject: [WomenLiteracy 262] Conference Information Message-ID: SAVE the DATES: November 30-December 2, 2006! ANNOUNCING: A MEETING OF THE MINDS II SYMPOSIUM! The National Center for the Study of Adult Learning and Literacy (NCSALL), the California Department of Education (CDE) Adult Education Office, and the California Adult Literacy Professional Development Project (CALPRO) of the American Institutes for Research are pleased to announce a Meeting of the Minds II: A National Adult Education Practitioner-Researcher Symposium. Scheduled for November 30-December 2, 2006, at the Sheraton Grand hotel in Sacramento, California, the symposium is designed to provide opportunities for adult education practitioners and researchers to share and discuss the most current research findings and practitioner wisdom. It will engage practitioners and researchers with questions related to goals, accountability, and efficacy and efficiency in policy, practice, and research. The ultimate goals of the symposium are to highlight systemic changes that can enhance literacy practice and increase student learning gains. The theme of this year's symposium is Systemic Change and Student Success: What Does Research Tell Us? As in the first Meeting of the Minds Symposium that was held in 2004, each session of the 2006 Symposium will be structured so that the research presentation is followed by a panel of practitioners who will discuss implications for practice or policy. In addition, conference attendees will have opportunities for small group interaction and networking with researcher-presenters to discuss not only how research can inform practice and policy, but also how practice and policy can inform and suggest a research agenda. More information about the Meeting of the Minds II symposium will be available soon on the symposium Web site, www.researchtopractice.org. (This Web site currently lists presenters' PowerPoints and abstracts of sessions held at the 2004 Meeting of the Minds symposium as well as thoughts generated by attendees regarding implications of the research findings.) We are in the process of updating this Web site to house information about online registration for the 2006 symposium as well as information about hotel registration. We will send out another notice after the Web site has been updated. In the meantime, please save the dates and plan to join us in November in Sacramento! Thank you. -Mary Ann Corley, Ph.D. Symposium Coordinator and CALPRO Director, American Institutes for Research From kabeall at comcast.net Tue Apr 18 14:28:36 2006 From: kabeall at comcast.net (Kaye Beall) Date: Tue, 18 Apr 2006 14:28:36 -0400 Subject: [WomenLiteracy 263] New from NCSALL Message-ID: <005901c66315$e8578270$0202a8c0@your4105e587b6> Two new publications are now available from NCSALL. For more information, please visit the NCSALL Web site at: http://www.ncsall.net An Evidence-based Adult Education Program Model Appropriate for Research by John Comings, Lisa Soricone, and Maricel Santos The document reviews the available empirical evidence and professional wisdom in order to define a program model that meets the requirements for good practice. This program model describes what teachers, adult students, counselors, administrators, volunteers, and program partners should do to provide both effective instruction and the support services adults need to persist in their learning long enough to be successful. This paper describes a program model as having a program quality support component and three chronological program components, which are entrance into a program, participation in a program, and reengagement in learning. Though this model could also be used as a description of good programs for other purposes, here it describes the context in which research on approaches to instruction and support services could be productive. To download the NCSALL Occasional Paper, visit NCSALL's Web site: http://www.ncsall.net/index.php?id=26#ebae Learner's Engagement in Adult Literacy Education by Hal Beder, Jessica Tomkins, Patsy Medina, Regina Riccioni, and Weiling Deng Engagement is mental effort focused on learning and is a precondition to learning progress. It is important to understand how and why adult learners engage in literacy instruction because engagement is a precondition to learning progress. This study focused on how learning context shapes engagement. The practical reason for doing so is that to a great extent adult educators control the educational context. Thus if they understand how the educational context shapes engagement, they can influence engagement in positive ways. To download the NCSALL Report, visit NCSALL's Web site: http://www.ncsall.net/?id=29#28 To order the NCSALL Report at $10.00/copy, go to the Order Form: http://www.ncsall.net/?id=681 **************** Kaye Beall Outreach Coordinator/NCSALL Dissemination Project World Education 4401 S. Madison St. Muncie, IN 47302 Tel: 765-717-3942 Fax: 208-694-8262 kaye_beall at worlded.org http://www.ncsall.net -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20060418/e8ff0b86/attachment.html From ryanryanc at yahoo.com Sun Apr 23 13:15:04 2006 From: ryanryanc at yahoo.com (Ryan Hall) Date: Sun, 23 Apr 2006 13:15:04 -0400 Subject: [WomenLiteracy 264] Summer Institute for Intercultural Communication Message-ID: I thought some of you on the listserv might be interested in this program. The Summer Institute for Intercultural Communication is now accepting registration for its 2006 summer sessions. Below is a brief description of the institute I copied from the website: "In 1976, Clifford Clarke, David Hoopes, and King Ming Young founded the Stanford Institute for Intercultural Communication. With the support of NAFSA and Stanford, this began a ten-year genesis of what was to become the Summer Institute for Intercultural Communication. Faculty and resource persons that first year included several people who, after thirty years, are still familiar names. Some of them are Jack Condon, George Renwick, Muneo Yoshikawa, Sheila Ramsey, Allen Ivey, Bob Moran, and Nessa Lowenthal. Many of these seasoned ?veterans? are still giving their time and energy to make SIIC a magical learning environment. Participants during the first SIIC included Nancy Adler, Monica Armour, Janet Bennett, Milton Bennett, Ben Broome, and Peggy Pusch. The growth of the Summer Institute is truly gratifying! The inaugural Institute had fewer than ten workshops over two weeks, with 83 participants. In 2006, SIIC is offering 52 one-, three-, and five-day workshops with over 600 participants expected." There are three sessions offered. Below are the session dates and the workshops that will be offered in each session: Session I (July 19-21) 1.Foundations of Intercultural Communication 2.Methods of Intercultural Training 3.Facilitating Difficult Dialogues 4.Strategic Planning for Campus Diversity 5.Foundations of Diversity Training 6.Religious and Spiritual Diversity in the Workplace 7.Diversity Work: Where Do We Go From Here? 8.Global Diversity: Cultures Within Cultures 9.Designing Study Abroad for Culture and Language Learning 10.Leveraging Diverse Communication Styles 11.Intercultural Teaching and Training Strategies for Asians 12.Borders, Boundaries, Belonging, and Beyond 13.Places of Culture: Creating Space for Effective Communication 14.Personal Leadership: The Artistry of Teaming Across Difference Session II (July 24-28) 15.Cross-Cultural Training In International Corporation 16.Maximizing Innovation in Diverse Work Groups 17.Effective Management of Cultural Diversity 18.Emotional Intelligence and Diversity 19.Developing and Implementing a Multicultural Vision 20.Creating the New American Intercultural Campus 21.Understanding Racial and Cultural Identity in America 22.Training Design for Intercultural Learning 23.Tailoring Training for Transitions 24.Teaching Intercultural Communication 25.Facilitating Intercultural Discovery 26.Ideas That Work: Practicing Theory 27.Effecting Positive Change in Multicultural Groups 28.Resolving Conflict Across the Cultural Divide 29.Japanese and Chinese Mindscapes Session III (July 31-August 4) 30.Collaborating Across Cultures in the Global Virtual Workplace 31.Advanced Workshop: Coaching Global Executives 32.Developing Global Leadership in Organizations 33.Development of the Multicultural Self 34.Making the Most of Diversity in Groups 35.Imaginative Facilitation East and West 36.Facilitating Groups Across Cultures 37.Designing Developmental Training 38.Training Across Cultures 39.Intercultural Change Agentry 40.Assessing Intercultural Programs 41.Negotiating Across Worldviews 42.Using Photography in Intercultural Communication This program is held at Pacific University in Forest Grove, Oregon (about 25 miles west of Portland). For more information about the program, visit www.intercultural.org or email ici at intercultural.org From ALCDGG at langate.gsu.edu Mon Apr 24 08:24:40 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Mon, 24 Apr 2006 08:24:40 -0400 Subject: [WomenLiteracy 265] COABE Message-ID: Dear Colleagues: Please join us in the following session at this year's COABE National Conference in Houston, Texas: Professional Development From Your "Inbox": Making the Most of National Discussion Lists Saturday, 9:45 * 11:00 Presented by NIFL Discussion List Moderators: Jackie Taylor, Adult Literacy Professional Development List Marie Cora, Assessment List Daphne Greenberg, Women & Literacy List National online discussion lists provide an opportunity for ongoing professional development with colleagues, researchers, nationally-recognized experts and leaders in the field. Presenters will provide information regarding the National Institute for Literacy's discussion lists, emerging and key issues for each topic, upcoming discussion activities, and how to get the most from your discussion list subscription. To this end, we encourage you to attend the session to discuss your own experience being a subscriber (writer or lurker!) on any of the Institute's Lists. Please come and share your thoughts on how newcomers can get the most out of their subscription, as well as provide us with feedback so that we can better serve your needs. We look forward to meeting you in person! Jackie Taylor, Moderator Adult Literacy Professional Development List Marie Cora, Moderator Assessment List Daphne Greenberg, Moderator Women & Literacy List The National Institute for Literacy's Discussion Lists are: Adult Literacy Professional Development, Assessment, Adult Education Content Standards, English Language Learners, Family Literacy, Focus on Basics, Health and Literacy, Learning Disabilities, Poverty, Race, and Literacy, Program Leadership and Improvement, Technology and Literacy, Women and Literacy, and Workplace Literacy. From ALCDGG at langate.gsu.edu Mon Apr 24 09:00:54 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Mon, 24 Apr 2006 09:00:54 -0400 Subject: [WomenLiteracy 266] Re: COABE Message-ID: Here is another COABE presentation that you may want to attend. Does anyone else want to announce a COABE presentation for the first time, or remind us for the second time? >From David Rosen: I am presenting a session on Saturday at 11:30 in the Westchester computer lab on the Adult Literacy Education Wiki. http://wiki.literacytent.org The ALE Wiki is an online professional development environment, a community of practice rich in professional wisdom and with links to research, for teachers, other practitioners, researchers, learners and others Not quite 18 months old, the ALE Wiki, now has 700 pages, and nearly 600 registered users (over fifty of whom have described themselves on the ALE Wiki's "Who's Here" page). Thousands of people have visited the ALE Wiki. One of 27 topics, the professional development topic area is particularly strong. I would love to see PD list subscribers at this session! >>> ALCDGG at langate.gsu.edu 4/24/2006 8:24 AM >>> Dear Colleagues: Please join us in the following session at this year's COABE National Conference in Houston, Texas: Professional Development From Your "Inbox": Making the Most of National Discussion Lists Saturday, 9:45 * 11:00 Presented by NIFL Discussion List Moderators: Jackie Taylor, Adult Literacy Professional Development List Marie Cora, Assessment List Daphne Greenberg, Women & Literacy List National online discussion lists provide an opportunity for ongoing professional development with colleagues, researchers, nationally-recognized experts and leaders in the field. Presenters will provide information regarding the National Institute for Literacy's discussion lists, emerging and key issues for each topic, upcoming discussion activities, and how to get the most from your discussion list subscription. To this end, we encourage you to attend the session to discuss your own experience being a subscriber (writer or lurker!) on any of the Institute's Lists. Please come and share your thoughts on how newcomers can get the most out of their subscription, as well as provide us with feedback so that we can better serve your needs. We look forward to meeting you in person! Jackie Taylor, Moderator Adult Literacy Professional Development List Marie Cora, Moderator Assessment List Daphne Greenberg, Moderator Women & Literacy List The National Institute for Literacy's Discussion Lists are: Adult Literacy Professional Development, Assessment, Adult Education Content Standards, English Language Learners, Family Literacy, Focus on Basics, Health and Literacy, Learning Disabilities, Poverty, Race, and Literacy, Program Leadership and Improvement, Technology and Literacy, Women and Literacy, and Workplace Literacy. ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy From djgbrian at utk.edu Mon Apr 24 11:06:36 2006 From: djgbrian at utk.edu (Donna Brian) Date: Mon, 24 Apr 2006 11:06:36 -0400 Subject: [WomenLiteracy 267] Invitation to a COABE Session Message-ID: <5.1.0.14.2.20060424110212.03b9e0e8@pop.utk.edu> Dear Colleagues: Please join us in the following session at this year's COABE National Conference in Houston, Texas: Learning Disabilities & Work Issues: How Can We Help? Thursday, April 27 at 11:00 AM in the computer lab Presented by Aaron Kohring, Content Coordinator of the Literacy and Learning Disabilities Special Collection and Donna Brian, Content Coordinator of the Workforce Education Special Collection Learning disabilities among workers are common, though often unrecognized, and they frequently contribute to job loss. As an educator, what can you do to prepare adults with LD for greater success in the world of work? How do you assist an adult to self-assess for their strengths, their struggles, and helpful accommodations? What proactive steps can make the difference between success and frustration for LD workers? What is the role of self-advocacy? Are there learning strategies that are especially effective with LD workers? Where can you go for resources? This session begins with a participatory activity to heighten awareness of the nature of LD in the workplace. Participants will then consider ways to discern strengths and weaknesses of an adult with learning disabilities and provide appropriate accommodations to foster success. Learning and work strategies particularly effective for those with LD will be introduced. The recounted experiences of successful LD workers will bring to life the critical role that self-advocacy plays. Throughout the presentation, the presenters will highlight pertinent resources from the Literacy and Learning Disabilities and Workforce Education Special Collections. We will demonstrate on-line how the collections can be used to find free resources. The organization and content of the special collections will be explored through using the collections to find information about issues. Attendees will be able to extend their learning beyond the presentation through access to a self-paced tutorial (authored by the presenters) plus a list of applicable online resources. Participation of attendees in providing examples of their experiences with adults with LD will be encouraged throughout the presentation. Discussion will invite feedback from participants to guide the presenters' continued future efforts in collecting and organizing on-line resources responsive to the needs of workplace and workforce educators in mentoring adults with learning disabilities. Donna JG Brian Moderator, NIFL Workplace Literacy Discussion List, and Coordinator/Developer LINCS Workforce Education Special Collection at http://worklink.coe.utk.edu/ Center for Literacy Studies at The University of Tennessee 600 Henley Street, Suite 312 Knoxville, TN 37996-4135 865-974-3420 (desk phone) FAX 865-974-3857 djgbrian at utk.edu From alcdgg at langate.gsu.edu Mon Apr 24 15:41:23 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Mon, 24 Apr 2006 15:41:23 -0400 Subject: [WomenLiteracy 268] another COABE Presentation Message-ID: Dear Colleagues: Please join us in the following session at this year's COABE National Conference in Houston, Texas: Practical Applications of Research in the Teaching of Spelling/Reading to Adults Saturday, April 29 8:00 - 11:00 am Presenter: Don McCabe, Research Director, AVKO Educational Research Foundation Don McCabe spelling.org ---------------------------------------------------- From alcdgg at langate.gsu.edu Tue Apr 25 08:23:59 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Tue, 25 Apr 2006 08:23:59 -0400 Subject: [WomenLiteracy 269] Literacy President 2008 Message-ID: The following is a message from David Rosen. I strongly encourage all of us to get involved and have the voices from this listserv represented! Dear Colleague, We need your opinion and your vote. Literacy President 2008 is a non- partisan effort to increase national awareness of adult literacy regardless of whom is elected. Literacy President provides members of the adult education community with ways to be active participants in the 2008 Presidential election. The first activity was generating possible questions to ask the candidates. We now have 20 possible questions, and they need to be narrowed to the top five. This is your chance to vote on these, to help us narrow them to the top five best questions. In the 2004 election, Literacy President had over 1000 people -- practitioners, adult learners and others -- who voted for the top priority questions. This time our goal is 1500 people participating: students, practitioners and other advocates for adult literacy. To vote, please go to http://www.surveymonkey.com/s.asp?u=85102489618 If the address breaks into two lines, you can try this one instead: http://tinyurl.com/s553p For the Literacy President Group, David Rosen djrosen at comcast.net From alcdgg at langate.gsu.edu Tue Apr 25 10:26:54 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Tue, 25 Apr 2006 10:26:54 -0400 Subject: [WomenLiteracy 270] Uninsured Week Message-ID: This is a cross post from the Poverty and Literacy listserv: Activities are planned nationwide May 1 thru 7 for Cover the Uninsured Week 2006, sponsored by the Robert Wood Johnson Foundation and other organizations. This event is designed to "mobilize a diverse mix of business owners, union members, educators, students, patients, hospital staff, physicians, nurses, faith leaders and their congregants, and many others" on behalf of more than 45 million people without health insurance. See: http://hhptf.org/article/58/cover-the-uninsured-week-2006 http://covertheuninsured.org/ Related topics of interest at www.hhptf.org ... * Kansas Class Surveys Homeless People at Library * Free Books for Kids in Transition * Maryland's Homeless and Public Libraries * Young, Black, Poor (It Bears Repeating) * Public Libraries and Teens in Low-Income Communities * Lawyers in the Library: Free Legal Help * Phone Service (and More) for Homeless People - - - - - John Gehner, Coordinator Hunger, Homelessness & Poverty Task Force - SRRT/ALA jgehner at hhptf.org www.hhptf.org www.libr.org/srrt From leellington at vcu.edu Fri Apr 28 12:00:14 2006 From: leellington at vcu.edu (Lauren E Ellington/FS/VCU) Date: Fri, 28 Apr 2006 12:00:14 -0400 Subject: [WomenLiteracy 271] multiple postings Message-ID: I'm wondering if it is at all possible for multiple postings to be sent to the lists as one message rather than as separate messages. I ask this because I am a member of 12 of the 13 listservs and every time there is a multiple message, I receive it 12 times. As you can imagine this fills up my inbox quite a bit. It is rather easy to do by creating a group listing in your address book (like I've done with this message). I am sure that there are other listserv participants who are members of multiple lists as well who would appreciate this consideration. Thank you. ************************************************************** Lauren Ellington Online Training Specialist, Learning Disabilities Specialist, and Writer/Editor of Update and Update on LD Virginia Adult Learning Resource Center Virginia Commonwealth University 817 W. Franklin Street, Room 221 | P.O. Box 842037 Richmond, VA 23284-2037 Phone: 1-800-237-0178 or 804-828-6158 Fax: 804-828-7539 http://www.valrc.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20060428/21af5718/attachment.html From alcdgg at langate.gsu.edu Fri Apr 28 17:11:00 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Fri, 28 Apr 2006 17:11:00 -0400 Subject: [WomenLiteracy 272] Re: multiple postings Message-ID: I understand and can relate to what you are asking. I belong to all the NIFL listservs and also get multiple announcements. Unfortunately, at this very moment, there is no way to prevent this from happening. Most people do not belong to all the NIFL listservs, so when there is an announcement that has to be made regarding adult literacy, NIFL wants as many people as possible to get it, so the announcement is sent out to all NIFL listservs. The strategy that I use is to read the subject line. If it is about an announcement that I have already read I delete it before even opening it up. I wish that I could offer a better solution-but for now there isn't one. However, please be assured that NIFL is taking this request seriously and is trying to figure out if there is anything that can be done about it. Daphne >>> leellington at vcu.edu 04/28/06 12:00 PM >>> I'm wondering if it is at all possible for multiple postings to be sent to the lists as one message rather than as separate messages. I ask this because I am a member of 12 of the 13 listservs and every time there is a multiple message, I receive it 12 times. As you can imagine this fills up my inbox quite a bit. It is rather easy to do by creating a group listing in your address book (like I've done with this message). I am sure that there are other listserv participants who are members of multiple lists as well who would appreciate this consideration. Thank you. ************************************************************** Lauren Ellington Online Training Specialist, Learning Disabilities Specialist, and Writer/Editor of Update and Update on LD Virginia Adult Learning Resource Center Virginia Commonwealth University 817 W. Franklin Street, Room 221 | P.O. Box 842037 Richmond, VA 23284-2037 Phone: 1-800-237-0178 or 804-828-6158 Fax: 804-828-7539 http://www.valrc.org From alcdgg at langate.gsu.edu Sun Apr 30 11:32:38 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Sun, 30 Apr 2006 11:32:38 -0400 Subject: [WomenLiteracy 273] health literacy conferences Message-ID: For those of you interested in health literacy, there are two conferences coming up in May that may interest you: IHA 5th Annual Health Literacy Conference May 4 - 5, 2006 Irvine, California For more information call: 800-434-4633 or visit www.iha4health.org Cancer, Culture and Literacy May 18-20, 2006 Clearwater, Florida For more information contact: Chrystyna Pospolyta: 813-745-1445 pospolch at moffitt.usf.edu or visit www.moffitt.usf.edu From alcdgg at langate.gsu.edu Sun Apr 30 11:43:38 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Sun, 30 Apr 2006 11:43:38 -0400 Subject: [WomenLiteracy 274] New health literacy resource guide Message-ID: The following announcement is from Julie McKinney. ************************************** I would like to announce a new health literacy resource guide that has just been published in print and on the Web! Family Health and Literacy This guide to easy-to-read health materials and websites is for adult literacy practitioners and health educators alike. It lists resources to teach health to families with lower literacy skills, but also discusses how to integrate health and literacy education, how to get started and engage adult learners, and how to build connections between literacy programs and local health services. You can find Family Health and Literacy online at: www.worlded.org/us/health/docs/family This is a PDF, and with Adobe Reader 7 or higher you can click on the live links! Hard copies are also available free of charge for a limited time: please contact Leah_Peterson at worlded.org I hope you find it helpful. All the best, Julie From alcdgg at langate.gsu.edu Sun Apr 30 11:49:54 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Sun, 30 Apr 2006 11:49:54 -0400 Subject: [WomenLiteracy 275] Quick Guide to Health Literacy Message-ID: Another health literacy announcement: Announcing the release of the U.S. Department of Health and Human Services' Quick Guide to Health Literacy! Combining evidence and best practice, the new HHS Quick Guide to Health Literacy is a reference for professionals interested in health literacy. The strategies discussed in the guide reflect the current body of research in health literacy and health communication. These strategies include: ? improving the usability of health information; ? improving the usability of health services; ? building knowledge to improve health decision-making; and ? advocating for health literacy improvement. The action-oriented tools can be applied to health care delivery, policy, administration, and public communication and education activities. Background: In 2000, HHS released the Healthy People 2010 objectives. Healthy People objectives are based on research that is used to shape policy and programmatic directions, as well as stimulate changes in organizational, professional, and public practices. The Office of Disease Prevention and Health Promotion (ODPHP) at HHS is the lead agency for Healthy People 2010 and specifically for the Health Communication Objectives that include health literacy improvement. Since 2003, ODPHP has used these objectives to lead an HHS-wide effort to develop the research base, identify organizational and professional barriers, raise awareness, and develop tools for health literacy improvement. The Quick Guide, along with a sample Power Point presentation on health literacy and other resources, is available at: http://www.health.gov/communication/literacy/default.htm. Please share these resources with colleagues and friends! Thank you. Stacy Robison, MPH, CHES Health Literacy Fellow Office of Disease Prevention and Health Promotion Department of Health and Human Services 1101 Wootton Parkway, Suite LL100 Rockville, MD 20852 Phone: 240-453-8271 Email: srobison at osophs.dhhs.gov From alcdgg at langate.gsu.edu Mon May 1 17:01:06 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Mon, 01 May 2006 17:01:06 -0400 Subject: [WomenLiteracy 276] fellowship opportunity Message-ID: [posted on behalf of Dr. Dominique T. Chlup, TCALL Center Director:] The Texas Center for the Advancement of Literacy and Learning (TCALL), located at the Texas A & M University Riverside Campus, announces the availability of two (2) fellowships totaling $50,000 for the 2006-2007 academic year. TCALL is interested in enhancing the success of doctoral students desiring to pursue studies in Adult Education, Adult Literacy, Family Literacy or related fields. To that end, TCALL is providing funding to stimulate and further the research being conducted in the field of Adult Education. Each fellowship will consist of a one-year award which may be used to offset the cost of tuition, fees, and maintenance while the student is enrolled full-time at Texas A & M University but will not exceed $25,000 for each fellowship. The TCALL fellowship is intended to give fellows the opportunity to work with the Center Director and conduct research for the Texas Center for the Advancement of Literacy and Learning, the literacy resource Center for the State of Texas. Requirements: The fellowships will be awarded for a one-year academic period beginning September 4, 2006 through June 30, 2007. The following requirements will apply to recipients of the TCALL fellowship award: ? Travel and possibly present at one national conference in the field of Adult Education ? Work with the Center Director towards the submission of a peer-reviewed journal article ? Be involved with TCALL research projects throughout the year ? Be available for meetings and to conduct onsite research at the TCALL Riverside Campus location ? A time commitment of approximately 350 hours over the course of the academic year Eligibility: To qualify for the TCALL award you must: ? Be admitted on a full-time basis to Texas A & M University. You are not required to reside in the Bryan-College Station area. ? Be enrolled in a doctoral program. All qualified applicants are encouraged to apply. Preference will be given to students working toward a doctorate in adult education and/or human resource development or a similarly related field. ? Submit a resume, cover letter, and 3-4 page proposal indicating your background and interest in Adult Literacy and/or Adult Education, your research interests in Adult Education, and other qualifications you may have to receive this fellowship. ? Students who do not have substantial grant resources and are not employed by TCALL will be given priority. Please specify in your cover letter what financial aid or other funding you anticipate receiving for the 2006-2007 academic year. Submit the required documents by July 31, 2006 to: Dr. Dominique T. Chlup Director of TCALL Texas Center for the Advancement of Literacy and Learning College of Education and Human Development Department of EAHR Texas A & M University 4477-TAMU College Station, Texas 77843-4477 979-845-6615 dchlup at neo.tamu.edu www-tcall.tamu.edu From alcdgg at langate.gsu.edu Tue May 2 14:00:44 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Tue, 02 May 2006 14:00:44 -0400 Subject: [WomenLiteracy 277] New Special Topics Discussion List Message-ID: Exciting News! The National Institute for Literacy is launching a new electronic list focusing on special topics related to adult literacy. This list is different from other lists, in that it will be an intermittent discussion list. The topics will open and close throughout the year, so there will be periods where there will be no discussion or postings. The first week long discussion will start on May 23rd. Read below for more information from David Rosen, the Special Topics Discussion List Moderator: Dear Colleague, On May 23rd we will begin a week-long discussion on the new National Institute for Literacy Special Topics electronic list. The topic is the Adult Reading Components Study (ARCS). Dr. Rosalind Davidson and Dr. John Strucker, the co-researchers, will join us to answer your questions. Special Topics will be an intermittent discussion list. The topics will open and close throughout the year, so there will be periods where there will be no discussion or postings. You can subscribe to the e-list for a particular topic of interest, and then unsubscribe, or you can stay subscribed throughout the year. To participate in this first topic, the Adult Reading Components Study, and to learn more about the ARCS interactive Web site -- which has lots of reading help for teachers -- please subscribe to the Special Topics list now by going to: http://www.nifl.gov/mailman/listinfo/specialtopics Before the discussion begins on May 23rd please look at a 30-minute streaming video introduction to the discussion with researcher panelists Rosalind Davidson and John Strucker, and practitioners Kay Vaccaro and Jane Meyer. http://www.nifl.gov/nifl/webcasts/20040204/webcast02-04a.html (Note: Macintosh users will need to have Real Player installed, and for them performance may not be optimal.) After you subscribe, you can send your questions to the discussion list. Note, however, that messages will not be posted until May 22nd. I look forward to having you join us in this discussion. David J. Rosen Special Topics Discussion List Moderator djrosen at comcast.net From info at nifl.gov Wed May 3 09:03:29 2006 From: info at nifl.gov (Sandra Baxter) Date: Wed, 3 May 2006 09:03:29 -0400 (EDT) Subject: [WomenLiteracy 278] News from the National Institute for Literacy Message-ID: <20060503130329.CBECE46555@dev.nifl.gov> Dear Colleagues, We are happy to announce that the National Institute for Literacy has launched a new web page design to help provide easily accessible, high quality information about literacy. New features clearly highlight the Institute's work in all areas of literacy, including early childhood, childhood, adolescence, and adulthood. You will continue to find the links to all of the Institute's projects, such as Bridges to Practice, LINCS, Assessment Strategies and Reading Profiles under Programs and Services. The Institute's publications, including the recently released Teaching Reading to Adults can be found under the Publications link. Please visit http://www.nifl.gov for more information. This is phase one of the redesign. We will soon be incorporating all the Institute's projects into this new design. As many of you know, websites are always a work in progress and we intend to continue improving the Institute's site in order to provide you with the best available resources. We would love to hear your thoughts regarding the new look. Please send your comments to Jo Maralit at mmaralit at nifl.gov. Thanks, Sandra Baxter, Ed.D. Director National Institute for Literacy http://www.nifl.gov From alcdgg at langate.gsu.edu Sun May 7 21:08:49 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Sun, 07 May 2006 21:08:49 -0400 Subject: [WomenLiteracy 279] Focus on Basics Message-ID: The newest Focus On Basics, on learners' Experiences, is now available on NCSALL's web site, www.ncsall.net. Quick, tell me about your students' self esteem. Low, because of their academic struggles? That's not what a recent NCSALL-Rutgers study showed. And how about reading? Do your learners know that to increase their reading fluency, they need to...read? What kind of and how much reading do they do outside of class? Another NCSALL-Rutgers study follows three learners as they go about their days and finds quite a variety in the amount of reading the learners do on their own. Teachers, have you ever seen yourself teach? Or noticed just what that clump of students was doing while you were engaged with one person on another side of the classroom? Teachers working with NCSALL-Rutgers found that videos taken of their classroom for research purposes provided them with rich information useful to their own professional development. Learn how useful video can be in helping pinpoint issues and suggest new ways of doing things in the classroom. There's lots more, particularly around learner engagement. Go to www.ncsall.net and click on "Newest Issue of Focus on Basics" Printed copies and a text-only web version will not be out for another two weeks. Regards, Barb Garner, Editor From alcdgg at langate.gsu.edu Sun May 7 21:23:05 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Sun, 07 May 2006 21:23:05 -0400 Subject: [WomenLiteracy 280] Reminder: New Special Topics List Discussion on the Adult Reading Components Study (ARCS) Message-ID: Dear Colleague, Please join us on May 23rd for the launch of the new Special Topics list with guests Dr. Rosalind Davidson and Dr. John Strucker, co-researchers on the Adult Reading Components Study (ARCS). They will be available for one week to answer your questions and to introduce you to the ARCS interactive Web site, designed to help teachers with assessing and teaching reading. To subscribe, go to: http://www.nifl.gov/mailman/listinfo/specialtopics Before the discussion begins on May 23rd, please look at a 30-minute video panel discussion on the ARCS, streamed on the National Institute for Literacy Web site, or on DVD. 1. Streaming video: http://www.nifl.gov/nifl/webcasts/20040204/webcast02-04a.html (Note: Macintosh users will need to have Real Player installed, and for them performance may not be optimal.) 2. DVD: Send a request for the Adult Readiing Components Study (ARCS) Panel (free) DVD to: info at nifl.gov Be sure to include your mailing address. After you subscribe, you can send your questions to the discussion list. Note, however, that messages will not be posted until May 22nd. I look forward to having you join us for this discussion. David J. Rosen Special Topics Discussion List Moderator djrosen at comcast.net From ALCDGG at langate.gsu.edu Mon May 8 09:13:15 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Mon, 08 May 2006 09:13:15 -0400 Subject: [WomenLiteracy 281] Program Leadership & Improvement List Announcement Message-ID: The Program Leadership and Improvement Discussion List is hosting a guest speaker this week. If you are interested in joining, you can temporarily subscribe and then decide to unsubscribe when the week is over. If you are interested in subscribing go to: http://www.nifl.gov/mailman/listinfo/Programleadership Here is a description: Esmerelda Doreste, Program Director with the Union City (NJ) Adult Learning Center, will be a guest on the list from Monday, May 8 through Friday, May 12. As a participant in the UPS Foundation-funded "Leadership for Community Literacy" Initiative that was administered by the Equipped for the Future (EFF) Center in the late winter, Ms. Doreste worked with her program to implement a program improvement process based on the EFF program quality model. Along with the four other participants, Ms. Doreste wrote about that experience...her story is now accessible on the "Program Leadership and Improvement" web site. Go to [http://pli.cls.utk.edu] and click the "Stories of Program Improvement" button, then click/open "Union City Adult Learning Center: A Program Improvement Process." Please read the story in preparation for Ms. Doreste's visit. She will be ready to answer your questions about the nuts and bolts of implementing the process, as well as any other related issues. To Subscribe to the Program Leadership & Improvement List, go to: http://www.nifl.gov/mailman/listinfo/Programleadership Daphne Daphne Greenberg Assistant Professor Educational Psych. & Special Ed. Georgia State University P.O. Box 3979 Atlanta, Georgia 30302-3979 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu Daphne Greenberg Associate Director Center for the Study of Adult Literacy Georgia State University P.O. Box 3977 Atlanta, Georgia 30302-3977 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu From ALCDGG at langate.gsu.edu Mon May 8 16:48:56 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Mon, 08 May 2006 16:48:56 -0400 Subject: [WomenLiteracy 282] Call for Articles Message-ID: The Change Agent proudly announces the following call for articles: Immigration reform has become a big political and social issue that many political leaders connect to securing our borders from terrorists. Many members of Congress support laws that would strip immigrants of many rights, make it a felony to be an undocumented immigrant, keep immigrant families separated, and deny many immigrants a path to residency or citizenship in the United States. This issue of The Change Agent aims at helping readers to understand and sort out what's at stake. Questions for students and teachers to think about: - How would your life be different if the United States had closed its borders to immigrants 100 (or so) years ago? - What should the United States do to deal with the growing numbers of immigrants who want to make this country their home? - What are your experiences and opinions related to people immigrating to the United States? Have they changed since September 11, 2001? - What do you think about treating undocumented immigrants as criminals, as proposed by some members of Congress? - What do you think of plans for a guest worker program in which immigrants could work for up to six years legally and pay taxes but never be eligible for citizenship and have almost no worker protections? - What connections do you see between the current immigration debate and racism and discrimination? - What connections do you see between economic policies, such as NAFTA, and immigration patterns where many people endure great hardship to come to the United States in hopes of a better life for themselves and their families? All articles must be received by May 19, 2006. All articles will be considered. Suggested length is 500-1,200 words. Final decisions are made by The Change Agent editorial board. A stipend of $50 will be paid to each adult education student whose work is accepted for publication in this issue. Please send material (by email or PC disk) to:Angela Orlando, EditorNew England Literacy Resource Center/World Education44 Farnsworth St., Boston, MA 02210Phone: 617-482-9485 fax: 617-482-0617email: aorlando at worlded.org From ALCDGG at langate.gsu.edu Mon May 8 17:08:30 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Mon, 08 May 2006 17:08:30 -0400 Subject: [WomenLiteracy 283] Transgender Equality Message-ID: Transgendered learners may be interested in the following: National Center for Transgender Equality wrote: Date: Mon, 8 May 2006 15:52:25 -0400 (EDT) From: National Center for Transgender Equality Subject: States Pass Historic Anti-Discrimination Legislation Washington, DC - Last week, two states, Hawai'i and Vermont, made historic strides forward in protecting the civil rights of transgender and gender nonconforming people. On May 3, Hawaii's second transgender-inclusive bill passed into law, and on May 5 an expansive nondiscrimination bill in Vermont cleared the Legislature, positioning Vermont to become the ninth state in the country to make discriminatory practices based on gender identity or expression illegal. The District of Columbia also amended its anti-discrimination law in March to include gender identity or expression. "The legislation in Hawai'i and Vermont represent huge civil rights victory for the transgender community," said Mara Keisling, executive director of the National Center for Transgender Equality (NCTE). "I applaud the efforts of state groups and local advocates who showed that when we stand up for what's right, we can win. Hawaii's new law explicitly prohibits discriminatory practices in public accommodations based on "gender identity or expression, or sexual orientation." Public accommodations include any facility whose operations affect commerce, such as hospitals, shops, hotels, restaurants, museums, theaters, and schools. The law strengthens Hawaii's existing protections, building on the state's housing nondiscrimination bill, which passed into law just last year. The bill passed into law without the signature of Governor Linda Lingle. Last year, a bill passed through Hawaii's Legislature that would specifically ban employment discrimination based on gender identity or expression, but was vetoed by the Governor. Other elected officials recognized the need for civil rights protections for all of their constituents, like recent bill supporter Representative Blake Oshiro (D-33rd). The same day, a Vermont bill that would prohibit discrimination based on a person's gender identity or expression passed the Senate, and on May 5 a final 88-47 vote of concurrence sent the bill to Governor Jim Douglas. First introduced four years ago as H. 478 by Representative Bill Lippert (D-Hinesburg), the favorable concurrence vote has built momentum for the bill to be signed into law. Last February, the National Center for Transgender Equality held an advocacy training in Vermont to support local efforts in the state. "I am so excited," said Christopher Kaufman, executive director of the R.U.1.2? Queer Community Center in Burlington. "It's going to make a huge difference. People are going to feel like they have protections in this state." The bill covers employment, housing and public accommodations, and is a bold step forward in providing equal protection under the law for all Vermonters. Vermont's hate crimes law already includes "gender identity and expression" language. If Governor Douglas allows the bill to become law, Vermont will be the ninth state to pass an explicitly transgender-inclusive anti-discrimination law. Recognizing the need to curb rampant discrimination against gender-variant people, currently eight states, the District of Columbia and 80 cities and counties across the country have now passed explicitly transgender-inclusive anti-discrimination laws. These laws currently cover 31-percent of the US population. National Center for Transgender Equality --------------------------------- email: ncte at nctequality.org phone: 202-903-0112 web: http://www.nctequality.org From ALCDGG at langate.gsu.edu Tue May 9 14:09:58 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Tue, 09 May 2006 14:09:58 -0400 Subject: [WomenLiteracy 284] Re: Call for Articles Message-ID: NOTE: We have been notified by Angela Orlando, the Change Agent Editor, that the submission date for these articles is May 12th, this Friday rather than a week later on the 19th. Daphne >>> ALCDGG at langate.gsu.edu 5/8/2006 4:48:56 PM >>> The Change Agent proudly announces the following call for articles: Immigration reform has become a big political and social issue that many political leaders connect to securing our borders from terrorists. Many members of Congress support laws that would strip immigrants of many rights, make it a felony to be an undocumented immigrant, keep immigrant families separated, and deny many immigrants a path to residency or citizenship in the United States. This issue of The Change Agent aims at helping readers to understand and sort out what's at stake. Questions for students and teachers to think about: - How would your life be different if the United States had closed its borders to immigrants 100 (or so) years ago? - What should the United States do to deal with the growing numbers of immigrants who want to make this country their home? - What are your experiences and opinions related to people immigrating to the United States? Have they changed since September 11, 2001? - What do you think about treating undocumented immigrants as criminals, as proposed by some members of Congress? - What do you think of plans for a guest worker program in which immigrants could work for up to six years legally and pay taxes but never be eligible for citizenship and have almost no worker protections? - What connections do you see between the current immigration debate and racism and discrimination? - What connections do you see between economic policies, such as NAFTA, and immigration patterns where many people endure great hardship to come to the United States in hopes of a better life for themselves and their families? All articles must be received by May 19, 2006. All articles will be considered. Suggested length is 500-1,200 words. Final decisions are made by The Change Agent editorial board. A stipend of $50 will be paid to each adult education student whose work is accepted for publication in this issue. Please send material (by email or PC disk) to:Angela Orlando, EditorNew England Literacy Resource Center/World Education44 Farnsworth St., Boston, MA 02210Phone: 617-482-9485 fax: 617-482-0617email: aorlando at worlded.org ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy From ALCDGG at langate.gsu.edu Wed May 10 12:20:13 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Wed, 10 May 2006 12:20:13 -0400 Subject: [WomenLiteracy 285] signs of domestic violence during intake Message-ID: I would like to share a recent experience and would love to hear any feedback regarding it, especially if you have an experience that you would like to share with us. First some background: As many of you know, I am conducting a research project which takes me out to various adult literacy sites to recruit and screen students who may be interested in getting involved with the study. Students who qualify (they have to identify words between third and 5.9 grade levels) are invited to spend 100 hours worth of instruction with us. My encounter with students during the recruitment/screening process is brief-not more than 20 minutes, and often less. The screening time is the first time that I meet the learners and I am correctly perceived during this process as an outsider-the researcher from a university who is meeting with them at their adult literacy program. The experience: I met with a woman who wanted to be screened. Part of the screening involves finding out the best way to contact the student (home/work/cell phone and/or email). When I got up to that part, she gave me her phone number and then asked are you going to be calling me? I said yes and saw the concerned look on her face. I told her that I did not have to call if that was a problem and that I could either erase her number, or make a note that she should not be called. She told me that it was okay to call, but that her partner does not like her to get phone calls. This immediately raised a red flag for me. I told her that I did not want to put her in harms' way, that if she would be safer if I did not call, I should not call. She said ok. We then talked about when the class would meet and I asked her if she thought she could attend the class. She hesitated and said well, I guess my partner could drop me off at that time. I asked her if that would be a problem. She said that he would not trust that she is coming to class, and would think that she is meeting a lover. I reminded her that I did not want to put her in harm's way, that she needed to keep safety in mind at all times, and asked her if it would help if her partner met the teacher and saw that she was really going to be part of a class. She said that that may be a good idea, she would think about that. I also suggested that she could show him the form that I was giving her, which states the nature of the research project and provides my name as a contact. She liked that. Once again I reminded her that she needs to do what is right for her. If she is too scared to join the class because she may be unsafe, as long as she is with him, she probably should take her fear very seriously and pay attention to it. Maybe now is not the time to join my class if she does not feel safe. We ended it with me not calling her, but her calling me to find out about next steps. She never called, and I never saw her again. My reactions/questions: I was very shaken during this exchange. On the one hand, I did not want to pry and ask for more information. On the other hand, I wondered if I should. Was I protecting myself by not asking or was I protecting her by not pushing for more than she was willing to share? Would my responses to her have changed if I knew that he was being physically abusive to her? Anyway, I could go on and on, providing more details about the process and my reactions, but I don't want this posting to be too long. If appropriate, I will add more information in response to people's responses. I am curious, if anyone has anything to share about the above, or anything related that they would like to share about their own experiences. Thanks, Daphne Daphne Greenberg Assistant Professor Educational Psych. & Special Ed. Georgia State University P.O. Box 3979 Atlanta, Georgia 30302-3979 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu Daphne Greenberg Associate Director Center for the Study of Adult Literacy Georgia State University P.O. Box 3977 Atlanta, Georgia 30302-3977 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu From MMaralit at NIFL.gov Mon May 8 16:06:16 2006 From: MMaralit at NIFL.gov (Maralit, Mary Jo) Date: Mon, 8 May 2006 16:06:16 -0400 Subject: [WomenLiteracy 286] Update: New National Institute for Literacy Discussion List Message-ID: <4062487BDB6029428A763CAEF4E1FE5B0B932E1F@wdcrobe2m03.ed.gov> Dear subscribers, We invite you to join us on the National Institute for Literacy's new SPECIAL TOPICS List. This list was established to provide opportunities throughout the year for focused discussion topics with invited researchers and other experts in the field of adult education and literacy (including English language learning and numeracy). The Special Topics Discussion List will be moderated by David Rosen, Ed.D., Senior Associate, Newsome Associates. This list is an intermittent discussion list. The topics will open and close throughout the year, so there are periods when there will be no discussion or postings. You can subscribe to the discussion list for a particular topic of interest, and then unsubscribe, or you can stay subscribed throughout the year. We look forward to the upcoming discussion, beginning May 23, with Dr. Rosalind Davidson and Dr. John Strucker, co-researchers on the Adult Reading Components Study (ARCS). You may have seen the previous announcement for this on the list, if not, please visit the list archives at: http://www.nifl.gov/pipermail/womenliteracy/2006/000282.html For more information, or suggestions of topics, contact David J. Rosen at djrosen1 at comcast.net Regards, Jo Maralit National Institute for Literacy http://www.nifl.gov From Janet_Isserlis at brown.edu Sat May 13 16:21:05 2006 From: Janet_Isserlis at brown.edu (Janet Isserlis) Date: Sat, 13 May 2006 16:21:05 -0400 Subject: [WomenLiteracy 287] Re: signs of domestic violence during intake In-Reply-To: Message-ID: Daphne and all I've been thinking about this and wonder if there has been a lack of response for the reasons that I've hesitated to answer.. I think first of all that none of us can know what is best for anyone else, but it does seem that you'd done everything you could do to ensure that the woman you were talking to understood that she had some choices, if limited ones - and in suggesting that she call you, some might say you enabled her to exercise at least one of those choices on her own (again, possibly) limited terms. This encounter could be the first time that she was given some small control over what to do - it could well be that others have rarely, if ever, given her some semblance of choice, or that she may have felt that she'd either have to commit to going to school on your terms or not at all. it's impossible to know what prevented her from calling you back but my own feeling is that she may be at least one step closer to understanding that school could be an option for her when and as she's able to enroll. Most common wisdom holds that no one can really 'make' someone leave an abusive relationship; however, your telling her that her own safety actually counts may be part of a much bigger and more complex process that one hopes she will undertake if she does feel herself able to leave . Without knowing more, it seems you've done everything you could to serve her best interests. Janet Isserlis > She told me that it was okay to call, but that her partner does not > like her to get phone calls. This immediately raised a red flag for me. I told > her that I did not want to put her in harms' way, that if she would be safer > if I did not call, I should not call. She said ok. We then talked about when > the class would meet and I asked her if she thought she could attend the > class. ... She said that he would > not trust that she is coming to class, and would think that she is meeting a > lover. I reminded her that I did not want to put her in harm's way, that she > needed to keep safety in mind at all times, and asked her if it would help if > her partner met the teacher and saw that she was really going to be part of a > class. She said that that may be a good idea, she would think about that. I > also suggested that she could show him the form that I was giving her, which > states the nature of the research project and provides my name as a contact. > She liked that. Once again I reminded her that she needs to do what is right > for her. If she is too scared to join the class because she may be unsafe, as > long as she is with him, she probably should take her fear very seriously and > pay attention to it. Maybe now is not the time to join my class if she does > not feel safe. We ended it with me not calling her, but her calling me to find > out about next steps. She never called, and I never saw her again. > My reactions/questions: > I was very shaken during this exchange. On the one hand, I did not want to pry > and ask for more information. On the other hand, I wondered if I should. Was I > protecting myself by not asking or was I protecting her by not pushing for > more than she was willing to share? Would my responses to her have changed if > I knew that he was being physically abusive to her? > Anyway, I could go on and on, providing more details about the process and my > reactions, but I don't want this posting to be too long. If appropriate, I > will add more information in response to people's responses. I am curious, if > anyone has anything to share about the above, or anything related that they > would like to share about their own experiences. > Thanks, > Daphne > From alcdgg at langate.gsu.edu Sat May 13 17:15:29 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Sat, 13 May 2006 17:15:29 -0400 Subject: [WomenLiteracy 288] Literacy President 2008 Message-ID: Dear Colleague, We need your opinion and your vote. Literacy President 2008 is a non- partisan effort to increase national awareness of adult literacy regardless of whom is elected. Literacy President provides members of the adult education community with ways to be active participants in the 2008 Presidential election. The first activity was generating possible questions to ask the candidates. We now have 20 possible questions, and they need to be narrowed to the top five. This is your chance to vote on these, to help us narrow them to the top five best questions. In the 2004 election, Literacy President had over 1000 people -- practitioners, adult learners and others -- who voted for the top priority questions. This time our goal is 1500 people participating: students, practitioners and other advocates for adult literacy. We are more than half way there, but the voting ends on May 30th, so we hope you will weigh in well before then. To vote, please go to http://www.surveymonkey.com/s.asp?u=85102489618 If the address breaks into two lines, you can try this one instead: http://tinyurl.com/s553p For the Literacy President Group, David Rosen djrosen at comcast.net From ALCDGG at langate.gsu.edu Mon May 15 12:14:26 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Mon, 15 May 2006 12:14:26 -0400 Subject: [WomenLiteracy 289] Job announcement Message-ID: Dear Colleagues: The following is an announcement for a new position at the Literacy Assistance Center in New York City: Project Leader The Literacy Assistant Center (LAC), a not-for-profit organization that supports and promotes the expansion of quality literacy services in New York, is looking for a Project Leader to join its dynamic work team. This individual's primary responsibility is to lead the three-year Statewide Staff Development Project beginning June 1, 2006. The goal of the project is to improve instruction in adult basic education, ESOL, and GED classes. Specific responsibilities include developing a specialized training curriculum; providing related professional development sessions to adult educators, program managers and administrators; and creating four policy/resource manuals. This work will incorporate New York State Adult Education Learning Standards, reflect essential concepts for teaching adults, and integrate core principles of teaching reading, writing, mathematics, and English language attainment. Statewide travel required. The Project Leader will be an expert in adult and literacy education, knowledgeable about current trends in the field, and have a proven ability to work with key external constituents, including state education department personnel, and with diverse local organizations and individuals. This highly qualified educator will have an advanced degree (masters required, doctorate preferred) with commensurate experience and demonstrated skill in new project development. S/he will be expected to describe the impact of the project in published articles and/or professional conference presentations. LAC offers a competitive compensation package commensurate with experience. Send resume and cover letter to hr at lacnyc.org or fax to 212-952-1359 by May 25, 2006. No phone calls, please. Mariann Fedele Coordinator of Professional Development, Literacy Assistance Center Moderator, NIFL Technology and Literacy Discussion List 32 Broadway 10th Floor New York, New York 10004 212-803-3325 mariannf at lacnyc.org www.lacnyc.org From ALCDGG at langate.gsu.edu Mon May 22 17:06:36 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Mon, 22 May 2006 17:06:36 -0400 Subject: [WomenLiteracy 290] Reminder on special discussion list Message-ID: Hi Everyone, A REMINDER: starting tomorrow, May 23rd, there will be a discussion on the Adult Reading Components Study (ARCS) with the researchers. This discussion will be on the NEW Special Topics Discussion List! To sign up, go to http://www.nifl.gov/mailman/listinfo/specialtopics You will find a 30-minute video panel discussion with ARCS researchers, Rosalind Davidson and John Strucker, and practitioners Kay Vaccaro and Jane Meyer at http://www.nifl.gov/nifl/webcasts/20040204/webcast02-04.html The video panel introduction is also available on DVD from the National Center for the Study of Adult Learning and Literacy [ http:// www.ncsall.net/?id=24 ] or from the National Institute for Literacy. (Send a request for the Adult Readiing Components Study (ARCS) Panel (free) DVD to: info at nifl.gov Be sure to include your mailing address.) Other ARCS introductory materials include: 1. Adult Reading Components Study (ARCS) [PDF document] by John Strucker and Rosalind Davidson http://www.ncsall.net/?id=27 (ninth item down) 2. How the ARCS Was Done http://www.ncsall.net/fileadmin/resources/research/op_arcs.pdf 3. Adult Reading Components Study (ARCS) http://www.ncsall.net/?id=27#arcs We do hope you will be able to join us, from May 23rd through May 30th to learn about and explore the uses of the ARCS. David J. Rosen djrosen at comcast.net From alcdgg at langate.gsu.edu Tue May 23 19:58:29 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Tue, 23 May 2006 19:58:29 -0400 Subject: [WomenLiteracy 291] Leadership conference for adult educators Message-ID: Dear Colleagues: The New York Association for Continuing/Community Education (NYACCE) is hosting a three-day leadership conference for adult educators this July 26-28. For more information, please see the description below. Are you an educator, an administrator, or a program manager wishing to be a catalyst of change in your organization? Are you a workforce development practitioner seeking to build your leadership skills? As a leader, do you feel you have fully tapped your ability to reflect on what you do in order to inspire yourself and others to be and do more? Join the New York Association for Continuing/Community Education this July in the Hudson Valley for a three day leadership retreat that will help you find some of the answers to these questions. This leadership retreat will be led by Louis Miceli of Workforce Professionals Training Institute, and will feature Sheila Maguire of Working Ventures for a special keynote presentation, among others. To download a brochure about this event, go to: http://www.workforceprofessionals.org/wpti_content/uploadfiles/NYACCE_brochure.pdf To download the registration form for this event, go to: http://www.workforceprofessionals.org/wpti_content/uploadfiles/NYACCE_registration.doc If you have any questions, you can contact Lou Miceli at lmiceli at workforceprofessionals.org, or Marjorie Parker at Marjorie.parker at verizon.net. To learn more about NYACCE, visit www.nyacce.org. Sent to you from the WPTI team on behalf of the New York Association for Continuing/Community Educators. From alcdgg at langate.gsu.edu Wed May 24 20:08:40 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Wed, 24 May 2006 20:08:40 -0400 Subject: [WomenLiteracy 292] on-line trainings for AE practitioners Message-ID: The Center for Literacy Studies at the University of TN and the Ohio Literacy Resource Center at Kent State are presenting a series of on-line trainings for AE practitioners starting on June 5, 2006. We have a variety of topics available for all levels of practitioner. Each of our trainings has been piloted and are facilitated by trainers experienced in the field and with many, many hours experience in on-line facilitation. But class slots are filling up, and the registration deadline is getting close. If you want to participate, you will need to get your registration in soon. Our summer offerings are: Adult Education - Teaching Tools Cost - $149/person CEUs: 1 (optional) Delivered via the Internet, this six-week course focuses on familiarizing instructors with teaching tools that will enhance teaching practices leading to greater learning, retention, and success for adult students. It offers a wealth of resources and teaching strategies on topics such as reflective teaching, cooperative/collaborative learning, multiple intelligences, and contextual instruction. The course will help participants draw their own connections between current research and teacher practice; it provides opportunities for practical classroom application, online collaboration, and sharing best practices with other adult educators-and much more! ESOL Basics Cost - $149/person CEUs: 1 (optional) Do you need to know the basics of ESOL instruction? Through this online course, you will learn how to identify characteristics of adult ESOL learners, effective methods of teaching languages, the four language skills, and how adults learn another language. Online activities, discussion boards and assessments will keep you engaged. Cost - $149/person CEUs: 1 (optional) This web-based training will provide you with information and resources that will help you help your students be better readers. If you want to be effective in helping your students achieve their goals, it is important that you know about a variety of aspects regarding the adult student and strategies to enhance reading skills. Topics within this training include: The Adult Learner and Brain Compatible Classrooms Essentials of Reading Adult Learners and Comprehension Strategies Helping ESOL Students and Students with Learning Disabilities Helping the Adult to Help the Child Integration of Technology into the Adult Education Classroom Cost - $149/person CEUs: 1 (optional) Have you ever tried to blindly put a puzzle together without knowing what the final picture will look like? This may be what is happening to you when you are trying to integrate computer technology into your classroom. This course will provide quick access to educational resources, lesson plans, activities, tools for evaluating educational software, information about purchasing educational software, and knowledge to help you utilize a variety of software applications and web-based activities in the classroom. Online activities, discussion boards and assessments will keep you engaged. All participants must have their own e-mail address to participate in the course. ALL online course participants will complete a "Tech Check" one week before course start date to ensure their computer equipment and Internet connection are sufficient for effective course participation. Please come take advantage of this professional development opportunity. Bill McNutt CTO UT Center for Literacy Studies http://cls.coe.utk.edu Daphne Greenberg Assistant Professor Educational Psych. & Special Ed. Georgia State University P.O. Box 3979 Atlanta, Georgia 30302-3979 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu Daphne Greenberg Associate Director Center for the Study of Adult Literacy Georgia State University P.O. Box 3977 Atlanta, Georgia 30302-3977 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu From alcdgg at langate.gsu.edu Sat May 27 18:22:30 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Sat, 27 May 2006 18:22:30 -0400 Subject: [WomenLiteracy 293] domestic violence shelters Message-ID: This recently came up for an adult learner. She has a 19 year old daughter who is beating her up, vandalizing her possessions, and threatening her. After the most recent experience she was arrested and placed in jail, however friends of the daughter are trying to raise bail money. These experiences are understandably hindering this learner's ability to come to class and when she attends class to focus. This experience has raised a question for me which I am thinking some of you may know the answer to. Do domestic violence shelters only cater to women who are abused by husbands or boyfriends? What if the perpetrator is an adult child? What if the perpertrator is a female partner? What if an adult lives at home with a parent who abuses the adult child? What if the victim is a male and the perpertrator is a female,or another male? In other words, do domestic violence shelters provide services for all types of domestic violence, or only the traditional husband/boyfriend abusing wife/girlfriend scenario? Daphne Daphne Greenberg Assistant Professor Educational Psych. & Special Ed. Georgia State University P.O. Box 3979 Atlanta, Georgia 30302-3979 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu Daphne Greenberg Associate Director Center for the Study of Adult Literacy Georgia State University P.O. Box 3977 Atlanta, Georgia 30302-3977 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu From alcdgg at langate.gsu.edu Sun May 28 09:13:53 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Sun, 28 May 2006 09:13:53 -0400 Subject: [WomenLiteracy 294] Focus on Basics Discussion Message-ID: Following is a message from Julie McKinney, moderator of the Focus on Basics discussion list about upcoming discussions on that list that will be of interest to some of you on this list. If you are intereseted, please subscribe to the list at: http://www.nifl.gov/mailman/listinfo/focusonbasics ****************************************************** I want to give you a heads-up on next month's rich schedule of weekly discussions with Focus On Basics authors. The following authors will discuss their articles from the recent issue of Focus On Basics, Vol. 8B, which is about Learners' Experiences. Find the whole issue at: http://www.ncsall.net/?id=1103 June 5-9: Jessica Tomkins Video as a Professional Development Tool http://www.ncsall.net/index.php?id=1107 June 12-16: Alisa Belzer Influences on the Reading Practices of Adults in ABE http://www.ncsall.net/index.php?id=1108 and Learners on Learning to Read http://www.ncsall.net/index.php?id=1110 June 25-30: Hal Beder Shaping and Sustaining Learner Engagement in Individualized Group Instruction Classrooms http://www.ncsall.net/index.php?id=1106 Please pass on the word to colleagues who may be interested in these discussions! Anyone can subscribe to the list at: http://www.nifl.gov/mailman/listinfo/focusonbasics From andreawilder at comcast.net Mon May 29 17:42:24 2006 From: andreawilder at comcast.net (Andrea Wilder) Date: Mon, 29 May 2006 17:42:24 -0400 Subject: [WomenLiteracy 295] "Are Women Human?" Catherine McKinnon In-Reply-To: References: Message-ID: <4070ab7f859ae7d1be34a4694ca893f7@comcast.net> Hello, all-- I am piggybacking on someone else's topic(thank you!) This is a new topic. I have just cited the title of Catherine McKinnon's new book, a humdinger, wonderfully thought out and quite painful to read--of course I must say that everyone should--i have jsut skimmed it, so am now expert. I heard her speak recently, was bowled over, the talk included extremely thoughtful questions from the audience, and I have NEVER heard before the kind of thoughtful verbal interaction that happened. We were treated right there in the Brattle Theater of Cambridge, MA as PEOPLE worthy of RESPECT. McKinnon is a lawyer with an international practice, she has also worked for the UN as a consultant. She is extremely elegant, tall, thin, long hair swept up and pinned on top of her head--a dynamic, arresting presence. Andrea On May 28, 2006, at 9:13 AM, Daphne Greenberg wrote: > Following is a message from Julie McKinney, moderator of the Focus on > Basics > discussion list about upcoming discussions on that list that will be of > interest to some of you on this list. If you are intereseted, please > subscribe to the list at: > http://www.nifl.gov/mailman/listinfo/focusonbasics > > > ****************************************************** > I want to give you a heads-up on next month's rich schedule of weekly > discussions with Focus On Basics authors. The following authors will > discuss their articles from the recent issue of Focus On Basics, Vol. > 8B, which is about Learners' Experiences. > > Find the whole issue at: > http://www.ncsall.net/?id=1103 > > June 5-9: > Jessica Tomkins > Video as a Professional Development Tool > http://www.ncsall.net/index.php?id=1107 > > June 12-16: > Alisa Belzer > Influences on the Reading Practices of Adults in ABE > http://www.ncsall.net/index.php?id=1108 > and > Learners on Learning to Read > http://www.ncsall.net/index.php?id=1110 > > June 25-30: > Hal Beder > Shaping and Sustaining Learner Engagement in Individualized Group > Instruction Classrooms > http://www.ncsall.net/index.php?id=1106 > > Please pass on the word to colleagues who may be interested in these > discussions! Anyone can subscribe to the list at: > http://www.nifl.gov/mailman/listinfo/focusonbasics > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > From alcdgg at langate.gsu.edu Mon May 29 22:50:17 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Mon, 29 May 2006 22:50:17 -0400 Subject: [WomenLiteracy 296] Re: "Are Women Human?" Catherine McKinnon Message-ID: Andrea, Thank you for sharing this with us. I am wondering what message did you get from her book, or her talk that you think would be powerful/meaningful for adult learners, adult literacy teachers/administrators to read/hear? Daphne >>> andreawilder at comcast.net 05/29/06 5:42 PM >>> Hello, all-- I am piggybacking on someone else's topic(thank you!) This is a new topic. I have just cited the title of Catherine McKinnon's new book, a humdinger, wonderfully thought out and quite painful to read--of course I must say that everyone should--i have jsut skimmed it, so am now expert. I heard her speak recently, was bowled over, the talk included extremely thoughtful questions from the audience, and I have NEVER heard before the kind of thoughtful verbal interaction that happened. We were treated right there in the Brattle Theater of Cambridge, MA as PEOPLE worthy of RESPECT. McKinnon is a lawyer with an international practice, she has also worked for the UN as a consultant. She is extremely elegant, tall, thin, long hair swept up and pinned on top of her head--a dynamic, arresting presence. Andrea On May 28, 2006, at 9:13 AM, Daphne Greenberg wrote: > Following is a message from Julie McKinney, moderator of the Focus on > Basics > discussion list about upcoming discussions on that list that will be of > interest to some of you on this list. If you are intereseted, please > subscribe to the list at: > http://www.nifl.gov/mailman/listinfo/focusonbasics > > > ****************************************************** > I want to give you a heads-up on next month's rich schedule of weekly > discussions with Focus On Basics authors. The following authors will > discuss their articles from the recent issue of Focus On Basics, Vol. > 8B, which is about Learners' Experiences. > > Find the whole issue at: > http://www.ncsall.net/?id=1103 > > June 5-9: > Jessica Tomkins > Video as a Professional Development Tool > http://www.ncsall.net/index.php?id=1107 > > June 12-16: > Alisa Belzer > Influences on the Reading Practices of Adults in ABE > http://www.ncsall.net/index.php?id=1108 > and > Learners on Learning to Read > http://www.ncsall.net/index.php?id=1110 > > June 25-30: > Hal Beder > Shaping and Sustaining Learner Engagement in Individualized Group > Instruction Classrooms > http://www.ncsall.net/index.php?id=1106 > > Please pass on the word to colleagues who may be interested in these > discussions! Anyone can subscribe to the list at: > http://www.nifl.gov/mailman/listinfo/focusonbasics > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy From andreawilder at comcast.net Tue May 30 09:19:04 2006 From: andreawilder at comcast.net (Andrea Wilder) Date: Tue, 30 May 2006 09:19:04 -0400 Subject: [WomenLiteracy 297] Re: "Are Women Human?" Catherine McKinnon In-Reply-To: References: Message-ID: <40b32c41326fbcc5bacd6cbc63d946ff@comcast.net> Daphne, Thanks for asking. I'll think over your question today. I'll be using McKinnon later on in my writing, so I haven't digested all that she said--but here is a tidbit: The manner in which she engaged the audience in dialogue. This was a terrific model for all of us, showing what is possible. She took women's questions seriously, made notes on paper, then carefully spoke her thoughts. The questions were complex, too.. This is respect. Here is another example: a woman asked about female genital mutilation, and the idea of "respect for other cultures," kind of a bugaboo. McKinnon immediately cited the attitudes of the African (I know it's a big continent) women she had worked with--they agreed instantly that genital mutilation was a bad idea, no problem there. As it is written about often in the US, there is mention of women who would lose income, and what that would do to the female economy--there is sympathy, whereas McKinnon has none, and the African women she works with had none. And of course it is a horrible practice. She goes further than anyone I have listened to on the enslavement of women, legally, and of the use of women and the rape of women as male policy during war. In Bosnia women weren't only raped, the rapes were filmed and shown on television. Kind of ultimate "snuff films." People really should read this book. It should be part of any stock on books for a program. or, share out the cost. Andrea p.s., By the way, Harvard Bookstore is an independent bookseller, and has kept going partly through book talks--newly published authors who will travel to promote their book. The tickets I get are $3, sometimes a little more, but affordable. I have found the book lectures are a great networking place, as all the people who come are interested in the same topic. The talks are held in the bookstore itself, in the Brattle Theater, kind of down at the heels, but centrally located to mass transit, and a local church about 5 steps away from transit. Harvard Bookstore brings a pile of books to each book reading, people OFTEN buy the books after the talk, then the author signs the books. No food served. The hour for the book talk is ALWAYS convenient, maybe 5, 5:30, 6, or 6:30, not later. The talk lasts maybe 1/2 hr, and the second part of the 1/2 hour is used for taking questions. AW On May 29, 2006, at 10:50 PM, Daphne Greenberg wrote: > Andrea, > Thank you for sharing this with us. I am wondering what message did > you get from her book, or her talk that you think would be > powerful/meaningful for adult learners, adult literacy > teachers/administrators to read/hear? > Daphne > >>>> andreawilder at comcast.net 05/29/06 5:42 PM >>> > Hello, all-- > > I am piggybacking on someone else's topic(thank you!) This is a new > topic. > > I have just cited the title of Catherine McKinnon's new book, a > humdinger, wonderfully thought out and quite painful to read--of course > I must say that everyone should--i have jsut skimmed it, so am now > expert. > > I heard her speak recently, was bowled over, the talk included > extremely thoughtful questions from the audience, and I have NEVER > heard before the kind of thoughtful verbal interaction that happened. > We were treated right there in the Brattle Theater of Cambridge, MA as > PEOPLE worthy of RESPECT. > > McKinnon is a lawyer with an international practice, she has also > worked for the UN as a consultant. She is extremely elegant, tall, > thin, long hair swept up and pinned on top of her head--a dynamic, > arresting presence. > > Andrea > > On May 28, 2006, at 9:13 AM, Daphne Greenberg wrote: > >> Following is a message from Julie McKinney, moderator of the Focus on >> Basics >> discussion list about upcoming discussions on that list that will be >> of >> interest to some of you on this list. If you are intereseted, please >> subscribe to the list at: >> http://www.nifl.gov/mailman/listinfo/focusonbasics >> >> >> ****************************************************** >> I want to give you a heads-up on next month's rich schedule of weekly >> discussions with Focus On Basics authors. The following authors will >> discuss their articles from the recent issue of Focus On Basics, Vol. >> 8B, which is about Learners' Experiences. >> >> Find the whole issue at: >> http://www.ncsall.net/?id=1103 >> >> June 5-9: >> Jessica Tomkins >> Video as a Professional Development Tool >> http://www.ncsall.net/index.php?id=1107 >> >> June 12-16: >> Alisa Belzer >> Influences on the Reading Practices of Adults in ABE >> http://www.ncsall.net/index.php?id=1108 >> and >> Learners on Learning to Read >> http://www.ncsall.net/index.php?id=1110 >> >> June 25-30: >> Hal Beder >> Shaping and Sustaining Learner Engagement in Individualized Group >> Instruction Classrooms >> http://www.ncsall.net/index.php?id=1106 >> >> Please pass on the word to colleagues who may be interested in these >> discussions! Anyone can subscribe to the list at: >> http://www.nifl.gov/mailman/listinfo/focusonbasics >> >> ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/womenliteracy >> > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > From caalusa at earthlink.net Wed May 31 06:19:26 2006 From: caalusa at earthlink.net (gspangenberg@caalusa.org) Date: Wed, 31 May 2006 06:19:26 -0400 (GMT-04:00) Subject: [WomenLiteracy 298] Re: "Are Women Human?" CatherineMcKinnon Message-ID: <11520936.1149070767205.JavaMail.root@elwamui-muscovy.atl.sa.earthlink.net> Colleagues, Re inhuman and malicious treatment of women and girls, has anyone read about the phenomenon of "widows" in India? It was a widespread practice at the time of WWII and even today some 34 million women and girls in India are living out their lives as widows. I realize this discussion is about books and reading, but I strongly recommend the powerful film "Water," which is playing in movie theaters now. It may lead to some interesting discussion and reading. Gail S -----Original Message----- >From: Andrea Wilder >Sent: May 30, 2006 9:19 AM >To: The Women and Literacy Discussion List >Subject: [WomenLiteracy 297] Re: "Are Women Human?" Catherine McKinnon > >Daphne, > >Thanks for asking. > >I'll think over your question today. > >I'll be using McKinnon later on in my writing, so I haven't digested >all that she said--but here is a tidbit: The manner in which she >engaged the audience in dialogue. This was a terrific model for all of >us, showing what is possible. >She took women's questions seriously, made notes on paper, then >carefully spoke her thoughts. The questions were complex, too.. This >is respect. > >Here is another example: a woman asked about female genital >mutilation, and the idea of "respect for other cultures," kind of a >bugaboo. McKinnon immediately cited the attitudes of the African (I >know it's a big continent) women she had worked with--they agreed >instantly that genital mutilation was a bad idea, no problem there. As > it is written about often in the US, there is mention of women who >would lose income, and what that would do to the female economy--there >is sympathy, whereas McKinnon has none, and the African women she works >with had none. And of course it is a horrible practice. > >She goes further than anyone I have listened to on the enslavement of >women, legally, and of the use of women and the rape of women as male >policy during war. In Bosnia women weren't only raped, the rapes were >filmed and shown on television. Kind of ultimate "snuff films." > >People really should read this book. It should be part of any stock on >books for a program. or, share out the cost. > >Andrea > >p.s., By the way, Harvard Bookstore is an independent bookseller, and >has kept going partly through book talks--newly published authors who >will travel to promote their book. The tickets I get are $3, sometimes >a little more, but affordable. I have found the book lectures are a >great networking place, as all the people who come are interested in >the same topic. > >The talks are held in the bookstore itself, in the Brattle Theater, >kind of down at the heels, but centrally located to mass transit, and >a local church about 5 steps away from transit. Harvard Bookstore >brings a pile of books to each book reading, people OFTEN buy the books >after the talk, then the author signs the books. No food served. The >hour for the book talk is ALWAYS convenient, maybe 5, 5:30, 6, or >6:30, not later. The talk lasts maybe 1/2 hr, and the second part of >the 1/2 hour is used for taking questions. > >AW > >On May 29, 2006, at 10:50 PM, Daphne Greenberg wrote: > >> Andrea, >> Thank you for sharing this with us. I am wondering what message did >> you get from her book, or her talk that you think would be >> powerful/meaningful for adult learners, adult literacy >> teachers/administrators to read/hear? >> Daphne >> >>>>> andreawilder at comcast.net 05/29/06 5:42 PM >>> >> Hello, all-- >> >> I am piggybacking on someone else's topic(thank you!) This is a new >> topic. >> >> I have just cited the title of Catherine McKinnon's new book, a >> humdinger, wonderfully thought out and quite painful to read--of course >> I must say that everyone should--i have jsut skimmed it, so am now >> expert. >> >> I heard her speak recently, was bowled over, the talk included >> extremely thoughtful questions from the audience, and I have NEVER >> heard before the kind of thoughtful verbal interaction that happened. >> We were treated right there in the Brattle Theater of Cambridge, MA as >> PEOPLE worthy of RESPECT. >> >> McKinnon is a lawyer with an international practice, she has also >> worked for the UN as a consultant. She is extremely elegant, tall, >> thin, long hair swept up and pinned on top of her head--a dynamic, >> arresting presence. >> >> Andrea >> >> On May 28, 2006, at 9:13 AM, Daphne Greenberg wrote: >> >>> Following is a message from Julie McKinney, moderator of the Focus on >>> Basics >>> discussion list about upcoming discussions on that list that will be >>> of >>> interest to some of you on this list. If you are intereseted, please >>> subscribe to the list at: >>> http://www.nifl.gov/mailman/listinfo/focusonbasics >>> >>> >>> ****************************************************** >>> I want to give you a heads-up on next month's rich schedule of weekly >>> discussions with Focus On Basics authors. The following authors will >>> discuss their articles from the recent issue of Focus On Basics, Vol. >>> 8B, which is about Learners' Experiences. >>> >>> Find the whole issue at: >>> http://www.ncsall.net/?id=1103 >>> >>> June 5-9: >>> Jessica Tomkins >>> Video as a Professional Development Tool >>> http://www.ncsall.net/index.php?id=1107 >>> >>> June 12-16: >>> Alisa Belzer >>> Influences on the Reading Practices of Adults in ABE >>> http://www.ncsall.net/index.php?id=1108 >>> and >>> Learners on Learning to Read >>> http://www.ncsall.net/index.php?id=1110 >>> >>> June 25-30: >>> Hal Beder >>> Shaping and Sustaining Learner Engagement in Individualized Group >>> Instruction Classrooms >>> http://www.ncsall.net/index.php?id=1106 >>> >>> Please pass on the word to colleagues who may be interested in these >>> discussions! Anyone can subscribe to the list at: >>> http://www.nifl.gov/mailman/listinfo/focusonbasics >>> >>> ---------------------------------------------------- >>> National Institute for Literacy >>> Women and Literacy mailing list >>> WomenLiteracy at nifl.gov >>> To unsubscribe or change your subscription settings, please go to >>> http://www.nifl.gov/mailman/listinfo/womenliteracy >>> >> >> ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/womenliteracy >> >> ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/womenliteracy >> > >---------------------------------------------------- >National Institute for Literacy >Women and Literacy mailing list >WomenLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy From bertiemo at yahoo.com Wed May 31 09:50:33 2006 From: bertiemo at yahoo.com (Bertha Mo) Date: Wed, 31 May 2006 06:50:33 -0700 (PDT) Subject: [WomenLiteracy 299] Re: "Are Women Human?" CatherineMcKinnon In-Reply-To: <11520936.1149070767205.JavaMail.root@elwamui-muscovy.atl.sa.earthlink.net> Message-ID: <20060531135033.84014.qmail@web30001.mail.mud.yahoo.com> I saw the film, "Water" at a women's spirituality retreat and recommend it highly. I'm a medical anthropologist and I'd like to remind everyone that culture is dynamic and change occurs as a result of many things including culture contact. New information coming into a community through contact with outsiders (Health education) constitutes a type of culture contact. Best, Bertie "gspangenberg at caalusa.org" wrote: Colleagues, Re inhuman and malicious treatment of women and girls, has anyone read about the phenomenon of "widows" in India? It was a widespread practice at the time of WWII and even today some 34 million women and girls in India are living out their lives as widows. I realize this discussion is about books and reading, but I strongly recommend the powerful film "Water," which is playing in movie theaters now. It may lead to some interesting discussion and reading. Gail S -----Original Message----- >From: Andrea Wilder >Sent: May 30, 2006 9:19 AM >To: The Women and Literacy Discussion List >Subject: [WomenLiteracy 297] Re: "Are Women Human?" Catherine McKinnon > >Daphne, > >Thanks for asking. > >I'll think over your question today. > >I'll be using McKinnon later on in my writing, so I haven't digested >all that she said--but here is a tidbit: The manner in which she >engaged the audience in dialogue. This was a terrific model for all of >us, showing what is possible. >She took women's questions seriously, made notes on paper, then >carefully spoke her thoughts. The questions were complex, too.. This >is respect. > >Here is another example: a woman asked about female genital >mutilation, and the idea of "respect for other cultures," kind of a >bugaboo. McKinnon immediately cited the attitudes of the African (I >know it's a big continent) women she had worked with--they agreed >instantly that genital mutilation was a bad idea, no problem there. As > it is written about often in the US, there is mention of women who >would lose income, and what that would do to the female economy--there >is sympathy, whereas McKinnon has none, and the African women she works >with had none. And of course it is a horrible practice. > >She goes further than anyone I have listened to on the enslavement of >women, legally, and of the use of women and the rape of women as male >policy during war. In Bosnia women weren't only raped, the rapes were >filmed and shown on television. Kind of ultimate "snuff films." > >People really should read this book. It should be part of any stock on >books for a program. or, share out the cost. > >Andrea > >p.s., By the way, Harvard Bookstore is an independent bookseller, and >has kept going partly through book talks--newly published authors who >will travel to promote their book. The tickets I get are $3, sometimes >a little more, but affordable. I have found the book lectures are a >great networking place, as all the people who come are interested in >the same topic. > >The talks are held in the bookstore itself, in the Brattle Theater, >kind of down at the heels, but centrally located to mass transit, and >a local church about 5 steps away from transit. Harvard Bookstore >brings a pile of books to each book reading, people OFTEN buy the books >after the talk, then the author signs the books. No food served. The >hour for the book talk is ALWAYS convenient, maybe 5, 5:30, 6, or >6:30, not later. The talk lasts maybe 1/2 hr, and the second part of >the 1/2 hour is used for taking questions. > >AW > >On May 29, 2006, at 10:50 PM, Daphne Greenberg wrote: > >> Andrea, >> Thank you for sharing this with us. I am wondering what message did >> you get from her book, or her talk that you think would be >> powerful/meaningful for adult learners, adult literacy >> teachers/administrators to read/hear? >> Daphne >> >>>>> andreawilder at comcast.net 05/29/06 5:42 PM >>> >> Hello, all-- >> >> I am piggybacking on someone else's topic(thank you!) This is a new >> topic. >> >> I have just cited the title of Catherine McKinnon's new book, a >> humdinger, wonderfully thought out and quite painful to read--of course >> I must say that everyone should--i have jsut skimmed it, so am now >> expert. >> >> I heard her speak recently, was bowled over, the talk included >> extremely thoughtful questions from the audience, and I have NEVER >> heard before the kind of thoughtful verbal interaction that happened. >> We were treated right there in the Brattle Theater of Cambridge, MA as >> PEOPLE worthy of RESPECT. >> >> McKinnon is a lawyer with an international practice, she has also >> worked for the UN as a consultant. She is extremely elegant, tall, >> thin, long hair swept up and pinned on top of her head--a dynamic, >> arresting presence. >> >> Andrea >> >> On May 28, 2006, at 9:13 AM, Daphne Greenberg wrote: >> >>> Following is a message from Julie McKinney, moderator of the Focus on >>> Basics >>> discussion list about upcoming discussions on that list that will be >>> of >>> interest to some of you on this list. If you are intereseted, please >>> subscribe to the list at: >>> http://www.nifl.gov/mailman/listinfo/focusonbasics >>> >>> >>> ****************************************************** >>> I want to give you a heads-up on next month's rich schedule of weekly >>> discussions with Focus On Basics authors. The following authors will >>> discuss their articles from the recent issue of Focus On Basics, Vol. >>> 8B, which is about Learners' Experiences. >>> >>> Find the whole issue at: >>> http://www.ncsall.net/?id=1103 >>> >>> June 5-9: >>> Jessica Tomkins >>> Video as a Professional Development Tool >>> http://www.ncsall.net/index.php?id=1107 >>> >>> June 12-16: >>> Alisa Belzer >>> Influences on the Reading Practices of Adults in ABE >>> http://www.ncsall.net/index.php?id=1108 >>> and >>> Learners on Learning to Read >>> http://www.ncsall.net/index.php?id=1110 >>> >>> June 25-30: >>> Hal Beder >>> Shaping and Sustaining Learner Engagement in Individualized Group >>> Instruction Classrooms >>> http://www.ncsall.net/index.php?id=1106 >>> >>> Please pass on the word to colleagues who may be interested in these >>> discussions! Anyone can subscribe to the list at: >>> http://www.nifl.gov/mailman/listinfo/focusonbasics >>> >>> ---------------------------------------------------- >>> National Institute for Literacy >>> Women and Literacy mailing list >>> WomenLiteracy at nifl.gov >>> To unsubscribe or change your subscription settings, please go to >>> http://www.nifl.gov/mailman/listinfo/womenliteracy >>> >> >> ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/womenliteracy >> >> ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/womenliteracy >> > >---------------------------------------------------- >National Institute for Literacy >Women and Literacy mailing list >WomenLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20060531/a8c62bfb/attachment.html From ALCDGG at langate.gsu.edu Wed May 31 11:28:17 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Wed, 31 May 2006 11:28:17 -0400 Subject: [WomenLiteracy 300] Guest facilitator Message-ID: I am pleased to announce that from Monday June 19th through Friday June 30th, Judy Ward, as a guest facilitator on this listserv, will lead a discussion on adult numeracy and women. Here is her introduction: Previous to earning my doctorate in adult education, I was a seventh grade mathematics teacher. Many of my students had experiences that manifested as mathematics anxiety. I found that by changing my teaching techniques to a more hands-on and visual approach and teaching for understanding, the anxiety level decreased drastically. About ten years ago I stumbled into adult education and found there was a need for my expertise. I am in the second year of a two year term as President Elect of the Adult Numeracy Network (ANN). ANN is dedicated to upgrading mathematics instruction for the adult learner. Once again, the discussion will be conducted from Monday June 19th through Friday June 30th. You may want to encourage friends and colleagues to join for this discussion (they can subscribe at: http://www.nifl.gov/mailman/listinfo/Womenliteracy >From now until the 19th, here are some questions that you may want to think about: When you think about yourself, how would you answer the following: How do you feel about math? Do you remember any situations both in and out of school that affected how you feel about math? Which mathematical topics/concepts would you say are your best? Which mathematical topics/concepts would you say are your most difficult? Do you or have you experienced "math anxiety"? If you have or currently teach your students math, how would you answer the following: How do most of your students feel about math? Have they ever shared any situations both in and out of school that affected how they feel about math? Which mathematical topics/concepts would you say are the easiest for your students to learn? Which mathematical topics/concepts would you say are the most difficult for your students to learn? Have any students shared with you that they experience "math anxiety"? Judy will be joining us on the 19th of June and looks foward to your comments and reactions. Daphne Daphne Greenberg Assistant Professor Educational Psych. & Special Ed. Georgia State University P.O. Box 3979 Atlanta, Georgia 30302-3979 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu Daphne Greenberg Associate Director Center for the Study of Adult Literacy Georgia State University P.O. Box 3977 Atlanta, Georgia 30302-3977 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu From alcdgg at langate.gsu.edu Thu Jun 1 20:15:44 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Thu, 01 Jun 2006 20:15:44 -0400 Subject: [WomenLiteracy 301] assessment practices Message-ID: David Rosen on the Assessment List posted the following message, which I thought some of you may want to know about: You may find of interest a new study on assessment practices across Canada by Pat Campbell: Student Assessment in Adult Basic Education: (2006), A Canadian Snapshot >From the description on the NALD web page: The purpose of this document is to report on the findings from a national survey on student assessment in adult basic education. This report is one of several outcomes from a national project entitled Assessment Practices in Adult Basic Education. This project will also produce an edited book on assessment practices and three videos. http://library.nald.ca/research/item/5995 David J. Rosen djrosen at comcast.net From alcdgg at langate.gsu.edu Thu Jun 1 20:28:06 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Thu, 01 Jun 2006 20:28:06 -0400 Subject: [WomenLiteracy 302] video as a professional development tool Message-ID: This is a REMINDER of a discussion starting Monday with author Jessica Tomkins about her recent Focus On Basics article: Video as a Professional Development Tool http://www.ncsall.net/index.php?id=1107 The discussion will go from Monday, June 5 to Friday, June 9. To subscribe, please go to: www.nifl.gov/mailman/listinfo/focusonbasics Please read the article at the link above, and think about the following questions in preparation for the discussion. Please invite colleagues who you think may be interested to join the Focus on Basics Discussion List for this discussion. ************************************************ Discussion Questions 1. Have you ever seen a video of yourself teaching? If so, what was your impression? Did it affect your teaching? How? 2. What do you think you might gain from seeing yourself and your students on video? 3. How might your students benefit from you reviewing such a video? 4. Have you ever used video as a professional development tool in your program? If so, how did your group review and process the video in order to share thoughts, give feedback and get the maximum benefit? How did teachers receive this? 5. After reading this article, what unanswered questions stay with you? ***************************************************** To subscribe, please go to: www.nifl.gov/mailman/listinfo/focusonbasics Daphne Greenberg Assistant Professor Educational Psych. & Special Ed. Georgia State University P.O. Box 3979 Atlanta, Georgia 30302-3979 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu Daphne Greenberg Associate Director Center for the Study of Adult Literacy Georgia State University P.O. Box 3977 Atlanta, Georgia 30302-3977 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu From rosamw at comcast.net Fri Jun 2 09:52:37 2006 From: rosamw at comcast.net (rosamw at comcast.net) Date: Fri, 02 Jun 2006 13:52:37 +0000 Subject: [WomenLiteracy 303] employment opportunities Message-ID: <060220061352.9832.448042A50007364D00002668220073747899030E9C019D@comcast.net> -------------- Original message -------------- From: "Daphne Greenberg" > This would be an excellent posting for the women and literacy listserv. Perhaps > someone out there can give you good advice. If you hit reply all to a posting > that you get from the listserv, and copy/paste this message, you message will be > posted. Does that make sense to you? > Daphne > > >>> 06/01/06 12:02 PM >>> > Dear Ms. Greenberg: > > I am a woman extremely interested in the concept of "women and literacy." > Reading is a vital component of who I am as a person and my worldview. I want > to pass this passion and skill on to other women. But this has been a problem > to date. How does one find employment in this field? I live on Cape Cod, MA > and, unfortunately, it appears my options are limited. I need full time > employment, not one course here or there. I have my undergraduate degree in > management, but have been in the field of education for the past 15 years. Of > course, I am not looking for job offers from you, but maybe some ideas to get > into the field. Any suggestions or ideas would be appreciated. Also, state > jobs appear to be the only other option but are few and far between. > > Thanks so much for any consideration you can give me. And thank you for your > valuable work in this field. > > R.N. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20060602/9feb7c69/attachment.html From ALCDGG at langate.gsu.edu Fri Jun 2 15:33:00 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Fri, 02 Jun 2006 15:33:00 -0400 Subject: [WomenLiteracy 304] Toyota Family Literacy Program Funding Opportunity Message-ID: Funding Opportunity: Toyota Family Literacy Program Expands! The National Center for Family Literacy (NCFL) is pleased to announce the expansion of the Toyota Family Literacy Program (TFLP) into additional cities that have experienced substantial growth in their Hispanic and other immigrant populations. NCFL will consider school systems that provide evidence of need for family literacy services and that can demonstrate the capability to deliver these services beginning in the fall of 2006. Interested applicants should begin now to identify school sites for the TFLP initiative that will focus on Hispanic students in grades kindergarten through third grade and their parents. The TFLP is currently being implemented in ten cities: Chicago, the District of Columbia, Los Angeles, New York City, Providence, Chelsea (Boston), Detroit, Shelby County AL, Denver and Santa Paula CA. TFLP program development includes: Adult Education/ESL; Children's Education; Parent Time; and Parent and Child Together (PACT) Time. These services will be offered in three qualifying elementary schools in each school district selected. NCFL will apply its expertise in designing programs that connect families, schools and communities to expand family literacy services in Hispanic/Latino communities. Capability Surveys must be received by June 30, 2006. For information on how to apply for this strategic program and a copy of the Capability Survey, visit the National Center for Family Literacy's Web site at www.famlit.org then click on Funding Opportunity:Toyota Family Literacy Program on the right. From ALCDGG at langate.gsu.edu Fri Jun 2 15:37:26 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Fri, 02 Jun 2006 15:37:26 -0400 Subject: [WomenLiteracy 305] some items of interest Message-ID: I found this on Women's eNews and thought that some of you may be interested: - The European Union said it would fund 200 new "girl friendly" schools for disadvantaged girls throughout Egypt. Egypt's "girl-friendly" schools serve both sexes, but their curricula and administration are designed to encourage attendance by disadvantaged girls who are often burdened with household responsibilities. - A worldwide trend of rising Caesarean sections is linked to a higher risk of birth-related health complications and infant and mother mortality in Latin and Central America. The study surveyed 97,065 deliveries over a three month period. Researchers expected to find C-section rates of about 15 percent, but observed a 35 percent incidence or 2 million more C-sections a year than they had assumed. Caesarean deliveries have risen from about 5 percent in developed countries in the early 1970s to more than 50 percent in some regions of the world in the late 1990s. For more information go to: http://www.womensenews.org/article.cfm?aid=2754 From ALCDGG at langate.gsu.edu Fri Jun 2 15:53:13 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Fri, 02 Jun 2006 15:53:13 -0400 Subject: [WomenLiteracy 306] Re: employment opportunities Message-ID: R.N. is looking for employment in adult literacy. She lives in Cape Cod, MA. Any ideas, in general, or specifically to that area she can look for employment? How does one find employment in the field of adult literacy? If you are working in this field, how did you find your job? Here is a copy of her request: I am a woman extremely interested in the concept of "women and literacy." Reading is a vital component of who I am as a person and my worldview. I want to pass this passion and skill on to other women. But this has been a problem to date. How does one find employment in this field? I live on Cape Cod, MA and, unfortunately, it appears my options are limited. I need full time employment, not one course here or there. I have my undergraduate degree in management, but have been in the field of education for the past 15 years. Of course, I am not looking for job offers from you, but maybe some ideas to get into the field. Any suggestions or ideas would be appreciated. Also, state jobs appear to be the only other option but are few and far between. Thanks so much for any consideration you can give me. And thank you for your valuable work in this field. R.N. From Janet_Isserlis at brown.edu Fri Jun 2 11:24:37 2006 From: Janet_Isserlis at brown.edu (Janet Isserlis) Date: Fri, 02 Jun 2006 11:24:37 -0400 Subject: [WomenLiteracy 307] employment in Massachusetts In-Reply-To: Message-ID: all I'm aware of this site for events, postings and information http://www.sabes.org others, in Massachusetts with more specific information? Janet Isserlis From mev at litwomen.org Fri Jun 2 15:55:44 2006 From: mev at litwomen.org (mev at litwomen.org) Date: Fri, 2 Jun 2006 15:55:44 -0400 Subject: [WomenLiteracy 308] Re: employment opportunities In-Reply-To: <060220061352.9832.448042A50007364D00002668220073747899030E9C019D@comcast.net> Message-ID: R.N. I would recommend that you have a look at the SABES website - they provide professional development in Massachusetts and their website could give you some leads. (www.sabes.org) -- they sometimes have job postings -- and you should try to get on the mailing lists of the regional offices - they sometimes have job postings as well. and have a look at the ACLS section of the Dept of Mass ed website (http://www.doemass.org/acls/) The only DOE funded literacy programs on the Cape are through ACCCESS at Cape Cod community College - and on Martha's Vineyard. The annual WE LEARN conference (www.litwomen.org/welearn.html) will most likely be in the Boston area in March 2007 -- you might try to get to that as well as a way to start making contacts with other women involved in women's literacy issues in your area. Hope this all helps. Mev WE LEARN Women Expanding: Literacy Education Action Resource Network www.litwomen.org/welearn.html Mev Miller, Ed.D., Director 182 Riverside Ave. Cranston, RI 02910 401-383-4374 welearn at litwomen.org On Friday, June 2, 2006, at 09:52 AM, rosamw at comcast.net wrote: > ? > > > -------------- Original message -------------- > From: "Daphne Greenberg" > > > This would be an excellent posting for the women and literacy > listserv. > Perhaps > > someone out there can give you good advice. If you hit reply all to > a posting > > that you get from the listserv, and copy/paste this message, you > message will > be > > posted. Does that make sense to you? > > Daphne > > > > >>> 06/01/06 12:02 PM >>> > > Dear Ms. Greenberg: > > > > I am a woman extremely interested in the concept of "women and > literacy." > > Reading is a vital component of who I am as a person and my > worldview. I want > > to pass this passion and skill on to other women. But this has been > a problem > > to date. How does one find employment in this field? I live on Cape > Cod, MA > > and, unfortunately, it appears my options are limited. I need full > time > > employment, not one course here or there. I have my undergraduate > degree in > > management, but have been in the field of education for the past 15 > years. Of > > course, I am not looking for job offers from you, but maybe some > ideas to get > > into the field. Any suggestions or ideas would be appreciated. Also, > state > > jobs appear to be the only other option but are few and far between. > > > > Thanks so much for any consideration you can give me. And thank you > for your > > valuable work in this field. > > > > R.N. > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 2955 bytes Desc: not available Url : http://www.nifl.gov/pipermail/womenliteracy/attachments/20060602/d5f96f4a/attachment.bin From wendi at educ.umass.edu Fri Jun 2 20:09:48 2006 From: wendi at educ.umass.edu (Wendi Carman) Date: Fri, 2 Jun 2006 20:09:48 -0400 Subject: [WomenLiteracy 309] Re: employment opportunities In-Reply-To: <060220061352.9832.448042A50007364D00002668220073747899030E9C019D@comcast.net> References: <060220061352.9832.448042A50007364D00002668220073747899030E9C019D@comcast.net> Message-ID: <1149293388.4480d34c2a9e2@mail-www2.oit.umass.edu> Hi all, I just received this job announcement. Since it is in Western Massachusetts instead of the Cape Cod area, I'm not sure R.N. will be interested. But a wide circulation can't hurt. I just finished a Masters in Education, and found that job announcements were always circulating on various listserves in the university. Schools of ed are usually prime grounds for recruiting and hiring educators, so R.N. may benefit from making contacts or enlisting help from exisiting contacts in a university or college nearby who have access to those listserves and/or job announcements. Also, the Massachusetts DOE website has resources for educators in ABE. For example, there are listings of agencies by region or city. Not sure if they list only state-funded programs, but it may help get other ideas. The home page is www.doe.mass.edu Best of luck! Positions Available: Program Director and Administrative Director The Community Education Project is an independent non-profit organization in Holyoke, founded in 1991. CEP?s mission is to address the need for English language and basic literacy skills among Latino adults in the city. While literacy and language programming remains at the heart of CEP?s activities, over the years its work has expanded to include popular education, leadership development, and community initiatives involving learners in addressing issues of concern to themselves and to their fellow community members. CEP?s Staff and Board of Directors include current and former adult learners and other Latina/o residents of Holyoke, and is mostly Spanish/English bilingual. CEP collaborates with other adult education programs, community organizations, and local colleges & universities. CEP currently offers the following programming: *Courses in Native Language Literacy and English for Speakers of Other Languages (ESOL); *An ABE-to-College Transition program; *A GED Class in a Family Literacy setting *An ESOL class for parents of children in Holyoke after school programs *A parent leadership development program; *Educational counseling and support/referrals *Kimbomb? Theater Collective The Community Education Project has two Co-Director positions available: Program Director This 32 Hours/Week position provides staff supervision; program planning and development; program administration and reporting; curriculum assessment, development and evaluation and represents CEP in community settings and collaborations. Requires a Bachelor?s Degree with a minimum of three years experience with adult education (familiarity with MA DOE guidelines preferred). Excellent interpersonal skills, demonstrated ability to supervise and work effectively with people of diverse backgrounds. Experience with and commitment to, the Latino community in Holyoke, MA. Oral and written fluency in both Spanish and English preferred. Collaborative working style a must. Administrative Director This 16 Hours/Week position provides financial and operations management, personnel administration and fundraising support. Requires a Bachelor?s Degree with a minimum of three years of non-profit administrative and management experience in financial management (familiarity with QuickBooks preferred) and non-profit budgeting, personnel issues, grant management and operations management. Excellent interpersonal skills, demonstrated ability to supervise and work effectively with people of diverse backgrounds. Experience with and commitment to, the Latino community in Holyoke, MA. Collaborative working style a must. If you are interested in applying for this position, please send your resume together with a cover letter and a list of three references to: Rene Theberge/Director Search Community Education Project 317 Main Street Holyoke, MA 01040 or email to rtheberge at cepholyoke.org Date posted: May 31, 2006 until filled 4 unnamed text/plain 0.13 KB _______________________________________________ Cie-l mailing list Cie-l at educ.umass.edu https://list.umass.edu/mailman/listinfo/cie-l -- Wendi Carman Center for International Education 285 Hills House South University of Massachusetts Amherst, MA 01003 Tel: (413) 545-2105 Fax: (413) 545-1263 Quoting rosamw at comcast.net: > > > > -------------- Original message -------------- > From: "Daphne Greenberg" > > > This would be an excellent posting for the women and literacy listserv. > Perhaps > > someone out there can give you good advice. If you hit reply all to a > posting > > that you get from the listserv, and copy/paste this message, you message > will > be > > posted. Does that make sense to you? > > Daphne > > > > >>> 06/01/06 12:02 PM >>> > > Dear Ms. Greenberg: > > > > I am a woman extremely interested in the concept of "women and literacy." > > Reading is a vital component of who I am as a person and my worldview. I > want > > to pass this passion and skill on to other women. But this has been a > problem > > to date. How does one find employment in this field? I live on Cape Cod, MA > > > and, unfortunately, it appears my options are limited. I need full time > > employment, not one course here or there. I have my undergraduate degree in > > > management, but have been in the field of education for the past 15 years. > Of > > course, I am not looking for job offers from you, but maybe some ideas to > get > > into the field. Any suggestions or ideas would be appreciated. Also, state > > > jobs appear to be the only other option but are few and far between. > > > > Thanks so much for any consideration you can give me. And thank you for > your > > valuable work in this field. > > > > R.N. From idais1 at comcast.net Sat Jun 3 17:03:21 2006 From: idais1 at comcast.net (Ida) Date: Sat, 3 Jun 2006 14:03:21 -0700 Subject: [WomenLiteracy 310] Re: employment opportunities In-Reply-To: <060220061352.9832.448042A50007364D00002668220073747899030E9C019D@comcast.net> References: <060220061352.9832.448042A50007364D00002668220073747899030E9C019D@comcast.net> Message-ID: Dear Rosa I hope I hit the correct button. I had a few thoughts on your desire to instruct women. Yes, maybe your options are limited, you did not indicated where you really want to live. If I were you, I would decide first where on this planet I wanted to be, and from there get the best job I could. If the job I landed to take care of myself did not match my passion, I would consider volunteering or starting an incarcerated womens reading program. There are many women in the U>S> who don't read, and you just may not find a job that match both your passion and need for survival. ida From ALCDGG at langate.gsu.edu Mon Jun 5 15:01:01 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Mon, 05 Jun 2006 15:01:01 -0400 Subject: [WomenLiteracy 311] Guest facilitator-reminder Message-ID: ***********REMINDER***************** I am pleased to announce that from Monday June 19th through Friday June 30th, Judy Ward, as a guest facilitator on this listserv, will lead a discussion on adult numeracy and women. Here is her introduction: Previous to earning my doctorate in adult education, I was a seventh grade mathematics teacher. Many of my students had experiences that manifested as mathematics anxiety. I found that by changing my teaching techniques to a more hands-on and visual approach and teaching for understanding, the anxiety level decreased drastically. About ten years ago I stumbled into adult education and found there was a need for my expertise. I am in the second year of a two year term as President Elect of the Adult Numeracy Network (ANN). ANN is dedicated to upgrading mathematics instruction for the adult learner. Once again, the discussion will be conducted from Monday June 19th through Friday June 30th. You may want to encourage friends and colleagues to join for this discussion (they can subscribe at: http://www.nifl.gov/mailman/listinfo/Womenliteracy >From now until the 19th, here are some questions that you may want to think about: When you think about yourself, how would you answer the following: How do you feel about math? Do you remember any situations both in and out of school that affected how you feel about math? Which mathematical topics/concepts would you say are your best? Which mathematical topics/concepts would you say are your most difficult? Do you or have you experienced "math anxiety"? If you have or currently teach your students math, how would you answer the following: How do most of your students feel about math? Have they ever shared any situations both in and out of school that affected how they feel about math? Which mathematical topics/concepts would you say are the easiest for your students to learn? Which mathematical topics/concepts would you say are the most difficult for your students to learn? Have any students shared with you that they experience "math anxiety"? Judy will be joining us on the 19th of June and looks foward to your comments and reactions. Daphne Daphne Greenberg Assistant Professor Educational Psych. & Special Ed. Georgia State University P.O. Box 3979 Atlanta, Georgia 30302-3979 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu Daphne Greenberg Associate Director Center for the Study of Adult Literacy Georgia State University P.O. Box 3977 Atlanta, Georgia 30302-3977 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu From kabeall at comcast.net Wed Jun 7 12:55:58 2006 From: kabeall at comcast.net (Kaye Beall) Date: Wed, 7 Jun 2006 12:55:58 -0400 Subject: [WomenLiteracy 312] New from NIFL & NCSALL-ARCS Video Message-ID: <003101c68a53$400313e0$0202a8c0@your4105e587b6> The National Institute for Literacy (NIFL) and the National Center for the Study of Adult Learning and Literacy (NCSALL) announce the "Adult Reading Components Study (ARCS) Panel," a 30-minute video on NCSALL's ARCS research produced by the Institute. This video is available in streaming format and can be viewed by going to: http://www.nifl.gov/nifl/webcasts/20040204/webcast02-04.html ARCS was the first large-scale attempt to use a battery of individually administered reading and language tests to describe the reading of students enrolled in adult basic education (ABE) and English for speakers of other languages (ESOL) programs. Nearly 1,000 adult learners from 30 learning centers in seven states were assessed in order to develop instructionally relevant cluster profiles of adult readers. The video offers a panel discussion about NCSALL's ARCS research and ways in which programs can use the Assessment Strategies and Reading Profiles, an on-line assessment tool based on the ARCS research, to assess students and plan instruction tailored to their specific profiles. Panel participants are: Dr. John Strucker - Researcher and ARCS Director, NCSALL Dr. Rosalind Davidson - Researcher and ARCS Assistant Director, NCSALL Kay Vaccaro - Program Assistant, Harris County, TX Department of Education, Adult Education Division Jane Meyer - Coordinator, ABLE-funded adult literacy project, Canton, OH David J. Rosen (moderator) - Senior Associate, Newsome Associates, Boston, MA To visit the Assessment Strategies and Reading Profiles ARCS Web site, please go to: http://www.nifl.gov/readingprofiles/ To learn more about the ARCS, please see NCSALL's "Seminar Guide - Reading Profiles" http://www.ncsall.net/?id=597 available from the CPPR section of the NCSALL Web site. A NCSALL study circle guide on reading research and teaching materials on reading are available from the Publications section of the NCSALL Web site: http://www.ncsall.net/index.php?id=25 The ARCS video panel introduction is also available free on DVD: Order from NCSALL at http://www.ncsall.net/?id=24 for $5.00/copy (shipping and handling), or send your request to NIFL at info at nifl.gov, and be sure to include your mailing address. The ARCS video is the first in a series of videos based on NCSALL research that are being produced by the National Institute for Literacy. As each video is completed, streaming versions will be posted to the Web, with accompanying announcements on the Institute's listservs and web sites and NCSALL's Web site. Once the entire series is completed, all of the videos will be packaged in a single DVD, which the Institute and NCSALL will make available to the field. The National Institute for Literacy and NCSALL present these videos as introductions to key research topics in adult learning and literacy. We hope the field finds them useful as professional and program development tools. **************** Kaye Beall Outreach Coordinator/NCSALL Dissemination Project World Education 4401 S. Madison St. Muncie, IN 47302 Tel: 765-717-3942 Fax: 208-694-8262 kaye_beall at worlded.org http://www.ncsall.net -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20060607/277eeb65/attachment.html From jataylor at utk.edu Sat Jun 10 13:33:49 2006 From: jataylor at utk.edu (jataylor) Date: Sat, 10 Jun 2006 13:33:49 -0400 Subject: [WomenLiteracy 313] Learner Persistence Message-ID: <4499D333@webmail.utk.edu> The following message is posted on behalf of David Rosen, please see below ~ Jackie ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Colleagues, I am pleased to announce that on the Special Topics discussion list from July 10-18, Dr. John Comings, Director of the National Center for the Study of Adult Learning and Literacy (NCSALL), will be a guest to discuss research on student persistence in adult literacy education. Special Topics is an intermittent discussion list. The topics open and close throughout the year, so there are periods where there will be no discussion or postings. You can subscribe to the e-list for a particular topic of interest, and then unsubscribe, or you can stay subscribed throughout the year. To participate in this topic, you can subscribe by going to: http://www.nifl.gov/mailman/listinfo/specialtopics David J. Rosen Special Topics Discussion List Moderator djrosen at comcast.net From jataylor at utk.edu Mon Jun 12 20:16:49 2006 From: jataylor at utk.edu (jataylor) Date: Mon, 12 Jun 2006 20:16:49 -0400 Subject: [WomenLiteracy 314] FWD: Assessment in Mathematics Message-ID: <44A88DDA@webmail.utk.edu> To subscribe to this discussion, go to: http://www.nifl.gov/mailman/listinfo/Assessment Dear Colleagues, I hope this email finds you well. I'm pleased to announce the following Guest Discussion, which will begin on Monday of next week: June 19 ? 23, 2006 Topic: Assessment in Mathematics Guest: Myrna Manly ? please see Myrna?s bio below. Myrna will respond to your email posts once per day ? feel free to send your post to the Assessment Discussion List, or to me so that I can post it for you (marie.cora at hotspurpartners.com). Bio Myrna Manly, a mathematics teacher with experience at many academic levels, retired in 2001 from a position as professor of mathematics at El Camino College. In addition to instruction, she has been involved with the assessment of the mathematics proficiency of adults in various roles: as the Mathematics Specialist for the 1988 version of the GED test; as a member of the numeracy team for the Adult Literacy and Lifeskills Survey (ALL); and as the numeracy consultant for a similar international survey to be used in developing countries, the Literacy Assessment and Monitoring Programme (LAMP). She is the Past President of the Adult Numeracy Network (ANN), is the author of The GED Math Problem Solver, and also works with states and programs facilitating staff-development workshops aimed at improving mathematics instruction to adults. Myrna is presently writing a paper with Mary Jane Schmidt and Lynda Ginsburg on the components of numeracy for NCSALL (National Center for the Study of Adult Learning and Literacy). The paper reviews the literature, describes the fundamental elements of adult numeracy, and makes recommendations for further research, particularly with respect to curriculum and assessment. Look for this resource soon from NCSALL. Recommended preparations for this discussion Myrna has provided several questions below to get you thinking about math assessment: It is known that students and teachers come to value what is assessed. What is your opinion of the influence that the standardized mathematics assessments (GED, TABE, CASAS) have in your classrooms? Are they assessing the mathematics that is important for the 21st century? Do you think that they all assess the same mathematics? What do you think is missing from each? Computation skills are easy to assess. How can we assess other important aspects of mathematics like strategic problem solving, conceptual understanding, and reasoning? Describe instances where you have seen a student?s ?math anxiety? interfere with an accurate assessment of his/her abilities. Do you assess math anxiety in any way? What strategies have you used to reduce it? Any luck with them? Which classroom techniques do you recommend for informal, ongoing assessment of a student?s progress in learning mathematics? In addition to the above questions to stimulate discussion, Myrna has provided these sites for math assessment. Please take a look at these sites and post your questions and comments to the Discussion: http://www.literacy.org/products/ncal/pdf/TR9805.pdf Assessing Mathematical Knowledge of Adult Learners: Are We Looking at What Counts? This technical report from NCAL was written by Joy Cumming, Iddo Gal, and Lynda Ginsburg in 1998. It discusses assessment principles and evaluates their implementation in common numeracy assessment tools. http://www.ncsall.net/?id=573 The Inclusion of Numeracy in Adult Basic Education, Dave Tout and Mary Jane Schmitt, 2002. This chapter from NCSALL?s annual review contains a section on assessment that includes a description of assessments in adult education from Australia and The Netherlands. http://www.nctm.org/news/assessment/2005_12nb.htm Will This Be on the Test? This article discusses the importance of including significant mathematics on tests. It includes a good example of a test item that goes beyond procedural skills. http://standards.nctm.org/document/chapter2/assess.htm This document in an overview of NCTM?s assessment principle for K-12 mathematics. Large-scale surveys of adult skills: Adult Literacy and Lifeskills Survey (ALL) Numeracy Framework (begins on p.137): http://www.statcan.ca/cgi-bin/downpub/listpub.cgi?catno=89-552-MIE2005013 First results: http://www.statcan.ca/english/freepub/89-603-XIE/2005001/pdf.htm Data Tool: http://litdata.ets.org/ialdata/search.asp National Assessment of Adult Literacy (NAAL) First results: http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2006470 Hard Copy Resource: Adult Numeracy Development: Theory, Policy and Practice, Iddo Gal, ed., 2000. Hampton Press, Inc. This book has a section on numeracy assessment with one article discussing assessment issues and principles using examples from the US and Australia and another article describing the use of ?Supermarket Strategy? materials for diagnosing the skills of individual learners in The Netherlands. Thanks everyone, and I?m looking forward to seeing you all next week to chat about math assessment! Marie Cora Moderator NIFL Assessment Discussion List marie.cora at hotspurpartners.com From bertiemo at yahoo.com Tue Jun 13 10:59:32 2006 From: bertiemo at yahoo.com (Bertha Mo) Date: Tue, 13 Jun 2006 07:59:32 -0700 (PDT) Subject: [WomenLiteracy 315] Re: FWD: Assessment in Mathematics In-Reply-To: <44A88DDA@webmail.utk.edu> Message-ID: <20060613145932.22764.qmail@web30007.mail.mud.yahoo.com> Do I need to sign-up somewhere to participate on this discussion? Best, Bertie Mo, Ph.D., MPH jataylor wrote: To subscribe to this discussion, go to: http://www.nifl.gov/mailman/listinfo/Assessment Dear Colleagues, I hope this email finds you well. I'm pleased to announce the following Guest Discussion, which will begin on Monday of next week: June 19 ? 23, 2006 Topic: Assessment in Mathematics Guest: Myrna Manly ? please see Myrna?s bio below. Myrna will respond to your email posts once per day ? feel free to send your post to the Assessment Discussion List, or to me so that I can post it for you (marie.cora at hotspurpartners.com). Bio Myrna Manly, a mathematics teacher with experience at many academic levels, retired in 2001 from a position as professor of mathematics at El Camino College. In addition to instruction, she has been involved with the assessment of the mathematics proficiency of adults in various roles: as the Mathematics Specialist for the 1988 version of the GED test; as a member of the numeracy team for the Adult Literacy and Lifeskills Survey (ALL); and as the numeracy consultant for a similar international survey to be used in developing countries, the Literacy Assessment and Monitoring Programme (LAMP). She is the Past President of the Adult Numeracy Network (ANN), is the author of The GED Math Problem Solver, and also works with states and programs facilitating staff-development workshops aimed at improving mathematics instruction to adults. Myrna is presently writing a paper with Mary Jane Schmidt and Lynda Ginsburg on the components of numeracy for NCSALL (National Center for the Study of Adult Learning and Literacy). The paper reviews the literature, describes the fundamental elements of adult numeracy, and makes recommendations for further research, particularly with respect to curriculum and assessment. Look for this resource soon from NCSALL. Recommended preparations for this discussion Myrna has provided several questions below to get you thinking about math assessment: It is known that students and teachers come to value what is assessed. What is your opinion of the influence that the standardized mathematics assessments (GED, TABE, CASAS) have in your classrooms? Are they assessing the mathematics that is important for the 21st century? Do you think that they all assess the same mathematics? What do you think is missing from each? Computation skills are easy to assess. How can we assess other important aspects of mathematics like strategic problem solving, conceptual understanding, and reasoning? Describe instances where you have seen a student?s ?math anxiety? interfere with an accurate assessment of his/her abilities. Do you assess math anxiety in any way? What strategies have you used to reduce it? Any luck with them? Which classroom techniques do you recommend for informal, ongoing assessment of a student?s progress in learning mathematics? In addition to the above questions to stimulate discussion, Myrna has provided these sites for math assessment. Please take a look at these sites and post your questions and comments to the Discussion: http://www.literacy.org/products/ncal/pdf/TR9805.pdf Assessing Mathematical Knowledge of Adult Learners: Are We Looking at What Counts? This technical report from NCAL was written by Joy Cumming, Iddo Gal, and Lynda Ginsburg in 1998. It discusses assessment principles and evaluates their implementation in common numeracy assessment tools. http://www.ncsall.net/?id=573 The Inclusion of Numeracy in Adult Basic Education, Dave Tout and Mary Jane Schmitt, 2002. This chapter from NCSALL?s annual review contains a section on assessment that includes a description of assessments in adult education from Australia and The Netherlands. http://www.nctm.org/news/assessment/2005_12nb.htm Will This Be on the Test? This article discusses the importance of including significant mathematics on tests. It includes a good example of a test item that goes beyond procedural skills. http://standards.nctm.org/document/chapter2/assess.htm This document in an overview of NCTM?s assessment principle for K-12 mathematics. Large-scale surveys of adult skills: Adult Literacy and Lifeskills Survey (ALL) Numeracy Framework (begins on p.137): http://www.statcan.ca/cgi-bin/downpub/listpub.cgi?catno=89-552-MIE2005013 First results: http://www.statcan.ca/english/freepub/89-603-XIE/2005001/pdf.htm Data Tool: http://litdata.ets.org/ialdata/search.asp National Assessment of Adult Literacy (NAAL) First results: http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2006470 Hard Copy Resource: Adult Numeracy Development: Theory, Policy and Practice, Iddo Gal, ed., 2000. Hampton Press, Inc. This book has a section on numeracy assessment with one article discussing assessment issues and principles using examples from the US and Australia and another article describing the use of ?Supermarket Strategy? materials for diagnosing the skills of individual learners in The Netherlands. Thanks everyone, and I?m looking forward to seeing you all next week to chat about math assessment! Marie Cora Moderator NIFL Assessment Discussion List marie.cora at hotspurpartners.com ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20060613/b5b863cb/attachment.html From jataylor at utk.edu Wed Jun 14 09:52:08 2006 From: jataylor at utk.edu (jataylor) Date: Wed, 14 Jun 2006 09:52:08 -0400 Subject: [WomenLiteracy 316] Re: FWD: Assessment in Mathematics Message-ID: <4497D697@webmail.utk.edu> Hello Bertie, Yes, to participate, you will need to subscribe to the Assessment Discussion List. Visit: http://www.nifl.gov/mailman/listinfo/Assessment For those only subscribing for the duration of the discussion, you can then unsubscribe after it's over by using the same link. Hope that helps, Jackie Taylor >===== Original Message From Bertha Mo ===== >Do I need to sign-up somewhere to participate on this discussion? > > Best, > > Bertie Mo, Ph.D., MPH > >jataylor wrote: > To subscribe to this discussion, go to: >http://www.nifl.gov/mailman/listinfo/Assessment > > >Dear Colleagues, > >I hope this email finds you well. > >I'm pleased to announce the following Guest Discussion, which will begin on >Monday of next week: > >June 19 ? 23, 2006 > >Topic: Assessment in Mathematics >Guest: Myrna Manly ? please see Myrna?s bio below. > >Myrna will respond to your email posts once per day ? feel free to send your >post to the Assessment Discussion List, or to me so that I can post it for you >(marie.cora at hotspurpartners.com). > >Bio > >Myrna Manly, a mathematics teacher with experience at many academic levels, >retired in 2001 from a position as professor of mathematics at El Camino >College. In addition to instruction, she has been involved with the assessment >of the mathematics proficiency of adults in various roles: as the Mathematics >Specialist for the 1988 version of the GED test; as a member of the numeracy >team for the Adult Literacy and Lifeskills Survey (ALL); and as the numeracy >consultant for a similar international survey to be used in developing >countries, the Literacy Assessment and Monitoring Programme (LAMP). She is the >Past President of the Adult Numeracy Network (ANN), is the author of The GED >Math Problem Solver, and also works with states and programs facilitating >staff-development workshops aimed at improving mathematics instruction to >adults. > >Myrna is presently writing a paper with Mary Jane Schmidt and Lynda Ginsburg >on the components of numeracy for NCSALL (National Center for the Study of >Adult Learning and Literacy). The paper reviews the literature, describes the >fundamental elements of adult numeracy, and makes recommendations for further >research, particularly with respect to curriculum and assessment. Look for >this resource soon from NCSALL. > >Recommended preparations for this discussion > >Myrna has provided several questions below to get you thinking about math >assessment: > >It is known that students and teachers come to value what is assessed. What is >your opinion of the influence that the standardized mathematics assessments >(GED, TABE, CASAS) have in your classrooms? Are they assessing the mathematics >that is important for the 21st century? Do you think that they all assess the >same mathematics? What do you think is missing from each? > > >Computation skills are easy to assess. How can we assess other important >aspects of mathematics like strategic problem solving, conceptual >understanding, and reasoning? > > >Describe instances where you have seen a student?s ?math anxiety? interfere >with an accurate assessment of his/her abilities. Do you assess math anxiety >in any way? What strategies have you used to reduce it? Any luck with them? > > >Which classroom techniques do you recommend for informal, ongoing assessment >of a student?s progress in learning mathematics? > >In addition to the above questions to stimulate discussion, Myrna has provided >these sites for math assessment. Please take a look at these sites and post >your questions and comments to the Discussion: > > >http://www.literacy.org/products/ncal/pdf/TR9805.pdf Assessing Mathematical >Knowledge of Adult Learners: Are We Looking at What Counts? This technical >report from NCAL was written by Joy Cumming, Iddo Gal, and Lynda Ginsburg in >1998. It discusses assessment principles and evaluates their implementation in >common numeracy assessment tools. > > >http://www.ncsall.net/?id=573 The Inclusion of Numeracy in Adult Basic >Education, Dave Tout and Mary Jane Schmitt, 2002. This chapter from NCSALL?s >annual review contains a section on assessment that includes a description of >assessments in adult education from Australia and The Netherlands. > > >http://www.nctm.org/news/assessment/2005_12nb.htm Will This Be on the Test? >This article discusses the importance of including significant mathematics on >tests. It includes a good example of a test item that goes beyond procedural >skills. > > >http://standards.nctm.org/document/chapter2/assess.htm This document in an >overview of NCTM?s assessment principle for K-12 mathematics. > >Large-scale surveys of adult skills: > >Adult Literacy and Lifeskills Survey (ALL) > >Numeracy Framework (begins on p.137): > >http://www.statcan.ca/cgi-bin/downpub/listpub.cgi?catno=89-552-MIE2005013 > >First results: >http://www.statcan.ca/english/freepub/89-603-XIE/2005001/pdf.htm > >Data Tool: http://litdata.ets.org/ialdata/search.asp > >National Assessment of Adult Literacy (NAAL) > >First results: http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2006470 > > >Hard Copy Resource: > >Adult Numeracy Development: Theory, Policy and Practice, Iddo Gal, ed., 2000. >Hampton Press, Inc. This book has a section on numeracy assessment with one >article discussing assessment issues and principles using examples from the US >and Australia and another article describing the use of ?Supermarket Strategy >materials for diagnosing the skills of individual learners in The Netherlands. > > >Thanks everyone, and I?m looking forward to seeing you all next week to chat >about math assessment! > >Marie Cora >Moderator >NIFL Assessment Discussion List >marie.cora at hotspurpartners.com > >---------------------------------------------------- >National Institute for Literacy >Women and Literacy mailing list >WomenLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy > > > >---------------------------------------------------- >National Institute for Literacy >Women and Literacy mailing list >WomenLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy From mev at litwomen.org Wed Jun 14 14:38:49 2006 From: mev at litwomen.org (mev at litwomen.org) Date: Wed, 14 Jun 2006 14:38:49 -0400 Subject: [WomenLiteracy 317] WE LEARN Newsletter Message-ID: <0501FD5E-FBD5-11DA-BA6B-000393ABE4D2@litwomen.org> Looking for some good summer reading? Have a look at the news & updates from WE LEARN...Please be sure to check out these links... April 2006 Newsletter: http://www.litwomen.org/news/06april.pdf New titles to our database: http://www.litwomen.org/learnmats/06new.html Annual Conference -- 2006 Report & 2007 early news: http://www.litwomen.org/conference.html Excepts from the 1st issue of Women's Perspectives - Health & Wellness student writing Initiative also available: http://www.litwomen.org/perspectives/2006/06excerpts.pdf For complete details about Women's Perspectives go to: http://www.litwomen.org/perspectives.html We also invite you to get involved in our many projects: http://www.litwomen.org/projects.html 2005 Annual Report: http://www.litwomen.org/reports/2005annual.pdf Enjoy your summer. WE LEARN Women Expanding: Literacy Education Action Resource Network www.litwomen.org/welearn.html Mev Miller, Ed.D., Director 182 Riverside Ave. Cranston, RI 02910 401-383-4374 welearn at litwomen.org From s.cuban at lancaster.ac.uk Thu Jun 15 04:36:16 2006 From: s.cuban at lancaster.ac.uk (Cuban, Sondra) Date: Thu, 15 Jun 2006 09:36:16 +0100 Subject: [WomenLiteracy 318] Re: WE LEARN Newsletter References: <0501FD5E-FBD5-11DA-BA6B-000393ABE4D2@litwomen.org> Message-ID: Hi Mev, Hi all, I was really sorry to miss the women and literacy conference this past year, ---- it looked fantastic!!! I am now living in England (and Ujwala, if you are reading this, please call me!). I have started a women and literacy reading group at my university, and would like to do more....Are there others out there who can make some suggestions about what an academic can do to create more women-literacy knowledge-generating activities in or around her workplace and community? Thanks and hope you are doing well! Sondra -----Original Message----- From: womenliteracy-bounces at nifl.gov on behalf of mev at litwomen.org Sent: Wed 6/14/2006 7:38 PM To: NIFL Womenlit Cc: NIFL Family; AAACE-NLA AAACE; NIFL ESL; nifl-Professional Development; NIFL Povracelit Povracelit Subject: [WomenLiteracy 317] WE LEARN Newsletter Looking for some good summer reading? Have a look at the news & updates from WE LEARN...Please be sure to check out these links... April 2006 Newsletter: http://www.litwomen.org/news/06april.pdf New titles to our database: http://www.litwomen.org/learnmats/06new.html Annual Conference -- 2006 Report & 2007 early news: http://www.litwomen.org/conference.html Excepts from the 1st issue of Women's Perspectives - Health & Wellness student writing Initiative also available: http://www.litwomen.org/perspectives/2006/06excerpts.pdf For complete details about Women's Perspectives go to: http://www.litwomen.org/perspectives.html We also invite you to get involved in our many projects: http://www.litwomen.org/projects.html 2005 Annual Report: http://www.litwomen.org/reports/2005annual.pdf Enjoy your summer. WE LEARN Women Expanding: Literacy Education Action Resource Network www.litwomen.org/welearn.html Mev Miller, Ed.D., Director 182 Riverside Ave. Cranston, RI 02910 401-383-4374 welearn at litwomen.org ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: application/ms-tnef Size: 3825 bytes Desc: not available Url : http://www.nifl.gov/pipermail/womenliteracy/attachments/20060615/99e08fe5/attachment.bin From Janet_Isserlis at brown.edu Thu Jun 15 09:13:44 2006 From: Janet_Isserlis at brown.edu (Janet Isserlis) Date: Thu, 15 Jun 2006 09:13:44 -0400 Subject: [WomenLiteracy 319] what an academic can do Message-ID: Sondra You ask about ideas for 'an academic ' to do with women/literacy. If, by academic, you mean someone sited at a university, I'd ask about the resources available to you at that site. For example, if women are interested in learning about technology, is there a computer lab to which you have access to help them work on that? Is there meeting space, are there others at the university interested in working with women to further literacy in ways that the women determine? Aside from that, I'm wondering if you're seeing your role as an academic in other ways as well? Janet Isserlis From s.cuban at lancaster.ac.uk Thu Jun 15 10:03:10 2006 From: s.cuban at lancaster.ac.uk (Cuban, Sondra) Date: Thu, 15 Jun 2006 15:03:10 +0100 Subject: [WomenLiteracy 320] Re: what an academic can do In-Reply-To: Message-ID: Janet, yes, I see myself as both an academic and activist --- at the last women and literacy conference, in 2005, a number of us discussed ways that people who work at universities can be involved in women and literacy issues at the levels of the university--bringing awareness to the issues--Mev Miller wrote a really good article about women's studies and the inclusiveness of women and literacy issues (2003). So I am trying to carry some of these ideas out. I joined the gender and education association here and have been going to gender conferences. I am also working with practitioner-researchers here so that might be another way. I like the ideas you have here re: computers and doing assessments to learn (in context) what I can do! I hope none of this sounds elitist--I surely don't mean it that way. Apologies if my terminology is unclear. Sondra -----Original Message----- From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Janet Isserlis Sent: 15 June 2006 14:14 To: The Women and Literacy Discussion List Subject: [WomenLiteracy 319] what an academic can do Sondra You ask about ideas for 'an academic ' to do with women/literacy. If, by academic, you mean someone sited at a university, I'd ask about the resources available to you at that site. For example, if women are interested in learning about technology, is there a computer lab to which you have access to help them work on that? Is there meeting space, are there others at the university interested in working with women to further literacy in ways that the women determine? Aside from that, I'm wondering if you're seeing your role as an academic in other ways as well? Janet Isserlis ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy From ALCDGG at langate.gsu.edu Thu Jun 15 11:00:18 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Thu, 15 Jun 2006 11:00:18 -0400 Subject: [WomenLiteracy 321] Guest facilitator-reminder Message-ID: ***********REMINDER***************** I am pleased to announce that from Monday June 19th through Friday June 30th, Judy Ward, as a guest facilitator on this listserv, will lead a discussion on adult numeracy and women. Here is her introduction: Previous to earning my doctorate in adult education, I was a seventh grade mathematics teacher. Many of my students had experiences that manifested as mathematics anxiety. I found that by changing my teaching techniques to a more hands-on and visual approach and teaching for understanding, the anxiety level decreased drastically. About ten years ago I stumbled into adult education and found there was a need for my expertise. I am in the second year of a two year term as President Elect of the Adult Numeracy Network (ANN). ANN is dedicated to upgrading mathematics instruction for the adult learner. Once again, the discussion will be conducted from Monday June 19th through Friday June 30th. You may want to encourage friends and colleagues to join for this discussion (they can subscribe at: http://www.nifl.gov/mailman/listinfo/Womenliteracy >From now until the 19th, here are some questions that you may want to think about: When you think about yourself, how would you answer the following: How do you feel about math? Do you remember any situations both in and out of school that affected how you feel about math? Which mathematical topics/concepts would you say are your best? Which mathematical topics/concepts would you say are your most difficult? Do you or have you experienced "math anxiety"? If you have or currently teach your students math, how would you answer the following: How do most of your students feel about math? Have they ever shared any situations both in and out of school that affected how they feel about math? Which mathematical topics/concepts would you say are the easiest for your students to learn? Which mathematical topics/concepts would you say are the most difficult for your students to learn? Have any students shared with you that they experience "math anxiety"? Judy will be joining us on the 19th of June and looks foward to your comments and reactions. Daphne Daphne Greenberg Assistant Professor Educational Psych. & Special Ed. Georgia State University P.O. Box 3979 Atlanta, Georgia 30302-3979 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu Daphne Greenberg Associate Director Center for the Study of Adult Literacy Georgia State University P.O. Box 3977 Atlanta, Georgia 30302-3977 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu From lalumineuse at yahoo.com Thu Jun 15 10:57:04 2006 From: lalumineuse at yahoo.com (Ujwala Samant) Date: Thu, 15 Jun 2006 07:57:04 -0700 (PDT) Subject: [WomenLiteracy 322] Re: WE LEARN Newsletter In-Reply-To: Message-ID: <20060615145704.52490.qmail@web55105.mail.re4.yahoo.com> Hi Sondra, Sorry about the silence. Have been dealing with work, new project starting in India: Community development with those affected by HIV/AIDS. Still looking at women's groups, women's roles. Also dealing with some (un)professional stuff from my past that bubbled up recently. Can you tell me more about your course? Sounds interesting. Now if it was in London, I would attend! Talk soon, Ujwala --- "Cuban, Sondra" wrote: > Hi Mev, Hi all, > > I was really sorry to miss the women and literacy > conference this past year, ---- it looked > fantastic!!! I am now living in England (and Ujwala, > if you are reading this, please call me!). I have > started a women and literacy reading group at my > university, and would like to do more....Are there > others out there who can make some suggestions about > what an academic can do to create more > women-literacy knowledge-generating activities in or > around her workplace and community? Thanks and hope > you are doing well! Sondra > > > -----Original Message----- > From: womenliteracy-bounces at nifl.gov on behalf of > mev at litwomen.org > Sent: Wed 6/14/2006 7:38 PM > To: NIFL Womenlit > Cc: NIFL Family; AAACE-NLA AAACE; NIFL ESL; > nifl-Professional Development; NIFL Povracelit > Povracelit > Subject: [WomenLiteracy 317] WE LEARN Newsletter > > Looking for some good summer reading? > Have a look at the news & updates from WE > LEARN...Please be sure to > check out these links... > > April 2006 Newsletter: > http://www.litwomen.org/news/06april.pdf > > New titles to our database: > http://www.litwomen.org/learnmats/06new.html > > Annual Conference -- 2006 Report & 2007 early news: > http://www.litwomen.org/conference.html > > Excepts from the 1st issue of Women's Perspectives - > Health & Wellness > student writing Initiative also available: > http://www.litwomen.org/perspectives/2006/06excerpts.pdf > > For complete details about Women's Perspectives go > to: > http://www.litwomen.org/perspectives.html > > We also invite you to get involved in our many > projects: > http://www.litwomen.org/projects.html > > 2005 Annual Report: > http://www.litwomen.org/reports/2005annual.pdf > > Enjoy your summer. > > > WE LEARN > Women Expanding: Literacy Education Action Resource > Network > www.litwomen.org/welearn.html > > Mev Miller, Ed.D., Director > 182 Riverside Ave. > Cranston, RI 02910 > 401-383-4374 > welearn at litwomen.org > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, > please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, > please go to http://www.nifl.gov/mailman/listinfo/womenliteracy __________________________________________________ Do You Yahoo!? Tired of spam? Yahoo! Mail has the best spam protection around http://mail.yahoo.com From alcdgg at langate.gsu.edu Sat Jun 17 13:53:20 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Sat, 17 Jun 2006 13:53:20 -0400 Subject: [WomenLiteracy 323] women and literacy reading group Message-ID: Sondra, When you say that you have started a women and literacy reading group at your university, what do you mean? Is this a group for women who have difficulty reading that is held at the university, is it for faculty/staff? How often does it mean and what happens in the group? Thanks, Daphne Daphne Greenberg Assistant Professor Educational Psych. & Special Ed. Georgia State University P.O. Box 3979 Atlanta, Georgia 30302-3979 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu Daphne Greenberg Associate Director Center for the Study of Adult Literacy Georgia State University P.O. Box 3977 Atlanta, Georgia 30302-3977 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu >>> s.cuban at lancaster.ac.uk 06/15/06 4:36 AM >>> Hi Mev, Hi all, I was really sorry to miss the women and literacy conference this past year, ---- it looked fantastic!!! I am now living in England (and Ujwala, if you are reading this, please call me!). I have started a women and literacy reading group at my university, and would like to do more....Are there others out there who can make some suggestions about what an academic can do to create more women-literacy knowledge-generating activities in or around her workplace and community? Thanks and hope you are doing well! Sondra -----Original Message----- From: womenliteracy-bounces at nifl.gov on behalf of mev at litwomen.org Sent: Wed 6/14/2006 7:38 PM To: NIFL Womenlit Cc: NIFL Family; AAACE-NLA AAACE; NIFL ESL; nifl-Professional Development; NIFL Povracelit Povracelit Subject: [WomenLiteracy 317] WE LEARN Newsletter Looking for some good summer reading? Have a look at the news & updates from WE LEARN...Please be sure to check out these links... April 2006 Newsletter: http://www.litwomen.org/news/06april.pdf New titles to our database: http://www.litwomen.org/learnmats/06new.html Annual Conference -- 2006 Report & 2007 early news: http://www.litwomen.org/conference.html Excepts from the 1st issue of Women's Perspectives - Health & Wellness student writing Initiative also available: http://www.litwomen.org/perspectives/2006/06excerpts.pdf For complete details about Women's Perspectives go to: http://www.litwomen.org/perspectives.html We also invite you to get involved in our many projects: http://www.litwomen.org/projects.html 2005 Annual Report: http://www.litwomen.org/reports/2005annual.pdf Enjoy your summer. WE LEARN Women Expanding: Literacy Education Action Resource Network www.litwomen.org/welearn.html Mev Miller, Ed.D., Director 182 Riverside Ave. Cranston, RI 02910 401-383-4374 welearn at litwomen.org ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy From s.cuban at lancaster.ac.uk Sun Jun 18 04:03:08 2006 From: s.cuban at lancaster.ac.uk (Cuban, Sondra) Date: Sun, 18 Jun 2006 09:03:08 +0100 Subject: [WomenLiteracy 324] Re: women and literacy reading group References: Message-ID: Daphne, I've started a reading group on women writers and researchers on the topic of women and literacy---so we'll read anything from Anna Robinson-Pant's work to Sapphire to the Oakland Readers series on women. The group includes women lecturers, researchers, doctoral and masters students from Education, Religious Studies, and, Educational Research. Everyone in the group is interested in issues related to women and literacy from different angles. Thats what I mean. The staff learning centre at the university offers literacy courses to those who want literacy and language instruction. I think your idea of starting a women and literacy reading group for women literacy learners is a good one. It would be different than what the staff centre offers--using a reading group venue might be a lot of fun too. I'll think about how that could work! Thanks, Sondra -----Original Message----- From: womenliteracy-bounces at nifl.gov on behalf of Daphne Greenberg Sent: Sat 6/17/2006 6:53 PM To: womenliteracy at nifl.gov Subject: [WomenLiteracy 323] women and literacy reading group Sondra, When you say that you have started a women and literacy reading group at your university, what do you mean? Is this a group for women who have difficulty reading that is held at the university, is it for faculty/staff? How often does it mean and what happens in the group? Thanks, Daphne Daphne Greenberg Assistant Professor Educational Psych. & Special Ed. Georgia State University P.O. Box 3979 Atlanta, Georgia 30302-3979 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu Daphne Greenberg Associate Director Center for the Study of Adult Literacy Georgia State University P.O. Box 3977 Atlanta, Georgia 30302-3977 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu >>> s.cuban at lancaster.ac.uk 06/15/06 4:36 AM >>> Hi Mev, Hi all, I was really sorry to miss the women and literacy conference this past year, ---- it looked fantastic!!! I am now living in England (and Ujwala, if you are reading this, please call me!). I have started a women and literacy reading group at my university, and would like to do more....Are there others out there who can make some suggestions about what an academic can do to create more women-literacy knowledge-generating activities in or around her workplace and community? Thanks and hope you are doing well! Sondra -----Original Message----- From: womenliteracy-bounces at nifl.gov on behalf of mev at litwomen.org Sent: Wed 6/14/2006 7:38 PM To: NIFL Womenlit Cc: NIFL Family; AAACE-NLA AAACE; NIFL ESL; nifl-Professional Development; NIFL Povracelit Povracelit Subject: [WomenLiteracy 317] WE LEARN Newsletter Looking for some good summer reading? Have a look at the news & updates from WE LEARN...Please be sure to check out these links... April 2006 Newsletter: http://www.litwomen.org/news/06april.pdf New titles to our database: http://www.litwomen.org/learnmats/06new.html Annual Conference -- 2006 Report & 2007 early news: http://www.litwomen.org/conference.html Excepts from the 1st issue of Women's Perspectives - Health & Wellness student writing Initiative also available: http://www.litwomen.org/perspectives/2006/06excerpts.pdf For complete details about Women's Perspectives go to: http://www.litwomen.org/perspectives.html We also invite you to get involved in our many projects: http://www.litwomen.org/projects.html 2005 Annual Report: http://www.litwomen.org/reports/2005annual.pdf Enjoy your summer. WE LEARN Women Expanding: Literacy Education Action Resource Network www.litwomen.org/welearn.html Mev Miller, Ed.D., Director 182 Riverside Ave. Cranston, RI 02910 401-383-4374 welearn at litwomen.org ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy From andreawilder at comcast.net Sun Jun 18 09:26:49 2006 From: andreawilder at comcast.net (Andrea Wilder) Date: Sun, 18 Jun 2006 09:26:49 -0400 Subject: [WomenLiteracy 325] Re: women and literacy reading group In-Reply-To: References: Message-ID: Daphne, I'd sure like to be in a women/literacy group on this list serv. What do others think? Andrea On Jun 18, 2006, at 4:03 AM, Cuban, Sondra wrote: > Daphne, I've started a reading group on women writers and researchers > on the topic of women and literacy---so we'll read anything from Anna > Robinson-Pant's work to Sapphire to the Oakland Readers series on > women. The group includes women lecturers, researchers, doctoral and > masters students from Education, Religious Studies, and, Educational > Research. Everyone in the group is interested in issues related to > women and literacy from different angles. Thats what I mean. The staff > learning centre at the university offers literacy courses to those who > want literacy and language instruction. I think your idea of starting > a women and literacy reading group for women literacy learners is a > good one. It would be different than what the staff centre > offers--using a reading group venue might be a lot of fun too. I'll > think about how that could work! Thanks, Sondra > -----Original Message----- > From: womenliteracy-bounces at nifl.gov on behalf of Daphne Greenberg > Sent: Sat 6/17/2006 6:53 PM > To: womenliteracy at nifl.gov > Subject: [WomenLiteracy 323] women and literacy reading group > > Sondra, > When you say that you have started a women and literacy reading group > at your university, what do you mean? Is this a group for women who > have difficulty reading that is held at the university, is it for > faculty/staff? How often does it mean and what happens in the group? > Thanks, > Daphne > > Daphne Greenberg > Assistant Professor > Educational Psych. & Special Ed. > Georgia State University > P.O. Box 3979 > Atlanta, Georgia 30302-3979 > phone: 404-651-0127 > fax:404-651-4901 > dgreenberg at gsu.edu > > Daphne Greenberg > Associate Director > Center for the Study of Adult Literacy > Georgia State University > P.O. Box 3977 > Atlanta, Georgia 30302-3977 > phone: 404-651-0127 > fax:404-651-4901 > dgreenberg at gsu.edu >>>> s.cuban at lancaster.ac.uk 06/15/06 4:36 AM >>> > Hi Mev, Hi all, > > I was really sorry to miss the women and literacy conference this past > year, ---- it looked fantastic!!! I am now living in England (and > Ujwala, if you are reading this, please call me!). I have started a > women and literacy reading group at my university, and would like to > do more....Are there others out there who can make some suggestions > about what an academic can do to create more women-literacy > knowledge-generating activities in or around her workplace and > community? Thanks and hope you are doing well! Sondra > > > -----Original Message----- > From: womenliteracy-bounces at nifl.gov on behalf of mev at litwomen.org > Sent: Wed 6/14/2006 7:38 PM > To: NIFL Womenlit > Cc: NIFL Family; AAACE-NLA AAACE; NIFL ESL; nifl-Professional > Development; NIFL Povracelit Povracelit > Subject: [WomenLiteracy 317] WE LEARN Newsletter > > Looking for some good summer reading? > Have a look at the news & updates from WE LEARN...Please be sure to > check out these links... > > April 2006 Newsletter: http://www.litwomen.org/news/06april.pdf > > New titles to our database: > http://www.litwomen.org/learnmats/06new.html > > Annual Conference -- 2006 Report & 2007 early news: > http://www.litwomen.org/conference.html > > Excepts from the 1st issue of Women's Perspectives - Health & Wellness > student writing Initiative also available: > http://www.litwomen.org/perspectives/2006/06excerpts.pdf > > For complete details about Women's Perspectives go to: > http://www.litwomen.org/perspectives.html > > We also invite you to get involved in our many projects: > http://www.litwomen.org/projects.html > > 2005 Annual Report: http://www.litwomen.org/reports/2005annual.pdf > > Enjoy your summer. > > > WE LEARN > Women Expanding: Literacy Education Action Resource Network > www.litwomen.org/welearn.html > > Mev Miller, Ed.D., Director > 182 Riverside Ave. > Cranston, RI 02910 > 401-383-4374 > welearn at litwomen.org > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > From ryanryanc at yahoo.com Sun Jun 18 11:41:23 2006 From: ryanryanc at yahoo.com (Ryan Hall) Date: Sun, 18 Jun 2006 11:41:23 -0400 Subject: [WomenLiteracy 326] Re: women and literacy reading group In-Reply-To: Message-ID: I'm with you, Andrea- I think this would be an excellent idea! Ryan On 6/18/06 9:26 AM, "Andrea Wilder" wrote: > Daphne, > > I'd sure like to be in a women/literacy group on this list serv. What > do others think? > > Andrea > > > On Jun 18, 2006, at 4:03 AM, Cuban, Sondra wrote: > >> Daphne, I've started a reading group on women writers and researchers >> on the topic of women and literacy---so we'll read anything from Anna >> Robinson-Pant's work to Sapphire to the Oakland Readers series on >> women. The group includes women lecturers, researchers, doctoral and >> masters students from Education, Religious Studies, and, Educational >> Research. Everyone in the group is interested in issues related to >> women and literacy from different angles. Thats what I mean. The staff >> learning centre at the university offers literacy courses to those who >> want literacy and language instruction. I think your idea of starting >> a women and literacy reading group for women literacy learners is a >> good one. It would be different than what the staff centre >> offers--using a reading group venue might be a lot of fun too. I'll >> think about how that could work! Thanks, Sondra >> -----Original Message----- >> From: womenliteracy-bounces at nifl.gov on behalf of Daphne Greenberg >> Sent: Sat 6/17/2006 6:53 PM >> To: womenliteracy at nifl.gov >> Subject: [WomenLiteracy 323] women and literacy reading group >> >> Sondra, >> When you say that you have started a women and literacy reading group >> at your university, what do you mean? Is this a group for women who >> have difficulty reading that is held at the university, is it for >> faculty/staff? How often does it mean and what happens in the group? >> Thanks, >> Daphne >> >> Daphne Greenberg >> Assistant Professor >> Educational Psych. & Special Ed. >> Georgia State University >> P.O. Box 3979 >> Atlanta, Georgia 30302-3979 >> phone: 404-651-0127 >> fax:404-651-4901 >> dgreenberg at gsu.edu >> >> Daphne Greenberg >> Associate Director >> Center for the Study of Adult Literacy >> Georgia State University >> P.O. Box 3977 >> Atlanta, Georgia 30302-3977 >> phone: 404-651-0127 >> fax:404-651-4901 >> dgreenberg at gsu.edu >>>>> s.cuban at lancaster.ac.uk 06/15/06 4:36 AM >>> >> Hi Mev, Hi all, >> >> I was really sorry to miss the women and literacy conference this past >> year, ---- it looked fantastic!!! I am now living in England (and >> Ujwala, if you are reading this, please call me!). I have started a >> women and literacy reading group at my university, and would like to >> do more....Are there others out there who can make some suggestions >> about what an academic can do to create more women-literacy >> knowledge-generating activities in or around her workplace and >> community? Thanks and hope you are doing well! Sondra >> >> >> -----Original Message----- >> From: womenliteracy-bounces at nifl.gov on behalf of mev at litwomen.org >> Sent: Wed 6/14/2006 7:38 PM >> To: NIFL Womenlit >> Cc: NIFL Family; AAACE-NLA AAACE; NIFL ESL; nifl-Professional >> Development; NIFL Povracelit Povracelit >> Subject: [WomenLiteracy 317] WE LEARN Newsletter >> >> Looking for some good summer reading? >> Have a look at the news & updates from WE LEARN...Please be sure to >> check out these links... >> >> April 2006 Newsletter: http://www.litwomen.org/news/06april.pdf >> >> New titles to our database: >> http://www.litwomen.org/learnmats/06new.html >> >> Annual Conference -- 2006 Report & 2007 early news: >> http://www.litwomen.org/conference.html >> >> Excepts from the 1st issue of Women's Perspectives - Health & Wellness >> student writing Initiative also available: >> http://www.litwomen.org/perspectives/2006/06excerpts.pdf >> >> For complete details about Women's Perspectives go to: >> http://www.litwomen.org/perspectives.html >> >> We also invite you to get involved in our many projects: >> http://www.litwomen.org/projects.html >> >> 2005 Annual Report: http://www.litwomen.org/reports/2005annual.pdf >> >> Enjoy your summer. >> >> >> WE LEARN >> Women Expanding: Literacy Education Action Resource Network >> www.litwomen.org/welearn.html >> >> Mev Miller, Ed.D., Director >> 182 Riverside Ave. >> Cranston, RI 02910 >> 401-383-4374 >> welearn at litwomen.org >> >> ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/womenliteracy >> >> ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/womenliteracy >> ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/womenliteracy >> > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy From bfreeman at famlit.org Sun Jun 18 12:14:21 2006 From: bfreeman at famlit.org (Bonnie Freeman) Date: Sun, 18 Jun 2006 12:14:21 -0400 Subject: [WomenLiteracy 327] Re: women and literacy reading group Message-ID: <8D8B65FFAE8EE34FB7CF3BFBFAE94DE40196A9DE@SYNNODE2> Andrea, Have you created a book list as yet? Bonnie Bonnie Lash Freeman Director - Training/Special Projects National Center for Family Literacy 325 W Main St Suite 300 Louisville, KY 40202 502 584 1133 ext 115 bfreeman at famlit.org -----Original Message----- From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Andrea Wilder Sent: Sunday, June 18, 2006 9:27 AM To: The Women and Literacy Discussion List Subject: [WomenLiteracy 325] Re: women and literacy reading group Daphne, I'd sure like to be in a women/literacy group on this list serv. What do others think? Andrea On Jun 18, 2006, at 4:03 AM, Cuban, Sondra wrote: > Daphne, I've started a reading group on women writers and researchers > on the topic of women and literacy---so we'll read anything from Anna > Robinson-Pant's work to Sapphire to the Oakland Readers series on > women. The group includes women lecturers, researchers, doctoral and > masters students from Education, Religious Studies, and, Educational > Research. Everyone in the group is interested in issues related to > women and literacy from different angles. Thats what I mean. The staff > learning centre at the university offers literacy courses to those who > want literacy and language instruction. I think your idea of starting > a women and literacy reading group for women literacy learners is a > good one. It would be different than what the staff centre > offers--using a reading group venue might be a lot of fun too. I'll > think about how that could work! Thanks, Sondra -----Original > Message----- > From: womenliteracy-bounces at nifl.gov on behalf of Daphne Greenberg > Sent: Sat 6/17/2006 6:53 PM > To: womenliteracy at nifl.gov > Subject: [WomenLiteracy 323] women and literacy reading group > > Sondra, > When you say that you have started a women and literacy reading group > at your university, what do you mean? Is this a group for women who > have difficulty reading that is held at the university, is it for > faculty/staff? How often does it mean and what happens in the group? > Thanks, > Daphne > > Daphne Greenberg > Assistant Professor > Educational Psych. & Special Ed. > Georgia State University > P.O. Box 3979 > Atlanta, Georgia 30302-3979 > phone: 404-651-0127 > fax:404-651-4901 > dgreenberg at gsu.edu > > Daphne Greenberg > Associate Director > Center for the Study of Adult Literacy Georgia State University P.O. > Box 3977 Atlanta, Georgia 30302-3977 > phone: 404-651-0127 > fax:404-651-4901 > dgreenberg at gsu.edu >>>> s.cuban at lancaster.ac.uk 06/15/06 4:36 AM >>> > Hi Mev, Hi all, > > I was really sorry to miss the women and literacy conference this past > year, ---- it looked fantastic!!! I am now living in England (and > Ujwala, if you are reading this, please call me!). I have started a > women and literacy reading group at my university, and would like to > do more....Are there others out there who can make some suggestions > about what an academic can do to create more women-literacy > knowledge-generating activities in or around her workplace and > community? Thanks and hope you are doing well! Sondra > > > -----Original Message----- > From: womenliteracy-bounces at nifl.gov on behalf of mev at litwomen.org > Sent: Wed 6/14/2006 7:38 PM > To: NIFL Womenlit > Cc: NIFL Family; AAACE-NLA AAACE; NIFL ESL; nifl-Professional > Development; NIFL Povracelit Povracelit > Subject: [WomenLiteracy 317] WE LEARN Newsletter > > Looking for some good summer reading? > Have a look at the news & updates from WE LEARN...Please be sure to > check out these links... > > April 2006 Newsletter: http://www.litwomen.org/news/06april.pdf > > New titles to our database: > http://www.litwomen.org/learnmats/06new.html > > Annual Conference -- 2006 Report & 2007 early news: > http://www.litwomen.org/conference.html > > Excepts from the 1st issue of Women's Perspectives - Health & Wellness > student writing Initiative also available: > http://www.litwomen.org/perspectives/2006/06excerpts.pdf > > For complete details about Women's Perspectives go to: > http://www.litwomen.org/perspectives.html > > We also invite you to get involved in our many projects: > http://www.litwomen.org/projects.html > > 2005 Annual Report: http://www.litwomen.org/reports/2005annual.pdf > > Enjoy your summer. > > > WE LEARN > Women Expanding: Literacy Education Action Resource Network > www.litwomen.org/welearn.html > > Mev Miller, Ed.D., Director > 182 Riverside Ave. > Cranston, RI 02910 > 401-383-4374 > welearn at litwomen.org > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy From andreawilder at comcast.net Sun Jun 18 17:37:04 2006 From: andreawilder at comcast.net (Andrea Wilder) Date: Sun, 18 Jun 2006 17:37:04 -0400 Subject: [WomenLiteracy 328] Re: women and literacy reading group In-Reply-To: <8D8B65FFAE8EE34FB7CF3BFBFAE94DE40196A9DE@SYNNODE2> References: <8D8B65FFAE8EE34FB7CF3BFBFAE94DE40196A9DE@SYNNODE2> Message-ID: <4dc0abd95c934ef809cd31589e3632cd@comcast.net> Bonnie et al, The first book I'd like to suggest is by Catherine MacKinnon, "Are Women Human?' I've talked about this book on the list before, as I bought it after hearing MacKinnon, but I would like to read it WITH other people. has anyone here had experience with leading a book discussion? She is a lawyer with an international clientele, very lucid speaker, very thoughtful, very respectful of audience questions. What do others think? Andrea On Jun 18, 2006, at 12:14 PM, Bonnie Freeman wrote: > Andrea, > Have you created a book list as yet? > Bonnie > > > Bonnie Lash Freeman > Director - Training/Special Projects > National Center for Family Literacy > 325 W Main St Suite 300 > Louisville, KY 40202 > 502 584 1133 ext 115 > bfreeman at famlit.org > > -----Original Message----- > From: womenliteracy-bounces at nifl.gov > [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Andrea Wilder > Sent: Sunday, June 18, 2006 9:27 AM > To: The Women and Literacy Discussion List > Subject: [WomenLiteracy 325] Re: women and literacy reading group > > Daphne, > > I'd sure like to be in a women/literacy group on this list serv. What > do others think? > > Andrea > > > On Jun 18, 2006, at 4:03 AM, Cuban, Sondra wrote: > >> Daphne, I've started a reading group on women writers and researchers >> on the topic of women and literacy---so we'll read anything from Anna > >> Robinson-Pant's work to Sapphire to the Oakland Readers series on >> women. The group includes women lecturers, researchers, doctoral and >> masters students from Education, Religious Studies, and, Educational >> Research. Everyone in the group is interested in issues related to >> women and literacy from different angles. Thats what I mean. The staff > >> learning centre at the university offers literacy courses to those who > >> want literacy and language instruction. I think your idea of starting >> a women and literacy reading group for women literacy learners is a >> good one. It would be different than what the staff centre >> offers--using a reading group venue might be a lot of fun too. I'll >> think about how that could work! Thanks, Sondra -----Original >> Message----- >> From: womenliteracy-bounces at nifl.gov on behalf of Daphne Greenberg >> Sent: Sat 6/17/2006 6:53 PM >> To: womenliteracy at nifl.gov >> Subject: [WomenLiteracy 323] women and literacy reading group >> >> Sondra, >> When you say that you have started a women and literacy reading group >> at your university, what do you mean? Is this a group for women who >> have difficulty reading that is held at the university, is it for >> faculty/staff? How often does it mean and what happens in the group? >> Thanks, >> Daphne >> >> Daphne Greenberg >> Assistant Professor >> Educational Psych. & Special Ed. >> Georgia State University >> P.O. Box 3979 >> Atlanta, Georgia 30302-3979 >> phone: 404-651-0127 >> fax:404-651-4901 >> dgreenberg at gsu.edu >> >> Daphne Greenberg >> Associate Director >> Center for the Study of Adult Literacy Georgia State University P.O. >> Box 3977 Atlanta, Georgia 30302-3977 >> phone: 404-651-0127 >> fax:404-651-4901 >> dgreenberg at gsu.edu >>>>> s.cuban at lancaster.ac.uk 06/15/06 4:36 AM >>> >> Hi Mev, Hi all, >> >> I was really sorry to miss the women and literacy conference this past > >> year, ---- it looked fantastic!!! I am now living in England (and >> Ujwala, if you are reading this, please call me!). I have started a >> women and literacy reading group at my university, and would like to >> do more....Are there others out there who can make some suggestions >> about what an academic can do to create more women-literacy >> knowledge-generating activities in or around her workplace and >> community? Thanks and hope you are doing well! Sondra >> >> >> -----Original Message----- >> From: womenliteracy-bounces at nifl.gov on behalf of mev at litwomen.org >> Sent: Wed 6/14/2006 7:38 PM >> To: NIFL Womenlit >> Cc: NIFL Family; AAACE-NLA AAACE; NIFL ESL; nifl-Professional >> Development; NIFL Povracelit Povracelit >> Subject: [WomenLiteracy 317] WE LEARN Newsletter >> >> Looking for some good summer reading? >> Have a look at the news & updates from WE LEARN...Please be sure to >> check out these links... >> >> April 2006 Newsletter: http://www.litwomen.org/news/06april.pdf >> >> New titles to our database: >> http://www.litwomen.org/learnmats/06new.html >> >> Annual Conference -- 2006 Report & 2007 early news: >> http://www.litwomen.org/conference.html >> >> Excepts from the 1st issue of Women's Perspectives - Health & Wellness > >> student writing Initiative also available: >> http://www.litwomen.org/perspectives/2006/06excerpts.pdf >> >> For complete details about Women's Perspectives go to: >> http://www.litwomen.org/perspectives.html >> >> We also invite you to get involved in our many projects: >> http://www.litwomen.org/projects.html >> >> 2005 Annual Report: http://www.litwomen.org/reports/2005annual.pdf >> >> Enjoy your summer. >> >> >> WE LEARN >> Women Expanding: Literacy Education Action Resource Network >> www.litwomen.org/welearn.html >> >> Mev Miller, Ed.D., Director >> 182 Riverside Ave. >> Cranston, RI 02910 >> 401-383-4374 >> welearn at litwomen.org >> >> ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/womenliteracy >> >> ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/womenliteracy >> ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/womenliteracy >> > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > From alcdgg at langate.gsu.edu Sun Jun 18 17:55:26 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Sun, 18 Jun 2006 17:55:26 -0400 Subject: [WomenLiteracy 329] Re: women and literacy reading group Message-ID: If enough people are interested, we can from time to time decide as a group to read a book and discuss it on the listserv. We would need to make the connection to literacy in our discussions. If people are interested in reading a book that is not connected to literacy then I would encourage people to individually email each other and create a small group that discusses that particular book. Daphne >>> andreawilder at comcast.net 06/18/06 5:37 PM >>> Bonnie et al, The first book I'd like to suggest is by Catherine MacKinnon, "Are Women Human?' I've talked about this book on the list before, as I bought it after hearing MacKinnon, but I would like to read it WITH other people. has anyone here had experience with leading a book discussion? She is a lawyer with an international clientele, very lucid speaker, very thoughtful, very respectful of audience questions. What do others think? Andrea On Jun 18, 2006, at 12:14 PM, Bonnie Freeman wrote: > Andrea, > Have you created a book list as yet? > Bonnie > > > Bonnie Lash Freeman > Director - Training/Special Projects > National Center for Family Literacy > 325 W Main St Suite 300 > Louisville, KY 40202 > 502 584 1133 ext 115 > bfreeman at famlit.org > > -----Original Message----- > From: womenliteracy-bounces at nifl.gov > [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Andrea Wilder > Sent: Sunday, June 18, 2006 9:27 AM > To: The Women and Literacy Discussion List > Subject: [WomenLiteracy 325] Re: women and literacy reading group > > Daphne, > > I'd sure like to be in a women/literacy group on this list serv. What > do others think? > > Andrea > > > On Jun 18, 2006, at 4:03 AM, Cuban, Sondra wrote: > >> Daphne, I've started a reading group on women writers and researchers >> on the topic of women and literacy---so we'll read anything from Anna > >> Robinson-Pant's work to Sapphire to the Oakland Readers series on >> women. The group includes women lecturers, researchers, doctoral and >> masters students from Education, Religious Studies, and, Educational >> Research. Everyone in the group is interested in issues related to >> women and literacy from different angles. Thats what I mean. The staff > >> learning centre at the university offers literacy courses to those who > >> want literacy and language instruction. I think your idea of starting >> a women and literacy reading group for women literacy learners is a >> good one. It would be different than what the staff centre >> offers--using a reading group venue might be a lot of fun too. I'll >> think about how that could work! Thanks, Sondra -----Original >> Message----- >> From: womenliteracy-bounces at nifl.gov on behalf of Daphne Greenberg >> Sent: Sat 6/17/2006 6:53 PM >> To: womenliteracy at nifl.gov >> Subject: [WomenLiteracy 323] women and literacy reading group >> >> Sondra, >> When you say that you have started a women and literacy reading group >> at your university, what do you mean? Is this a group for women who >> have difficulty reading that is held at the university, is it for >> faculty/staff? How often does it mean and what happens in the group? >> Thanks, >> Daphne >> >> Daphne Greenberg >> Assistant Professor >> Educational Psych. & Special Ed. >> Georgia State University >> P.O. Box 3979 >> Atlanta, Georgia 30302-3979 >> phone: 404-651-0127 >> fax:404-651-4901 >> dgreenberg at gsu.edu >> >> Daphne Greenberg >> Associate Director >> Center for the Study of Adult Literacy Georgia State University P.O. >> Box 3977 Atlanta, Georgia 30302-3977 >> phone: 404-651-0127 >> fax:404-651-4901 >> dgreenberg at gsu.edu >>>>> s.cuban at lancaster.ac.uk 06/15/06 4:36 AM >>> >> Hi Mev, Hi all, >> >> I was really sorry to miss the women and literacy conference this past > >> year, ---- it looked fantastic!!! I am now living in England (and >> Ujwala, if you are reading this, please call me!). I have started a >> women and literacy reading group at my university, and would like to >> do more....Are there others out there who can make some suggestions >> about what an academic can do to create more women-literacy >> knowledge-generating activities in or around her workplace and >> community? Thanks and hope you are doing well! Sondra >> >> >> -----Original Message----- >> From: womenliteracy-bounces at nifl.gov on behalf of mev at litwomen.org >> Sent: Wed 6/14/2006 7:38 PM >> To: NIFL Womenlit >> Cc: NIFL Family; AAACE-NLA AAACE; NIFL ESL; nifl-Professional >> Development; NIFL Povracelit Povracelit >> Subject: [WomenLiteracy 317] WE LEARN Newsletter >> >> Looking for some good summer reading? >> Have a look at the news & updates from WE LEARN...Please be sure to >> check out these links... >> >> April 2006 Newsletter: http://www.litwomen.org/news/06april.pdf >> >> New titles to our database: >> http://www.litwomen.org/learnmats/06new.html >> >> Annual Conference -- 2006 Report & 2007 early news: >> http://www.litwomen.org/conference.html >> >> Excepts from the 1st issue of Women's Perspectives - Health & Wellness > >> student writing Initiative also available: >> http://www.litwomen.org/perspectives/2006/06excerpts.pdf >> >> For complete details about Women's Perspectives go to: >> http://www.litwomen.org/perspectives.html >> >> We also invite you to get involved in our many projects: >> http://www.litwomen.org/projects.html >> >> 2005 Annual Report: http://www.litwomen.org/reports/2005annual.pdf >> >> Enjoy your summer. >> >> >> WE LEARN >> Women Expanding: Literacy Education Action Resource Network >> www.litwomen.org/welearn.html >> >> Mev Miller, Ed.D., Director >> 182 Riverside Ave. >> Cranston, RI 02910 >> 401-383-4374 >> welearn at litwomen.org >> >> ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/womenliteracy >> >> ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/womenliteracy >> ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/womenliteracy >> > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy From mev at litwomen.org Sun Jun 18 19:50:10 2006 From: mev at litwomen.org (mev at litwomen.org) Date: Sun, 18 Jun 2006 19:50:10 -0400 Subject: [WomenLiteracy 330] Re: women and literacy reading group In-Reply-To: Message-ID: <2DBEA329-FF25-11DA-8BE3-000393ABE4D2@litwomen.org> Hi all Just catching up on my email after being away the weekend... Here are some suggestions I'd like to make on behalf of WE LEARN on this reading group thread... 1) RE: women & literacy books groups for academics & activists... I did such a group many years ago in conjunction with a feminist bookstore in Mineapolis / St. Paul -- attended by women from the community, academics & ABE folks. We read "Something in My Mind Besides the Everyday" (J. Horsman) and "By Women/ For Women" (Laubach). I'd love to see Sondra's list and I'd also like to suggest a new title - the Women's Studies Quarterly #32 (1/2) on Women & Literacy (academic research studies) - read in conjunction with The Change Agent #19 on Women and literacy (by learners & teachers). and I'd also like to direct you to other good titles on the women & literacy booklist on our website: [http://www.litwomen.org/womlitbiblio.html] I think such book groups provide a great possibility for folks to build local community support around these topics. The Twin Cities group helped initiate some support to Women Leading through reading (see next) 2) RE: reading discussion circles for women learners.... I've had some experience with this over the past several years and I think it's a great way to get learners thinking about reading for various pursuits -- for example, connecting reading to what they want to know more about and discussion to learning from each other. WE LEARN has a grant pending for a project we want to do in RI -- something we'll keep the list informed about if the project goes forward. In the meantime, though, check out Women Leading through Reading [http://www.litwomen.org/wltr.html] -- an initiative that offered book discussion groups for women learners in the Twin Cities in the late 1990s. This manual is old -- and I'm looking for resources to update it -- and if you have questions, let me know. Also, some years back on this list we had a discussion about women-centered literacy materials and several folks offered some suggestions for using these materials with learners. I remember that some ideas from Deb Schwartz about reading with learners were especially useful -- you can see the archive at: http://www.nifl.gov/nifl-womenlit/2002/0407.html 3) RE: or own book group on this list... I'm not sure how a reading discussion (book group) would work on this listserv -- frankly, I'd rather talk that type! but perhaps this is a good impetus for another project... WE LEARN has been asked to consider the possibility of taking responsibility to facilitate a women & literacy topic thread on the Adult Literacy Education Wiki [http://wiki.literacytent.org/index.php/Main_Page] Would this be of interest to anyone? perhaps some book discussion threads could provide initial focus. Mev WE LEARN Women Expanding: Literacy Education Action Resource Network www.litwomen.org/welearn.html Mev Miller, Ed.D., Director 182 Riverside Ave. Cranston, RI 02910 401-383-4374 welearn at litwomen.org From alcdgg at langate.gsu.edu Sun Jun 18 20:09:32 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Sun, 18 Jun 2006 20:09:32 -0400 Subject: [WomenLiteracy 331] Re: women and literacy reading group Message-ID: Mev raises an interesting question about how a book group on this list would work. One way is that we would all decide to read the same book and give ourselves a deadline. Ideally, if I can get the author to be a guest facilitator, she/he would lead all of us in a discussion, the same way we have guest facilitators from time to time. If we cannot get the author, then I or another volunteer from the listserv would facilitate the discussion. We would make sure to keep book discussion, or something like that, in the subject line so that those not interested in participating can delete the message without reading it. In the meantime, discussions/postings would occur on other subjects, the same way we sometimes have more than one discussion thread going on during the same time. Another approach would be to do one chapter at a time (assuming that it is a chapter book). Both approaches have been done on other listservs. I am sure that there are other ways that some of you may suggest. Daphne >>> mev at litwomen.org 06/18/06 7:50 PM >>> Hi all Just catching up on my email after being away the weekend... Here are some suggestions I'd like to make on behalf of WE LEARN on this reading group thread... 1) RE: women & literacy books groups for academics & activists... I did such a group many years ago in conjunction with a feminist bookstore in Mineapolis / St. Paul -- attended by women from the community, academics & ABE folks. We read "Something in My Mind Besides the Everyday" (J. Horsman) and "By Women/ For Women" (Laubach). I'd love to see Sondra's list and I'd also like to suggest a new title - the Women's Studies Quarterly #32 (1/2) on Women & Literacy (academic research studies) - read in conjunction with The Change Agent #19 on Women and literacy (by learners & teachers). and I'd also like to direct you to other good titles on the women & literacy booklist on our website: [http://www.litwomen.org/womlitbiblio.html] I think such book groups provide a great possibility for folks to build local community support around these topics. The Twin Cities group helped initiate some support to Women Leading through reading (see next) 2) RE: reading discussion circles for women learners.... I've had some experience with this over the past several years and I think it's a great way to get learners thinking about reading for various pursuits -- for example, connecting reading to what they want to know more about and discussion to learning from each other. WE LEARN has a grant pending for a project we want to do in RI -- something we'll keep the list informed about if the project goes forward. In the meantime, though, check out Women Leading through Reading [http://www.litwomen.org/wltr.html] -- an initiative that offered book discussion groups for women learners in the Twin Cities in the late 1990s. This manual is old -- and I'm looking for resources to update it -- and if you have questions, let me know. Also, some years back on this list we had a discussion about women-centered literacy materials and several folks offered some suggestions for using these materials with learners. I remember that some ideas from Deb Schwartz about reading with learners were especially useful -- you can see the archive at: http://www.nifl.gov/nifl-womenlit/2002/0407.html 3) RE: or own book group on this list... I'm not sure how a reading discussion (book group) would work on this listserv -- frankly, I'd rather talk that type! but perhaps this is a good impetus for another project... WE LEARN has been asked to consider the possibility of taking responsibility to facilitate a women & literacy topic thread on the Adult Literacy Education Wiki [http://wiki.literacytent.org/index.php/Main_Page] Would this be of interest to anyone? perhaps some book discussion threads could provide initial focus. Mev WE LEARN Women Expanding: Literacy Education Action Resource Network www.litwomen.org/welearn.html Mev Miller, Ed.D., Director 182 Riverside Ave. Cranston, RI 02910 401-383-4374 welearn at litwomen.org ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy From alcdgg at langate.gsu.edu Sun Jun 18 22:07:52 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Sun, 18 Jun 2006 22:07:52 -0400 Subject: [WomenLiteracy 332] Numeracy Message-ID: I would like to extend a very warm welcome to Judy Ward who has graciously agreed to be a guest facilitator on this listserv starting today through Friday June 30th. The focus of her guest faciliation is on adult numeracy and women. To help us get started, she invites us to think and share (if comfortable) answers to any of the following: How do you feel about math? Do you remember any situations both in and out of school that affected how you feel about math? Which mathematical topics/concepts would you say are your best? Which mathematical topics/concepts would you say are your most difficult? Do you or have you experienced "math anxiety"? If you have or currently teach your students math, how would you answer the following: How do most of your students feel about math? Have they ever shared any situations both in and out of school that affected how they feel about math? Which mathematical topics/concepts would you say are the easiest for your students to learn? Which mathematical topics/concepts would you say are the most difficult for your students to learn? Have any students shared with you that they experience "math anxiety"? Here is her introduction: Previous to earning my doctorate in adult education, I was a seventh grade mathematics teacher. Many of my students had experiences that manifested as mathematics anxiety. I found that by changing my teaching techniques to a more hands-on and visual approach and teaching for understanding, the anxiety level decreased drastically. About ten years ago I stumbled into adult education and found there was a need for my expertise. I am in the second year of a two year term as President Elect of the Adult Numeracy Network (ANN). ANN is dedicated to upgrading mathematics instruction for the adult learner. If you have any friends/colleagues who you think may be interested in joining us, please invite them to join us by subscribing at: http://www.nifl.gov/mailman/listinfo/Womenliteracy Daphne Greenberg Assistant Professor Educational Psych. & Special Ed. Georgia State University P.O. Box 3979 Atlanta, Georgia 30302-3979 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu Daphne Greenberg Associate Director Center for the Study of Adult Literacy Georgia State University P.O. Box 3977 Atlanta, Georgia 30302-3977 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu From s.cuban at lancaster.ac.uk Mon Jun 19 02:45:58 2006 From: s.cuban at lancaster.ac.uk (Cuban, Sondra) Date: Mon, 19 Jun 2006 07:45:58 +0100 Subject: [WomenLiteracy 333] Re: women and literacy reading group References: Message-ID: Dear all, I'm glad this idea of a reading group sparked so many wonderful ideas, and Mev's experience and wisdom and materials are really a good place to start. With the group I have, we are just reading chapters in books and articles. The main reason is people's time. Although we only meet once a month, reading a chapter or article doesn't feel overwhelming to people and so it seems that more people are attending. On the other hand, I am hoping we can 'graduate' to books, but I'm really interested in all sorts of reading, including lyrics of women's songs, poetry, etc...many of the genres in WELEARN materials. Yes the women's studies quarterly 2004 issue on women and literacy is fabulous. I highly recommend it. And I also recommend Jenny Horsman's Something in my mind--a page turner! We will definitely be reading chapters from these two. we've only met 3 times and are meeting a 4th time next week. So far so good. People want to meet during the summer, so we'll continue onwards through the summer. So far the ones we have read are: Kathleen Rockhill, "disconnecting and sexuality: speaking the unspeakable in the classroom (1993) in Lankshear and McLaren's Critical Literacy (this is a brilliant piece that challenges so many concepts in the literacy world and she is reflexive, talking about her own experience of abuse). Anna Robinson-Pant's "Illiterate woman" in women, literacy, and development (ed, Robinson-Pant), 2004. we also plan to read Chizu Sato's piece in that too. Sheryl Gowan and Jennifer Bartlett (1997), "friends in the kitchen." A chapter in Hull's edited book, changing work, changing workers..." Our next piece is one by bell hooks (any suggestions?) And we plan to read Jenny Horsman's book, "too scared to learn." and the Lorna Rivera chapter in Women's studies (2004) , and a chapter by Kathleen Weiler on Freirean pedagogy from a feminist viewpoint. we will also read The oakland readers series on women, enterprising women (Marilyn Martin-Jones), a chapter by Jane Mace in her book, playing with time, Bonny Norton's chapter on literacy and gender, Jean Barr's work on liberating knowledge: research, feminism, and adult education, and the women and literacy change agent issue. If you have others, please say! There are a number of women in the group who are interested in domestic violence issues w/literacy so I am attempting to get more of those. It's also important to have broad representation across countries, different viewpoints, and across social class, ethnicity, race, and other factors, like ESOL, learning disabilities, etc.. Also, yes, I am interested in an online discussion on WIKI or on this listserv. If you do it on a WIKI, can you have a space for synchronous discussions? if so, perhaps you can have a "live chat" I don't know. Later, Sondra -----Original Message----- From: womenliteracy-bounces at nifl.gov on behalf of Daphne Greenberg Sent: Mon 6/19/2006 1:09 AM To: womenliteracy at nifl.gov Subject: [WomenLiteracy 331] Re: women and literacy reading group Mev raises an interesting question about how a book group on this list would work. One way is that we would all decide to read the same book and give ourselves a deadline. Ideally, if I can get the author to be a guest facilitator, she/he would lead all of us in a discussion, the same way we have guest facilitators from time to time. If we cannot get the author, then I or another volunteer from the listserv would facilitate the discussion. We would make sure to keep book discussion, or something like that, in the subject line so that those not interested in participating can delete the message without reading it. In the meantime, discussions/postings would occur on other subjects, the same way we sometimes have more than one discussion thread going on during the same time. Another approach would be to do one chapter at a time (assuming that it is a chapter book). Both approaches have been done on other listservs. I am sure that there are other ways that some of you may sugges t. Daphne >>> mev at litwomen.org 06/18/06 7:50 PM >>> Hi all Just catching up on my email after being away the weekend... Here are some suggestions I'd like to make on behalf of WE LEARN on this reading group thread... 1) RE: women & literacy books groups for academics & activists... I did such a group many years ago in conjunction with a feminist bookstore in Mineapolis / St. Paul -- attended by women from the community, academics & ABE folks. We read "Something in My Mind Besides the Everyday" (J. Horsman) and "By Women/ For Women" (Laubach). I'd love to see Sondra's list and I'd also like to suggest a new title - the Women's Studies Quarterly #32 (1/2) on Women & Literacy (academic research studies) - read in conjunction with The Change Agent #19 on Women and literacy (by learners & teachers). and I'd also like to direct you to other good titles on the women & literacy booklist on our website: [http://www.litwomen.org/womlitbiblio.html] I think such book groups provide a great possibility for folks to build local community support around these topics. The Twin Cities group helped initiate some support to Women Leading through reading (see next) 2) RE: reading discussion circles for women learners.... I've had some experience with this over the past several years and I think it's a great way to get learners thinking about reading for various pursuits -- for example, connecting reading to what they want to know more about and discussion to learning from each other. WE LEARN has a grant pending for a project we want to do in RI -- something we'll keep the list informed about if the project goes forward. In the meantime, though, check out Women Leading through Reading [http://www.litwomen.org/wltr.html] -- an initiative that offered book discussion groups for women learners in the Twin Cities in the late 1990s. This manual is old -- and I'm looking for resources to update it -- and if you have questions, let me know. Also, some years back on this list we had a discussion about women-centered literacy materials and several folks offered some suggestions for using these materials with learners. I remember that some ideas from Deb Schwartz about reading with learners were especially useful -- you can see the archive at: http://www.nifl.gov/nifl-womenlit/2002/0407.html 3) RE: or own book group on this list... I'm not sure how a reading discussion (book group) would work on this listserv -- frankly, I'd rather talk that type! but perhaps this is a good impetus for another project... WE LEARN has been asked to consider the possibility of taking responsibility to facilitate a women & literacy topic thread on the Adult Literacy Education Wiki [http://wiki.literacytent.org/index.php/Main_Page] Would this be of interest to anyone? perhaps some book discussion threads could provide initial focus. Mev WE LEARN Women Expanding: Literacy Education Action Resource Network www.litwomen.org/welearn.html Mev Miller, Ed.D., Director 182 Riverside Ave. Cranston, RI 02910 401-383-4374 welearn at litwomen.org ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy From alcdgg at langate.gsu.edu Mon Jun 19 07:28:27 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Mon, 19 Jun 2006 07:28:27 -0400 Subject: [WomenLiteracy 334] Re: women and literacy reading group Message-ID: Sondra-thanks for sharing so many of your materials. I am not sure that where the discussion is held needs to be an either or situation. One possibility is to have it on this listserv and then include it in the wiki, like we did with the literacy in Afghanistan discussion. Of course, the other way is possible too-to have it on the wiki and then include it here. I don't know if wikis have live chat capabilities, the listserv does not. Daphne >>> s.cuban at lancaster.ac.uk 06/19/06 2:45 AM >>> Dear all, I'm glad this idea of a reading group sparked so many wonderful ideas, and Mev's experience and wisdom and materials are really a good place to start. With the group I have, we are just reading chapters in books and articles. The main reason is people's time. Although we only meet once a month, reading a chapter or article doesn't feel overwhelming to people and so it seems that more people are attending. On the other hand, I am hoping we can 'graduate' to books, but I'm really interested in all sorts of reading, including lyrics of women's songs, poetry, etc...many of the genres in WELEARN materials. Yes the women's studies quarterly 2004 issue on women and literacy is fabulous. I highly recommend it. And I also recommend Jenny Horsman's Something in my mind--a page turner! We will definitely be reading chapters from these two. we've only met 3 times and are meeting a 4th time next week. So far so good. People want to meet during the summer, so we'll continue onwar ds through the summer. So far the ones we have read are: Kathleen Rockhill, "disconnecting and sexuality: speaking the unspeakable in the classroom (1993) in Lankshear and McLaren's Critical Literacy (this is a brilliant piece that challenges so many concepts in the literacy world and she is reflexive, talking about her own experience of abuse). Anna Robinson-Pant's "Illiterate woman" in women, literacy, and development (ed, Robinson-Pant), 2004. we also plan to read Chizu Sato's piece in that too. Sheryl Gowan and Jennifer Bartlett (1997), "friends in the kitchen." A chapter in Hull's edited book, changing work, changing workers..." Our next piece is one by bell hooks (any suggestions?) And we plan to read Jenny Horsman's book, "too scared to learn." and the Lorna Rivera chapter in Women's studies (2004) , and a chapter by Kathleen Weiler on Freirean pedagogy from a feminist viewpoint. we will also read The oakland readers series on women, enterprising women (Marilyn Martin-Jones), a chapter by Jane Mace in her book, playing with time, Bonny Norton's chapter on literacy and gender, Jean Barr's work on liberating knowledge: research, feminism, and adult education, and the women and literacy change agent issue. If you have others, please say! There are a number of women in the group who are interested in domestic violence issues w/literacy so I am attempting to get more of those. It's also important to have broad representation across countries, different viewpoints, and across social class, ethnicity, race, and other factors, like ESOL, learning disabilities, etc.. Also, yes, I am interested in an online discussion on WIKI or on this listserv. If you do it on a WIKI, can you have a space for synchronous discussions? if so, perhaps you can have a "live chat" I don't know. Later, Sondra -----Original Message----- From: womenliteracy-bounces at nifl.gov on behalf of Daphne Greenberg Sent: Mon 6/19/2006 1:09 AM To: womenliteracy at nifl.gov Subject: [WomenLiteracy 331] Re: women and literacy reading group Mev raises an interesting question about how a book group on this list would work. One way is that we would all decide to read the same book and give ourselves a deadline. Ideally, if I can get the author to be a guest facilitator, she/he would lead all of us in a discussion, the same way we have guest facilitators from time to time. If we cannot get the author, then I or another volunteer from the listserv would facilitate the discussion. We would make sure to keep book discussion, or something like that, in the subject line so that those not interested in participating can delete the message without reading it. In the meantime, discussions/postings would occur on other subjects, the same way we sometimes have more than one discussion thread going on during the same time. Another approach would be to do one chapter at a time (assuming that it is a chapter book). Both approaches have been done on other listservs. I am sure that there are other ways that some of you may sugges t. Daphne >>> mev at litwomen.org 06/18/06 7:50 PM >>> Hi all Just catching up on my email after being away the weekend... Here are some suggestions I'd like to make on behalf of WE LEARN on this reading group thread... 1) RE: women & literacy books groups for academics & activists... I did such a group many years ago in conjunction with a feminist bookstore in Mineapolis / St. Paul -- attended by women from the community, academics & ABE folks. We read "Something in My Mind Besides the Everyday" (J. Horsman) and "By Women/ For Women" (Laubach). I'd love to see Sondra's list and I'd also like to suggest a new title - the Women's Studies Quarterly #32 (1/2) on Women & Literacy (academic research studies) - read in conjunction with The Change Agent #19 on Women and literacy (by learners & teachers). and I'd also like to direct you to other good titles on the women & literacy booklist on our website: [http://www.litwomen.org/womlitbiblio.html] I think such book groups provide a great possibility for folks to build local community support around these topics. The Twin Cities group helped initiate some support to Women Leading through reading (see next) 2) RE: reading discussion circles for women learners.... I've had some experience with this over the past several years and I think it's a great way to get learners thinking about reading for various pursuits -- for example, connecting reading to what they want to know more about and discussion to learning from each other. WE LEARN has a grant pending for a project we want to do in RI -- something we'll keep the list informed about if the project goes forward. In the meantime, though, check out Women Leading through Reading [http://www.litwomen.org/wltr.html] -- an initiative that offered book discussion groups for women learners in the Twin Cities in the late 1990s. This manual is old -- and I'm looking for resources to update it -- and if you have questions, let me know. Also, some years back on this list we had a discussion about women-centered literacy materials and several folks offered some suggestions for using these materials with learners. I remember that some ideas from Deb Schwartz about reading with learners were especially useful -- you can see the archive at: http://www.nifl.gov/nifl-womenlit/2002/0407.html 3) RE: or own book group on this list... I'm not sure how a reading discussion (book group) would work on this listserv -- frankly, I'd rather talk that type! but perhaps this is a good impetus for another project... WE LEARN has been asked to consider the possibility of taking responsibility to facilitate a women & literacy topic thread on the Adult Literacy Education Wiki [http://wiki.literacytent.org/index.php/Main_Page] Would this be of interest to anyone? perhaps some book discussion threads could provide initial focus. Mev WE LEARN Women Expanding: Literacy Education Action Resource Network www.litwomen.org/welearn.html Mev Miller, Ed.D., Director 182 Riverside Ave. Cranston, RI 02910 401-383-4374 welearn at litwomen.org ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy From mev at litwomen.org Mon Jun 19 07:39:20 2006 From: mev at litwomen.org (mev at litwomen.org) Date: Mon, 19 Jun 2006 07:39:20 -0400 Subject: [WomenLiteracy 335] Re: women and literacy reading group In-Reply-To: Message-ID: <3F379AFD-FF88-11DA-9E90-000393ABE4D2@litwomen.org> Sondra There's much to choose from in bell hooks -- but I think a great place for your discussion group is "Talking Back" Chapter 4 (especially, but since they're short, through to 8)-- it specifically makes the connections between literacy and feminist activism -- especially as feminism has moved from the kitchen table into the academy! Mev On Monday, June 19, 2006, at 02:45 AM, Cuban, Sondra wrote: > Dear all, I'm glad this idea of a reading group sparked so many > wonderful ideas, and Mev's experience and wisdom and materials are > really a good place to start. With the group I have, we are just > reading chapters in books and articles. The main reason is people's > time. Although we only meet once a month, reading a chapter or article > doesn't feel overwhelming to people and so it seems that more people > are attending. On the other hand, I am hoping we can 'graduate' to > books, but I'm really interested in all sorts of reading, including > lyrics of women's songs, poetry, etc...many of the genres in WELEARN > materials. Yes the women's studies quarterly 2004 issue on women and > literacy is fabulous. I highly recommend it. And I also recommend > Jenny Horsman's Something in my mind--a page turner! We will > definitely be reading chapters from these two. we've only met 3 times > and are meeting a 4th time next week. So far so good. People want to > meet during the summer, so we'll continue onwar > ds through the summer. > > So far the ones we have read are: > Kathleen Rockhill, "disconnecting and sexuality: speaking the > unspeakable in the classroom (1993) in Lankshear and McLaren's > Critical Literacy (this is a brilliant piece that challenges so many > concepts in the literacy world and she is reflexive, talking about her > own experience of abuse). > > Anna Robinson-Pant's "Illiterate woman" in women, literacy, and > development (ed, Robinson-Pant), 2004. we also plan to read Chizu > Sato's piece in that too. > > Sheryl Gowan and Jennifer Bartlett (1997), "friends in the kitchen." A > chapter in Hull's edited book, changing work, changing workers..." > > Our next piece is one by bell hooks (any suggestions?) > > And we plan to read Jenny Horsman's book, "too scared to learn." and > the Lorna Rivera chapter in Women's studies (2004) , and a chapter by > Kathleen Weiler on Freirean pedagogy from a feminist viewpoint. we > will also read The oakland readers series on women, enterprising women > (Marilyn Martin-Jones), a chapter by Jane Mace in her book, playing > with time, Bonny Norton's chapter on literacy and gender, Jean Barr's > work on liberating knowledge: research, feminism, and adult education, > and the women and literacy change agent issue. > > If you have others, please say! There are a number of women in the > group who are interested in domestic violence issues w/literacy so I > am attempting to get more of those. > > It's also important to have broad representation across countries, > different viewpoints, and across social class, ethnicity, race, and > other factors, like ESOL, learning disabilities, etc.. > > Also, yes, I am interested in an online discussion on WIKI or on this > listserv. If you do it on a WIKI, can you have a space for synchronous > discussions? if so, perhaps you can have a "live chat" I don't know. > > Later, Sondra > From mev at litwomen.org Mon Jun 19 07:59:06 2006 From: mev at litwomen.org (mev at litwomen.org) Date: Mon, 19 Jun 2006 07:59:06 -0400 Subject: [WomenLiteracy 336] Re: women and literacy reading group In-Reply-To: Message-ID: <02182E4C-FF8B-11DA-9E90-000393ABE4D2@litwomen.org> Daphne thanks for the ideas for how to do a book discussion group on this list. I'd be up for trying it here for the summer -- if anyone is still on the list! since June is almost gone, maybe we could experiment with something shorter (and easily available) in July & August -- perhaps something accessible to all through Internet download?? A lot of the old CCLOW items are on the Internet & downloadable -- including one of my favorites - the canadian Women's Studies issue on Women & literacy -- here's a good list: [http://www.nald.ca/cclow/search/search_res.asp?s=subject&q=18] Also, Take on the Challenge: A Source Book from the Women, Violence, and Adult Education Project, is also on the internet {http://www.worlded.org/docs/TakeOnTheChallenge.pdf] (and Jenny & perhaps Judy lurk on this list!) btw - WE LEARN is also changing and expanding our website over the summer. Finding ways of including chats, discussions, & distance learning opportunities related to women & literacy are under consideration. so maybe there's a way we could expand on these ideas come the fall. Mev WE LEARN On Monday, June 19, 2006, at 07:28 AM, Daphne Greenberg wrote: > Sondra-thanks for sharing so many of your materials. I am not sure > that where the discussion is held needs to be an either or situation. > One possibility is to have it on this listserv and then include it in > the wiki, like we did with the literacy in Afghanistan discussion. Of > course, the other way is possible too-to have it on the wiki and then > include it here. I don't know if wikis have live chat capabilities, > the listserv does not. > Daphne > >>>> s.cuban at lancaster.ac.uk 06/19/06 2:45 AM >>> > Dear all, I'm glad this idea of a reading group sparked so many > wonderful ideas, and Mev's experience and wisdom and materials are > really a good place to start. With the group I have, we are just > reading chapters in books and articles. The main reason is people's > time. Although we only meet once a month, reading a chapter or article > doesn't feel overwhelming to people and so it seems that more people > are attending. On the other hand, I am hoping we can 'graduate' to > books, but I'm really interested in all sorts of reading, including > lyrics of women's songs, poetry, etc...many of the genres in WELEARN > materials. Yes the women's studies quarterly 2004 issue on women and > literacy is fabulous. I highly recommend it. And I also recommend > Jenny Horsman's Something in my mind--a page turner! We will > definitely be reading chapters from these two. we've only met 3 times > and are meeting a 4th time next week. So far so good. People want to > meet during the summer, so we'll continue onwar > ds through the summer. > > So far the ones we have read are: > Kathleen Rockhill, "disconnecting and sexuality: speaking the > unspeakable in the classroom (1993) in Lankshear and McLaren's > Critical Literacy (this is a brilliant piece that challenges so many > concepts in the literacy world and she is reflexive, talking about her > own experience of abuse). > > Anna Robinson-Pant's "Illiterate woman" in women, literacy, and > development (ed, Robinson-Pant), 2004. we also plan to read Chizu > Sato's piece in that too. > > Sheryl Gowan and Jennifer Bartlett (1997), "friends in the kitchen." A > chapter in Hull's edited book, changing work, changing workers..." > > Our next piece is one by bell hooks (any suggestions?) > > And we plan to read Jenny Horsman's book, "too scared to learn." and > the Lorna Rivera chapter in Women's studies (2004) , and a chapter by > Kathleen Weiler on Freirean pedagogy from a feminist viewpoint. we > will also read The oakland readers series on women, enterprising women > (Marilyn Martin-Jones), a chapter by Jane Mace in her book, playing > with time, Bonny Norton's chapter on literacy and gender, Jean Barr's > work on liberating knowledge: research, feminism, and adult education, > and the women and literacy change agent issue. > > If you have others, please say! There are a number of women in the > group who are interested in domestic violence issues w/literacy so I > am attempting to get more of those. > > It's also important to have broad representation across countries, > different viewpoints, and across social class, ethnicity, race, and > other factors, like ESOL, learning disabilities, etc.. > > Also, yes, I am interested in an online discussion on WIKI or on this > listserv. If you do it on a WIKI, can you have a space for synchronous > discussions? if so, perhaps you can have a "live chat" I don't know. > > Later, Sondra > > > -----Original Message----- > From: womenliteracy-bounces at nifl.gov on behalf of Daphne Greenberg > Sent: Mon 6/19/2006 1:09 AM > To: womenliteracy at nifl.gov > Subject: [WomenLiteracy 331] Re: women and literacy reading group > > Mev raises an interesting question about how a book group on this list > would work. One way is that we would all decide to read the same book > and give ourselves a deadline. Ideally, if I can get the author to be > a guest facilitator, she/he would lead all of us in a discussion, the > same way we have guest facilitators from time to time. If we cannot > get the author, then I or another volunteer from the listserv would > facilitate the discussion. We would make sure to keep book discussion, > or something like that, in the subject line so that those not > interested in participating can delete the message without reading it. > In the meantime, discussions/postings would occur on other subjects, > the same way we sometimes have more than one discussion thread going > on during the same time. Another approach would be to do one chapter > at a time (assuming that it is a chapter book). Both approaches have > been done on other listservs. I am sure that there are other ways that > some of you may sugges > t. > Daphne > >>>> mev at litwomen.org 06/18/06 7:50 PM >>> > Hi all > > Just catching up on my email after being away the weekend... > > Here are some suggestions I'd like to make on behalf of WE LEARN on > this reading group thread... > > 1) RE: women & literacy books groups for academics & activists... > I did such a group many years ago in conjunction with a feminist > bookstore in Mineapolis / St. Paul -- attended by women from the > community, academics & ABE folks. We read "Something in My Mind Besides > the Everyday" (J. Horsman) and "By Women/ For Women" (Laubach). I'd > love to see Sondra's list and I'd also like to suggest a new title - > the Women's Studies Quarterly #32 (1/2) on Women & Literacy (academic > research studies) - read in conjunction with The Change Agent #19 on > Women and literacy (by learners & teachers). and I'd also like to > direct you to other good titles on the women & literacy booklist on our > website: [http://www.litwomen.org/womlitbiblio.html] > I think such book groups provide a great possibility for folks to build > local community support around these topics. The Twin Cities group > helped initiate some support to Women Leading through reading (see > next) > > 2) RE: reading discussion circles for women learners.... > I've had some experience with this over the past several years and I > think it's a great way to get learners thinking about reading for > various pursuits -- for example, connecting reading to what they want > to know more about and discussion to learning from each other. WE LEARN > has a grant pending for a project we want to do in RI -- something > we'll keep the list informed about if the project goes forward. In the > meantime, though, check out Women Leading through Reading > [http://www.litwomen.org/wltr.html] -- an initiative that offered book > discussion groups for women learners in the Twin Cities in the late > 1990s. This manual is old -- and I'm looking for resources to update it > -- and if you have questions, let me know. > > Also, some years back on this list we had a discussion about > women-centered literacy materials and several folks offered some > suggestions for using these materials with learners. I remember that > some ideas from Deb Schwartz about reading with learners were > especially useful -- you can see the archive at: > http://www.nifl.gov/nifl-womenlit/2002/0407.html > > 3) RE: or own book group on this list... > I'm not sure how a reading discussion (book group) would work on this > listserv -- frankly, I'd rather talk that type! but perhaps this is a > good impetus for another project... WE LEARN has been asked to consider > the possibility of taking responsibility to facilitate a women & > literacy topic thread on the Adult Literacy Education Wiki > [http://wiki.literacytent.org/index.php/Main_Page] Would this be of > interest to anyone? perhaps some book discussion threads could provide > initial focus. > > Mev > WE LEARN > Women Expanding: Literacy Education Action Resource Network > www.litwomen.org/welearn.html > > Mev Miller, Ed.D., Director > 182 Riverside Ave. > Cranston, RI 02910 > 401-383-4374 > welearn at litwomen.org > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > From jataylor at utk.edu Sun Jun 18 11:55:15 2006 From: jataylor at utk.edu (jataylor) Date: Sun, 18 Jun 2006 11:55:15 -0400 Subject: [WomenLiteracy 337] women as learners and math anxiety Message-ID: <44A80706@webmail.utk.edu> Dear All I believe math anxiety can be a clear barrier for some students in seeing themselves as successful at math (self-efficacy), and ultimately inhibiting their ability to make progress with math. What strategies do you use to help learners reduce math anxiety? How do you know (assess) whether or not the strategy does indeed reduce anxiety? (of course there?s simply asking them what they thought of the activity ) But are there also quick tools or other formative assessments you use to gauge student comfort with learning math? I?m also wondering -- are there math activities or classroom strategies, in particular, with which women as learners have experienced success?? I?ve asked a similar question on the Assessment List. I?d be glad to collect any strategies or resources posted to either list (pertaining to math anxiety), and share them with you when the discussion is over. Best, Jackie Jackie Taylor, Adult Literacy Professional Development List Moderator, jataylor at utk.edu From mev at litwomen.org Mon Jun 19 08:28:36 2006 From: mev at litwomen.org (mev at litwomen.org) Date: Mon, 19 Jun 2006 08:28:36 -0400 Subject: [WomenLiteracy 338] Re: Numeracy In-Reply-To: Message-ID: <21797356-FF8F-11DA-9E90-000393ABE4D2@litwomen.org> I'm so looking forward to this discussion. IN addition to my obvious interest for WE LEARN, I'm also working with math in my "day job." SABES (System for Adult Basic Education Support) in Massachusetts is starting the 2nd year of a 3 year initiative on Math -- with no specific focus on women. So I'm hoping to get some ideas to take to our regional work. As for myself, I was "tracked" in HS to the academic threads - including algebra 2 and advanced science. Of course, how serious my all girls' HS in the early 70s was about sending girls to college is open for debate. I do remember getting "scared" out of calculus and trigonometry - never took either. I can't remember if it was a phobia about those subjects that scared me off or the reality of who was teaching it ! I've never really been math phobic and especially loved algebra -- something about it's abstractness and solving puzzles actually appealed to me. I didn't like geometry then because it was all about memorizing the theorems (at least, that's how I was taught) -- too many abstract words for me -- I didn't want to "read" math in that way. for some reason, x + y made more sense - go figure! But I think I'd like it better now as I understand myself as a spacial/visual learner and that's in geometry too I think. I like anything dealing with number sense. but I have a terrible time remembering anything that has numbers in it. (I can't rattle off statistics or percents unless it's written in front of me). My experience is not so much with ABE learners - but with teachers. I've met a number of teachers who are called upon to teach math -- though it may not be their strong suit. I've talked to a couple of teachers who experience a lack of confidence (which may or may not include phobia) in teaching math and feel they struggle along with their learners through the process. But I've also met a number of women teachers who are excited and competent about teaching math -- and finding interactive & practical/meaningful ways of teaching it. I think one of the things I've come to appreciate over this past year with the initiative is the understanding of how numeracy reaches across many topics and educational areas. We tend to want to isolate it into a 45-minute period when in fact, teaching and learning math can happen in reading, social science, day-to-day survival skills and workplace skills. Also, teaching and learning math -- there is more than one way to arrive at answers. We may be looking for one answer -- but there will be multiple options for how we get to the answer. I wonder if women use numeracy more than we identify it - and may not fear it as much if we could get to more holistic, relational, and creative ways of teaching/learning and experiencing it throughout the fabric of our lives (how we cook, clean, garden, apply medications, shop for bargains, sew or do fabric arts, figure better gas mileage, estimate time, use public transportation, maintain a budget, decide what phone plan to use, decide which job is better to take in terms if income, distance, child care, etc. etc. etc.) Mev On Sunday, June 18, 2006, at 10:07 PM, Daphne Greenberg wrote: > I would like to extend a very warm welcome to Judy Ward who has > graciously agreed to be a guest facilitator on this listserv starting > today through Friday June 30th. The focus of her guest faciliation is > on adult numeracy and women. > To help us get started, she invites us to think and share (if > comfortable) answers to any of the following: > How do you feel about math? > Do you remember any situations both in and out of school that affected > how you feel about math? > Which mathematical topics/concepts would you say are your best? > Which mathematical topics/concepts would you say are your most > difficult? > Do you or have you experienced "math anxiety"? > > If you have or currently teach your students math, how would you > answer the following: > How do most of your students feel about math? > Have they ever shared any situations both in and out of school that > affected how they feel about math? > Which mathematical topics/concepts would you say are the easiest for > your students to learn? > Which mathematical topics/concepts would you say are the most > difficult for your students to learn? > Have any students shared with you that they experience "math anxiety"? > > Here is her introduction: > > Previous to earning my doctorate in adult education, I was a seventh > grade mathematics teacher. Many of my students had experiences that > manifested as mathematics anxiety. I found that by changing my > teaching techniques to a more hands-on and visual approach and > teaching for understanding, the anxiety level decreased drastically. > About ten years ago I stumbled into adult education and found there > was a need for my expertise. I am in the second year of a two year > term as President Elect of the Adult Numeracy Network (ANN). ANN is > dedicated to upgrading mathematics instruction for the adult learner. > > If you have any friends/colleagues who you think may be interested in > joining us, please invite them to join us by subscribing at: > http://www.nifl.gov/mailman/listinfo/Womenliteracy > > > > Daphne Greenberg > Assistant Professor > Educational Psych. & Special Ed. > Georgia State University > P.O. Box 3979 > Atlanta, Georgia 30302-3979 > phone: 404-651-0127 > fax:404-651-4901 > dgreenberg at gsu.edu > > Daphne Greenberg > Associate Director > Center for the Study of Adult Literacy > Georgia State University > P.O. Box 3977 > Atlanta, Georgia 30302-3977 > phone: 404-651-0127 > fax:404-651-4901 > dgreenberg at gsu.edu > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > From andreawilder at comcast.net Mon Jun 19 08:19:12 2006 From: andreawilder at comcast.net (Andrea Wilder) Date: Mon, 19 Jun 2006 08:19:12 -0400 Subject: [WomenLiteracy 339] Re: women and literacy reading group In-Reply-To: <02182E4C-FF8B-11DA-9E90-000393ABE4D2@litwomen.org> References: <02182E4C-FF8B-11DA-9E90-000393ABE4D2@litwomen.org> Message-ID: Mev, Your insight is fabulous. I look forward to continuing this discussion. Andrea On Jun 19, 2006, at 7:59 AM, mev at litwomen.org wrote: > Daphne > thanks for the ideas for how to do a book discussion group on this > list. I'd be up for trying it here for the summer -- if anyone is still > on the list! since June is almost gone, maybe we could experiment with > something shorter (and easily available) in July & August -- perhaps > something accessible to all through Internet download?? > A lot of the old CCLOW items are on the Internet & downloadable -- > including one of my favorites - the canadian Women's Studies issue on > Women & literacy -- here's a good list: > [http://www.nald.ca/cclow/search/search_res.asp?s=subject&q=18] > Also, Take on the Challenge: A Source Book from the Women, Violence, > and Adult Education Project, is also on the internet > {http://www.worlded.org/docs/TakeOnTheChallenge.pdf] (and Jenny & > perhaps Judy lurk on this list!) > > btw - WE LEARN is also changing and expanding our website over the > summer. Finding ways of including chats, discussions, & distance > learning opportunities related to women & literacy are under > consideration. so maybe there's a way we could expand on these ideas > come the fall. > > Mev > WE LEARN > > > > On Monday, June 19, 2006, at 07:28 AM, Daphne Greenberg wrote: > >> Sondra-thanks for sharing so many of your materials. I am not sure >> that where the discussion is held needs to be an either or situation. >> One possibility is to have it on this listserv and then include it in >> the wiki, like we did with the literacy in Afghanistan discussion. Of >> course, the other way is possible too-to have it on the wiki and then >> include it here. I don't know if wikis have live chat capabilities, >> the listserv does not. >> Daphne >> >>>>> s.cuban at lancaster.ac.uk 06/19/06 2:45 AM >>> >> Dear all, I'm glad this idea of a reading group sparked so many >> wonderful ideas, and Mev's experience and wisdom and materials are >> really a good place to start. With the group I have, we are just >> reading chapters in books and articles. The main reason is people's >> time. Although we only meet once a month, reading a chapter or article >> doesn't feel overwhelming to people and so it seems that more people >> are attending. On the other hand, I am hoping we can 'graduate' to >> books, but I'm really interested in all sorts of reading, including >> lyrics of women's songs, poetry, etc...many of the genres in WELEARN >> materials. Yes the women's studies quarterly 2004 issue on women and >> literacy is fabulous. I highly recommend it. And I also recommend >> Jenny Horsman's Something in my mind--a page turner! We will >> definitely be reading chapters from these two. we've only met 3 times >> and are meeting a 4th time next week. So far so good. People want to >> meet during the summer, so we'll continue onwar >> ds through the summer. >> >> So far the ones we have read are: >> Kathleen Rockhill, "disconnecting and sexuality: speaking the >> unspeakable in the classroom (1993) in Lankshear and McLaren's >> Critical Literacy (this is a brilliant piece that challenges so many >> concepts in the literacy world and she is reflexive, talking about her >> own experience of abuse). >> >> Anna Robinson-Pant's "Illiterate woman" in women, literacy, and >> development (ed, Robinson-Pant), 2004. we also plan to read Chizu >> Sato's piece in that too. >> >> Sheryl Gowan and Jennifer Bartlett (1997), "friends in the kitchen." A >> chapter in Hull's edited book, changing work, changing workers..." >> >> Our next piece is one by bell hooks (any suggestions?) >> >> And we plan to read Jenny Horsman's book, "too scared to learn." and >> the Lorna Rivera chapter in Women's studies (2004) , and a chapter by >> Kathleen Weiler on Freirean pedagogy from a feminist viewpoint. we >> will also read The oakland readers series on women, enterprising women >> (Marilyn Martin-Jones), a chapter by Jane Mace in her book, playing >> with time, Bonny Norton's chapter on literacy and gender, Jean Barr's >> work on liberating knowledge: research, feminism, and adult education, >> and the women and literacy change agent issue. >> >> If you have others, please say! There are a number of women in the >> group who are interested in domestic violence issues w/literacy so I >> am attempting to get more of those. >> >> It's also important to have broad representation across countries, >> different viewpoints, and across social class, ethnicity, race, and >> other factors, like ESOL, learning disabilities, etc.. >> >> Also, yes, I am interested in an online discussion on WIKI or on this >> listserv. If you do it on a WIKI, can you have a space for synchronous >> discussions? if so, perhaps you can have a "live chat" I don't know. >> >> Later, Sondra >> >> >> -----Original Message----- >> From: womenliteracy-bounces at nifl.gov on behalf of Daphne Greenberg >> Sent: Mon 6/19/2006 1:09 AM >> To: womenliteracy at nifl.gov >> Subject: [WomenLiteracy 331] Re: women and literacy reading group >> >> Mev raises an interesting question about how a book group on this list >> would work. One way is that we would all decide to read the same book >> and give ourselves a deadline. Ideally, if I can get the author to be >> a guest facilitator, she/he would lead all of us in a discussion, the >> same way we have guest facilitators from time to time. If we cannot >> get the author, then I or another volunteer from the listserv would >> facilitate the discussion. We would make sure to keep book discussion, >> or something like that, in the subject line so that those not >> interested in participating can delete the message without reading it. >> In the meantime, discussions/postings would occur on other subjects, >> the same way we sometimes have more than one discussion thread going >> on during the same time. Another approach would be to do one chapter >> at a time (assuming that it is a chapter book). Both approaches have >> been done on other listservs. I am sure that there are other ways that >> some of you may sugges >> t. >> Daphne >> >>>>> mev at litwomen.org 06/18/06 7:50 PM >>> >> Hi all >> >> Just catching up on my email after being away the weekend... >> >> Here are some suggestions I'd like to make on behalf of WE LEARN on >> this reading group thread... >> >> 1) RE: women & literacy books groups for academics & activists... >> I did such a group many years ago in conjunction with a feminist >> bookstore in Mineapolis / St. Paul -- attended by women from the >> community, academics & ABE folks. We read "Something in My Mind >> Besides >> the Everyday" (J. Horsman) and "By Women/ For Women" (Laubach). I'd >> love to see Sondra's list and I'd also like to suggest a new title - >> the Women's Studies Quarterly #32 (1/2) on Women & Literacy (academic >> research studies) - read in conjunction with The Change Agent #19 on >> Women and literacy (by learners & teachers). and I'd also like to >> direct you to other good titles on the women & literacy booklist on >> our >> website: [http://www.litwomen.org/womlitbiblio.html] >> I think such book groups provide a great possibility for folks to >> build >> local community support around these topics. The Twin Cities group >> helped initiate some support to Women Leading through reading (see >> next) >> >> 2) RE: reading discussion circles for women learners.... >> I've had some experience with this over the past several years and I >> think it's a great way to get learners thinking about reading for >> various pursuits -- for example, connecting reading to what they want >> to know more about and discussion to learning from each other. WE >> LEARN >> has a grant pending for a project we want to do in RI -- something >> we'll keep the list informed about if the project goes forward. In the >> meantime, though, check out Women Leading through Reading >> [http://www.litwomen.org/wltr.html] -- an initiative that offered book >> discussion groups for women learners in the Twin Cities in the late >> 1990s. This manual is old -- and I'm looking for resources to update >> it >> -- and if you have questions, let me know. >> >> Also, some years back on this list we had a discussion about >> women-centered literacy materials and several folks offered some >> suggestions for using these materials with learners. I remember that >> some ideas from Deb Schwartz about reading with learners were >> especially useful -- you can see the archive at: >> http://www.nifl.gov/nifl-womenlit/2002/0407.html >> >> 3) RE: or own book group on this list... >> I'm not sure how a reading discussion (book group) would work on this >> listserv -- frankly, I'd rather talk that type! but perhaps this is a >> good impetus for another project... WE LEARN has been asked to >> consider >> the possibility of taking responsibility to facilitate a women & >> literacy topic thread on the Adult Literacy Education Wiki >> [http://wiki.literacytent.org/index.php/Main_Page] Would this be of >> interest to anyone? perhaps some book discussion threads could provide >> initial focus. >> >> Mev >> WE LEARN >> Women Expanding: Literacy Education Action Resource Network >> www.litwomen.org/welearn.html >> >> Mev Miller, Ed.D., Director >> 182 Riverside Ave. >> Cranston, RI 02910 >> 401-383-4374 >> welearn at litwomen.org >> >> ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/womenliteracy >> >> ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/womenliteracy >> ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/womenliteracy >> >> ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/womenliteracy >> > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > From djrosen at comcast.net Mon Jun 19 09:30:36 2006 From: djrosen at comcast.net (djrosen at comcast.net) Date: Mon, 19 Jun 2006 13:30:36 +0000 Subject: [WomenLiteracy 340] Adult Literacy Education (ALE) Wiki Message-ID: <061920061330.14293.4496A6FB000D4DBB000037D52206998499020A9C019D060B@comcast.net> Colleagues, The Adult Literacy Education (ALE) Wiki now has 30 topics, a newly designed front page, over 730 pages of content, and more than 600 subscribers. Every week adult literacy educators add new content. The ALE Wiki is a community of practice and a professional development treasurehouse. Check it out -- or visit again -- at: http://wiki.literacytent.org/index.php/Main_Page For some of the topic areas we still nead Topic Area Leaders. If you are interested in learning more about this, please email me. David J. Rosen djrosen at comcast.net From j.e.ward at cox.net Mon Jun 19 16:11:29 2006 From: j.e.ward at cox.net (Judy Ward) Date: Mon, 19 Jun 2006 15:11:29 -0500 Subject: [WomenLiteracy 341] Re: Numeracy In-Reply-To: <21797356-FF8F-11DA-9E90-000393ABE4D2@litwomen.org> Message-ID: <001101c693dc$8da31040$6402a8c0@Judy> Mev, I am familiar with SABES and the great job it has done for numeracy over the years. Also, several people from Massachusetts are numeracy pioneers in the US. Between 2001 and 2004 I received a grant from the Winthrop Rockefeller Foundation that funded the Arkansas Adult Numeracy Campaign. The grant was based on the research I did on adult educators in Arkansas. My research and experience with adult educators indicates they teach math only because it is part of the job, they receive almost no training in how to teach math and they have weak backgrounds in math. The training they do receive relates almost entirely to helping their students pass the GED. In addition, they tend to teach the way they were taught and, in fact, struggle with their own skill level. As a 7th grade math teacher I tired of students coming to me still not understanding fractions, decimals, and percents. So, I changed my teaching methods to include manipulatives and other visual methods. Once I began teaching for understanding by using manipulatives such as the Cuisenaire rods, the "light bulb" came on for everyone and they were much happier (as was I). When I stumbled into adult education, it became obvious that the same problems existed. Not only did the adult students not understand fractions, decimals, and percents, but neither did the instructors. During workshops I have given, there have been many occasions the "light bulb" moment has occurred with an adult educator. Sometimes even tears were shed. Many think that math is computation only and it is taught as an isolated subject. However, as we all know, in today's world more is needed. Also, most people use math in everyday life but don't consider it math because math is what they did in school. This is where numeracy comes into play. Math becomes part of reading, literature, social studies, everyday problem solving, and science. We must remember that everyone does not learn the same especially when it comes to math. Literacy instructors know there is more than one way to teach reading but when it comes to math the tendency is to be stuck on computation only. Judy Ward -----Original Message----- From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of mev at litwomen.org Sent: Monday, June 19, 2006 7:29 AM To: The Women and Literacy Discussion List Subject: [WomenLiteracy 338] Re: Numeracy I'm so looking forward to this discussion. IN addition to my obvious interest for WE LEARN, I'm also working with math in my "day job." SABES (System for Adult Basic Education Support) in Massachusetts is starting the 2nd year of a 3 year initiative on Math -- with no specific focus on women. So I'm hoping to get some ideas to take to our regional work. As for myself, I was "tracked" in HS to the academic threads - including algebra 2 and advanced science. Of course, how serious my all girls' HS in the early 70s was about sending girls to college is open for debate. I do remember getting "scared" out of calculus and trigonometry - never took either. I can't remember if it was a phobia about those subjects that scared me off or the reality of who was teaching it ! I've never really been math phobic and especially loved algebra -- something about it's abstractness and solving puzzles actually appealed to me. I didn't like geometry then because it was all about memorizing the theorems (at least, that's how I was taught) -- too many abstract words for me -- I didn't want to "read" math in that way. for some reason, x + y made more sense - go figure! But I think I'd like it better now as I understand myself as a spacial/visual learner and that's in geometry too I think. I like anything dealing with number sense. but I have a terrible time remembering anything that has numbers in it. (I can't rattle off statistics or percents unless it's written in front of me). My experience is not so much with ABE learners - but with teachers. I've met a number of teachers who are called upon to teach math -- though it may not be their strong suit. I've talked to a couple of teachers who experience a lack of confidence (which may or may not include phobia) in teaching math and feel they struggle along with their learners through the process. But I've also met a number of women teachers who are excited and competent about teaching math -- and finding interactive & practical/meaningful ways of teaching it. I think one of the things I've come to appreciate over this past year with the initiative is the understanding of how numeracy reaches across many topics and educational areas. We tend to want to isolate it into a 45-minute period when in fact, teaching and learning math can happen in reading, social science, day-to-day survival skills and workplace skills. Also, teaching and learning math -- there is more than one way to arrive at answers. We may be looking for one answer -- but there will be multiple options for how we get to the answer. I wonder if women use numeracy more than we identify it - and may not fear it as much if we could get to more holistic, relational, and creative ways of teaching/learning and experiencing it throughout the fabric of our lives (how we cook, clean, garden, apply medications, shop for bargains, sew or do fabric arts, figure better gas mileage, estimate time, use public transportation, maintain a budget, decide what phone plan to use, decide which job is better to take in terms if income, distance, child care, etc. etc. etc.) Mev On Sunday, June 18, 2006, at 10:07 PM, Daphne Greenberg wrote: > I would like to extend a very warm welcome to Judy Ward who has > graciously agreed to be a guest facilitator on this listserv starting > today through Friday June 30th. The focus of her guest faciliation is > on adult numeracy and women. > To help us get started, she invites us to think and share (if > comfortable) answers to any of the following: > How do you feel about math? > Do you remember any situations both in and out of school that affected > how you feel about math? > Which mathematical topics/concepts would you say are your best? > Which mathematical topics/concepts would you say are your most > difficult? > Do you or have you experienced "math anxiety"? > > If you have or currently teach your students math, how would you > answer the following: > How do most of your students feel about math? > Have they ever shared any situations both in and out of school that > affected how they feel about math? > Which mathematical topics/concepts would you say are the easiest for > your students to learn? > Which mathematical topics/concepts would you say are the most > difficult for your students to learn? > Have any students shared with you that they experience "math anxiety"? > > Here is her introduction: > > Previous to earning my doctorate in adult education, I was a seventh > grade mathematics teacher. Many of my students had experiences that > manifested as mathematics anxiety. I found that by changing my > teaching techniques to a more hands-on and visual approach and > teaching for understanding, the anxiety level decreased drastically. > About ten years ago I stumbled into adult education and found there > was a need for my expertise. I am in the second year of a two year > term as President Elect of the Adult Numeracy Network (ANN). ANN is > dedicated to upgrading mathematics instruction for the adult learner. > > If you have any friends/colleagues who you think may be interested in > joining us, please invite them to join us by subscribing at: > http://www.nifl.gov/mailman/listinfo/Womenliteracy > > > > Daphne Greenberg > Assistant Professor > Educational Psych. & Special Ed. > Georgia State University > P.O. Box 3979 > Atlanta, Georgia 30302-3979 > phone: 404-651-0127 > fax:404-651-4901 > dgreenberg at gsu.edu > > Daphne Greenberg > Associate Director > Center for the Study of Adult Literacy > Georgia State University > P.O. Box 3977 > Atlanta, Georgia 30302-3977 > phone: 404-651-0127 > fax:404-651-4901 > dgreenberg at gsu.edu > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy From lalumineuse at yahoo.com Tue Jun 20 04:22:45 2006 From: lalumineuse at yahoo.com (Ujwala Samant) Date: Tue, 20 Jun 2006 01:22:45 -0700 (PDT) Subject: [WomenLiteracy 342] Re: women and literacy reading group In-Reply-To: Message-ID: <20060620082245.88920.qmail@web55112.mail.re4.yahoo.com> Dear Sondra, Do you read fiction? Ujwala --- "Cuban, Sondra" wrote: > Dear all, I'm glad this idea of a reading group > sparked so many wonderful ideas, and Mev's > experience and wisdom and materials are really a > good place to start. With the group I have, we are > just reading chapters in books and articles. The > main reason is people's time. Although we only meet > once a month, reading a chapter or article doesn't > feel overwhelming to people and so it seems that > more people are attending. On the other hand, I am > hoping we can 'graduate' to books, but I'm really > interested in all sorts of reading, including lyrics > of women's songs, poetry, etc...many of the genres > in WELEARN materials. Yes the women's studies > quarterly 2004 issue on women and literacy is > fabulous. I highly recommend it. And I also > recommend Jenny Horsman's Something in my mind--a > page turner! We will definitely be reading chapters > from these two. we've only met 3 times and are > meeting a 4th time next week. So far so good. People > want to meet during the summer, so we'll continue > onwar > ds through the summer. > > So far the ones we have read are: > Kathleen Rockhill, "disconnecting and sexuality: > speaking the unspeakable in the classroom (1993) in > Lankshear and McLaren's Critical Literacy (this is a > brilliant piece that challenges so many concepts in > the literacy world and she is reflexive, talking > about her own experience of abuse). > > Anna Robinson-Pant's "Illiterate woman" in women, > literacy, and development (ed, Robinson-Pant), 2004. > we also plan to read Chizu Sato's piece in that too. > > > Sheryl Gowan and Jennifer Bartlett (1997), "friends > in the kitchen." A chapter in Hull's edited book, > changing work, changing workers..." > > Our next piece is one by bell hooks (any > suggestions?) > > And we plan to read Jenny Horsman's book, "too > scared to learn." and the Lorna Rivera chapter in > Women's studies (2004) , and a chapter by Kathleen > Weiler on Freirean pedagogy from a feminist > viewpoint. we will also read The oakland readers > series on women, enterprising women (Marilyn > Martin-Jones), a chapter by Jane Mace in her book, > playing with time, Bonny Norton's chapter on > literacy and gender, Jean Barr's work on liberating > knowledge: research, feminism, and adult education, > and the women and literacy change agent issue. > > If you have others, please say! There are a number > of women in the group who are interested in domestic > violence issues w/literacy so I am attempting to get > more of those. > > It's also important to have broad representation > across countries, different viewpoints, and across > social class, ethnicity, race, and other factors, > like ESOL, learning disabilities, etc.. > > Also, yes, I am interested in an online discussion > on WIKI or on this listserv. If you do it on a WIKI, > can you have a space for synchronous discussions? if > so, perhaps you can have a "live chat" I don't know. > > > Later, Sondra > > > -----Original Message----- > From: womenliteracy-bounces at nifl.gov on behalf of > Daphne Greenberg > Sent: Mon 6/19/2006 1:09 AM > To: womenliteracy at nifl.gov > Subject: [WomenLiteracy 331] Re: women and literacy > reading group > > Mev raises an interesting question about how a book > group on this list would work. One way is that we > would all decide to read the same book and give > ourselves a deadline. Ideally, if I can get the > author to be a guest facilitator, she/he would lead > all of us in a discussion, the same way we have > guest facilitators from time to time. If we cannot > get the author, then I or another volunteer from the > listserv would facilitate the discussion. We would > make sure to keep book discussion, or something like > that, in the subject line so that those not > interested in participating can delete the message > without reading it. In the meantime, > discussions/postings would occur on other subjects, > the same way we sometimes have more than one > discussion thread going on during the same time. > Another approach would be to do one chapter at a > time (assuming that it is a chapter book). Both > approaches have been done on other listservs. I am > sure that there are other ways that some of you may > sugges > t. > Daphne > > >>> mev at litwomen.org 06/18/06 7:50 PM >>> > Hi all > > Just catching up on my email after being away the > weekend... > > Here are some suggestions I'd like to make on behalf > of WE LEARN on > this reading group thread... > > 1) RE: women & literacy books groups for academics & > activists... > I did such a group many years ago in conjunction > with a feminist > bookstore in Mineapolis / St. Paul -- attended by > women from the > community, academics & ABE folks. We read "Something > in My Mind Besides > the Everyday" (J. Horsman) and "By Women/ For Women" > (Laubach). I'd > love to see Sondra's list and I'd also like to > suggest a new title - > the Women's Studies Quarterly #32 (1/2) on Women & > Literacy (academic > research studies) - read in conjunction with The > Change Agent #19 on > Women and literacy (by learners & teachers). and I'd > also like to > direct you to other good titles on the women & > literacy booklist on our > website: [http://www.litwomen.org/womlitbiblio.html] > I think such book groups provide a great possibility > for folks to build > local community support around these topics. The > Twin Cities group > helped initiate some support to Women Leading > through reading (see next) > > 2) RE: reading discussion circles for women > learners.... > I've had some experience with this over the past > several years and I > think it's a great way to get learners thinking > about reading for > various pursuits -- for example, connecting reading > to what they want > to know more about and discussion to learning from > each other. WE LEARN > has a grant pending for a project we want to do in > RI -- something > we'll keep the list informed about if the project > goes forward. In the > meantime, though, check out Women Leading through > Reading > [http://www.litwomen.org/wltr.html] -- an initiative > that offered book > discussion groups for women learners in the Twin > Cities in the late > 1990s. This manual is old -- and I'm looking for > resources to update it > -- and if you have questions, let me know. > > Also, some years back on this list we had a > discussion about > women-centered literacy materials and several folks > offered some > suggestions for using these materials with learners. > I remember that > some ideas from Deb Schwartz about reading with > learners were > especially useful -- you can see the archive at: > http://www.nifl.gov/nifl-womenlit/2002/0407.html > > 3) RE: or own book group on this list... > I'm not sure how a reading discussion (book group) > would work on this > listserv -- frankly, I'd rather talk that type! but > perhaps this is a > good impetus for another project... WE LEARN has > been asked to consider > the possibility of taking responsibility to > facilitate a women & > literacy topic thread on the Adult Literacy > Education Wiki > [http://wiki.literacytent.org/index.php/Main_Page] > Would this be of > interest to anyone? perhaps some book discussion > threads could provide > initial focus. > > Mev > WE LEARN > Women Expanding: Literacy Education Action Resource > Network > www.litwomen.org/welearn.html > === message truncated === __________________________________________________ Do You Yahoo!? Tired of spam? Yahoo! Mail has the best spam protection around http://mail.yahoo.com From bfreeman at famlit.org Tue Jun 20 11:30:21 2006 From: bfreeman at famlit.org (Bonnie Freeman) Date: Tue, 20 Jun 2006 11:30:21 -0400 Subject: [WomenLiteracy 343] Re: women and literacy reading group Message-ID: <8D8B65FFAE8EE34FB7CF3BFBFAE94DE4019AEF57@SYNNODE2> I have had experience. Not online however it can't be to difficult. I'll look for this book. Bonnie Lash Freeman Director - Training/Special Projects National Center for Family Literacy 325 W Main St Suite 300 Louisville, KY 40202 502 584 1133 ext 115 bfreeman at famlit.org -----Original Message----- From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Andrea Wilder Sent: Sunday, June 18, 2006 5:37 PM To: The Women and Literacy Discussion List Subject: [WomenLiteracy 328] Re: women and literacy reading group Bonnie et al, The first book I'd like to suggest is by Catherine MacKinnon, "Are Women Human?' I've talked about this book on the list before, as I bought it after hearing MacKinnon, but I would like to read it WITH other people. has anyone here had experience with leading a book discussion? She is a lawyer with an international clientele, very lucid speaker, very thoughtful, very respectful of audience questions. What do others think? Andrea On Jun 18, 2006, at 12:14 PM, Bonnie Freeman wrote: > Andrea, > Have you created a book list as yet? > Bonnie > > > Bonnie Lash Freeman > Director - Training/Special Projects > National Center for Family Literacy > 325 W Main St Suite 300 > Louisville, KY 40202 > 502 584 1133 ext 115 > bfreeman at famlit.org > > -----Original Message----- > From: womenliteracy-bounces at nifl.gov > [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Andrea Wilder > Sent: Sunday, June 18, 2006 9:27 AM > To: The Women and Literacy Discussion List > Subject: [WomenLiteracy 325] Re: women and literacy reading group > > Daphne, > > I'd sure like to be in a women/literacy group on this list serv. What > do others think? > > Andrea > > > On Jun 18, 2006, at 4:03 AM, Cuban, Sondra wrote: > >> Daphne, I've started a reading group on women writers and researchers >> on the topic of women and literacy---so we'll read anything from >> Anna > >> Robinson-Pant's work to Sapphire to the Oakland Readers series on >> women. The group includes women lecturers, researchers, doctoral and >> masters students from Education, Religious Studies, and, Educational >> Research. Everyone in the group is interested in issues related to >> women and literacy from different angles. Thats what I mean. The >> staff > >> learning centre at the university offers literacy courses to those >> who > >> want literacy and language instruction. I think your idea of starting >> a women and literacy reading group for women literacy learners is a >> good one. It would be different than what the staff centre >> offers--using a reading group venue might be a lot of fun too. I'll >> think about how that could work! Thanks, Sondra -----Original >> Message----- >> From: womenliteracy-bounces at nifl.gov on behalf of Daphne Greenberg >> Sent: Sat 6/17/2006 6:53 PM >> To: womenliteracy at nifl.gov >> Subject: [WomenLiteracy 323] women and literacy reading group >> >> Sondra, >> When you say that you have started a women and literacy reading group >> at your university, what do you mean? Is this a group for women who >> have difficulty reading that is held at the university, is it for >> faculty/staff? How often does it mean and what happens in the group? >> Thanks, >> Daphne >> >> Daphne Greenberg >> Assistant Professor >> Educational Psych. & Special Ed. >> Georgia State University >> P.O. Box 3979 >> Atlanta, Georgia 30302-3979 >> phone: 404-651-0127 >> fax:404-651-4901 >> dgreenberg at gsu.edu >> >> Daphne Greenberg >> Associate Director >> Center for the Study of Adult Literacy Georgia State University P.O. >> Box 3977 Atlanta, Georgia 30302-3977 >> phone: 404-651-0127 >> fax:404-651-4901 >> dgreenberg at gsu.edu >>>>> s.cuban at lancaster.ac.uk 06/15/06 4:36 AM >>> >> Hi Mev, Hi all, >> >> I was really sorry to miss the women and literacy conference this >> past > >> year, ---- it looked fantastic!!! I am now living in England (and >> Ujwala, if you are reading this, please call me!). I have started a >> women and literacy reading group at my university, and would like to >> do more....Are there others out there who can make some suggestions >> about what an academic can do to create more women-literacy >> knowledge-generating activities in or around her workplace and >> community? Thanks and hope you are doing well! Sondra >> >> >> -----Original Message----- >> From: womenliteracy-bounces at nifl.gov on behalf of mev at litwomen.org >> Sent: Wed 6/14/2006 7:38 PM >> To: NIFL Womenlit >> Cc: NIFL Family; AAACE-NLA AAACE; NIFL ESL; nifl-Professional >> Development; NIFL Povracelit Povracelit >> Subject: [WomenLiteracy 317] WE LEARN Newsletter >> >> Looking for some good summer reading? >> Have a look at the news & updates from WE LEARN...Please be sure to >> check out these links... >> >> April 2006 Newsletter: http://www.litwomen.org/news/06april.pdf >> >> New titles to our database: >> http://www.litwomen.org/learnmats/06new.html >> >> Annual Conference -- 2006 Report & 2007 early news: >> http://www.litwomen.org/conference.html >> >> Excepts from the 1st issue of Women's Perspectives - Health & >> Wellness > >> student writing Initiative also available: >> http://www.litwomen.org/perspectives/2006/06excerpts.pdf >> >> For complete details about Women's Perspectives go to: >> http://www.litwomen.org/perspectives.html >> >> We also invite you to get involved in our many projects: >> http://www.litwomen.org/projects.html >> >> 2005 Annual Report: http://www.litwomen.org/reports/2005annual.pdf >> >> Enjoy your summer. >> >> >> WE LEARN >> Women Expanding: Literacy Education Action Resource Network >> www.litwomen.org/welearn.html >> >> Mev Miller, Ed.D., Director >> 182 Riverside Ave. >> Cranston, RI 02910 >> 401-383-4374 >> welearn at litwomen.org >> >> ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/womenliteracy >> >> ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/womenliteracy >> ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/womenliteracy >> > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy From ALCDGG at langate.gsu.edu Tue Jun 20 11:39:22 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Tue, 20 Jun 2006 11:39:22 -0400 Subject: [WomenLiteracy 344] Re: women and literacy reading group Message-ID: Bonnie and others- feel free to look for the book. But if we want to do a book discussion on this listserv, we will need to go through a process where we figure out when/how to run it, who will run it, and which book/article we all want to read. Ideally, I would like to focus on our women and numeracy issue right now, because we have a guest facilitator who can only be with us for the next two weeks. I know that many of you have expressed an interest in discussing numeracy on this listserv with an expert, so here is our chance. However, if people want to pursue a the idea of a book discussion now, I am open to that. Daphne >>> bfreeman at famlit.org 6/20/2006 11:30 AM >>> I have had experience. Not online however it can't be to difficult. I'll look for this book. Bonnie Lash Freeman Director - Training/Special Projects National Center for Family Literacy 325 W Main St Suite 300 Louisville, KY 40202 502 584 1133 ext 115 bfreeman at famlit.org -----Original Message----- From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Andrea Wilder Sent: Sunday, June 18, 2006 5:37 PM To: The Women and Literacy Discussion List Subject: [WomenLiteracy 328] Re: women and literacy reading group Bonnie et al, The first book I'd like to suggest is by Catherine MacKinnon, "Are Women Human?' I've talked about this book on the list before, as I bought it after hearing MacKinnon, but I would like to read it WITH other people. has anyone here had experience with leading a book discussion? She is a lawyer with an international clientele, very lucid speaker, very thoughtful, very respectful of audience questions. What do others think? Andrea On Jun 18, 2006, at 12:14 PM, Bonnie Freeman wrote: > Andrea, > Have you created a book list as yet? > Bonnie > > > Bonnie Lash Freeman > Director - Training/Special Projects > National Center for Family Literacy > 325 W Main St Suite 300 > Louisville, KY 40202 > 502 584 1133 ext 115 > bfreeman at famlit.org > > -----Original Message----- > From: womenliteracy-bounces at nifl.gov > [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Andrea Wilder > Sent: Sunday, June 18, 2006 9:27 AM > To: The Women and Literacy Discussion List > Subject: [WomenLiteracy 325] Re: women and literacy reading group > > Daphne, > > I'd sure like to be in a women/literacy group on this list serv. What > do others think? > > Andrea > > > On Jun 18, 2006, at 4:03 AM, Cuban, Sondra wrote: > >> Daphne, I've started a reading group on women writers and researchers >> on the topic of women and literacy---so we'll read anything from >> Anna > >> Robinson-Pant's work to Sapphire to the Oakland Readers series on >> women. The group includes women lecturers, researchers, doctoral and >> masters students from Education, Religious Studies, and, Educational >> Research. Everyone in the group is interested in issues related to >> women and literacy from different angles. Thats what I mean. The >> staff > >> learning centre at the university offers literacy courses to those >> who > >> want literacy and language instruction. I think your idea of starting >> a women and literacy reading group for women literacy learners is a >> good one. It would be different than what the staff centre >> offers--using a reading group venue might be a lot of fun too. I'll >> think about how that could work! Thanks, Sondra -----Original >> Message----- >> From: womenliteracy-bounces at nifl.gov on behalf of Daphne Greenberg >> Sent: Sat 6/17/2006 6:53 PM >> To: womenliteracy at nifl.gov >> Subject: [WomenLiteracy 323] women and literacy reading group >> >> Sondra, >> When you say that you have started a women and literacy reading group >> at your university, what do you mean? Is this a group for women who >> have difficulty reading that is held at the university, is it for >> faculty/staff? How often does it mean and what happens in the group? >> Thanks, >> Daphne >> >> Daphne Greenberg >> Assistant Professor >> Educational Psych. & Special Ed. >> Georgia State University >> P.O. Box 3979 >> Atlanta, Georgia 30302-3979 >> phone: 404-651-0127 >> fax:404-651-4901 >> dgreenberg at gsu.edu >> >> Daphne Greenberg >> Associate Director >> Center for the Study of Adult Literacy Georgia State University P.O. >> Box 3977 Atlanta, Georgia 30302-3977 >> phone: 404-651-0127 >> fax:404-651-4901 >> dgreenberg at gsu.edu >>>>> s.cuban at lancaster.ac.uk 06/15/06 4:36 AM >>> >> Hi Mev, Hi all, >> >> I was really sorry to miss the women and literacy conference this >> past > >> year, ---- it looked fantastic!!! I am now living in England (and >> Ujwala, if you are reading this, please call me!). I have started a >> women and literacy reading group at my university, and would like to >> do more....Are there others out there who can make some suggestions >> about what an academic can do to create more women-literacy >> knowledge-generating activities in or around her workplace and >> community? Thanks and hope you are doing well! Sondra >> >> >> -----Original Message----- >> From: womenliteracy-bounces at nifl.gov on behalf of mev at litwomen.org >> Sent: Wed 6/14/2006 7:38 PM >> To: NIFL Womenlit >> Cc: NIFL Family; AAACE-NLA AAACE; NIFL ESL; nifl-Professional >> Development; NIFL Povracelit Povracelit >> Subject: [WomenLiteracy 317] WE LEARN Newsletter >> >> Looking for some good summer reading? >> Have a look at the news & updates from WE LEARN...Please be sure to >> check out these links... >> >> April 2006 Newsletter: http://www.litwomen.org/news/06april.pdf >> >> New titles to our database: >> http://www.litwomen.org/learnmats/06new.html >> >> Annual Conference -- 2006 Report & 2007 early news: >> http://www.litwomen.org/conference.html >> >> Excepts from the 1st issue of Women's Perspectives - Health & >> Wellness > >> student writing Initiative also available: >> http://www.litwomen.org/perspectives/2006/06excerpts.pdf >> >> For complete details about Women's Perspectives go to: >> http://www.litwomen.org/perspectives.html >> >> We also invite you to get involved in our many projects: >> http://www.litwomen.org/projects.html >> >> 2005 Annual Report: http://www.litwomen.org/reports/2005annual.pdf >> >> Enjoy your summer. >> >> >> WE LEARN >> Women Expanding: Literacy Education Action Resource Network >> www.litwomen.org/welearn.html >> >> Mev Miller, Ed.D., Director >> 182 Riverside Ave. >> Cranston, RI 02910 >> 401-383-4374 >> welearn at litwomen.org >> >> ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/womenliteracy >> >> ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/womenliteracy >> ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/womenliteracy >> > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy From alcdgg at langate.gsu.edu Tue Jun 20 18:55:57 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Tue, 20 Jun 2006 18:55:57 -0400 Subject: [WomenLiteracy 345] math concepts behind saving and investing-xpost from technology and literacy listserv Message-ID: Given our theme of women and numeracy, I thought that this cross post from the technology and listserv is very appropriate: This September the Adult Literacy Media Alliance is releasing a new multimedia financial literacy curriculum TV411 Save Smart developed with a generous grant from the NASD Investor Education Foundation. TV411 Save Smart features TV411's math-minded Calculating Woman and highlights key literacy and math concepts behind saving and investing. The curriculum, designed for ABE students, is made up of four units: Planning for Retirement; Tax-Deferred Savings and Investing; Tracking Mutual Funds; and Reading the Fine Print. To learn more about it go to: http://www.tv411.org/index.shtml Daphne Daphne Greenberg Assistant Professor Educational Psych. & Special Ed. Georgia State University P.O. Box 3979 Atlanta, Georgia 30302-3979 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu Daphne Greenberg Associate Director Center for the Study of Adult Literacy Georgia State University P.O. Box 3977 Atlanta, Georgia 30302-3977 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu From andreawilder at comcast.net Wed Jun 21 08:35:00 2006 From: andreawilder at comcast.net (Andrea Wilder) Date: Wed, 21 Jun 2006 08:35:00 -0400 Subject: [WomenLiteracy 346] Re: math concepts behind saving and investing-xpost from technology and literacy listserv In-Reply-To: References: Message-ID: <817805a3bd7eaac0392daec68fc3598b@comcast.net> Friends-- It is simply ESSENTIAL that women learn how to manage money. This is a life-time topic. I speak from experience on this one. No body gave me advice, I had to hammer on people to get basic information. People DO NOT want to talk about the ins and outs of taking care of money. Fortunately, i picked up enough to survive, but knowledge on this topic goes FAR beyond a checking account. In my experience, women, when given good information, are fabulous strategic planners. I think that what helped me MOST was money success stories from women who had been very clever with their money. I picked up tips. Another thing that helped me was 2 groups of close friends who increased exponentially my connections to information. War stories help here. I know this is me talking about my experiences, but my experiences will have some linkages to adult students--i think of myself sometimes like an adult student, anyway. Andrea On Jun 20, 2006, at 6:55 PM, Daphne Greenberg wrote: > Given our theme of women and numeracy, I thought that this cross post > from the technology and listserv is very appropriate: > This September the Adult Literacy Media Alliance is releasing a new > multimedia financial literacy curriculum TV411 Save Smart developed > with a generous grant from the NASD Investor Education Foundation. > TV411 Save Smart features TV411's math-minded Calculating Woman and > highlights key literacy and math concepts behind saving and investing. > The curriculum, designed for ABE students, is made up of four units: > Planning for Retirement; Tax-Deferred Savings and Investing; Tracking > Mutual Funds; and Reading the Fine Print. > To learn more about it go to: > http://www.tv411.org/index.shtml > Daphne > > > > Daphne Greenberg > Assistant Professor > Educational Psych. & Special Ed. > Georgia State University > P.O. Box 3979 > Atlanta, Georgia 30302-3979 > phone: 404-651-0127 > fax:404-651-4901 > dgreenberg at gsu.edu > > Daphne Greenberg > Associate Director > Center for the Study of Adult Literacy > Georgia State University > P.O. Box 3977 > Atlanta, Georgia 30302-3977 > phone: 404-651-0127 > fax:404-651-4901 > dgreenberg at gsu.edu > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > From j.e.ward at cox.net Wed Jun 21 12:27:45 2006 From: j.e.ward at cox.net (Judy Ward) Date: Wed, 21 Jun 2006 11:27:45 -0500 Subject: [WomenLiteracy 347] math anxiety Message-ID: <000c01c6954f$a141b1f0$6402a8c0@Judy> Greetings to everyone, Since this is a women and literacy list serve I assume that all have a deep concern and interest in advancing women through a literacy perspective. Also, I assume that you all love reading and writing and would like to help others feel the same way. To get the numeracy and math anxiety discussion going I would like to begin from a different direction. I would like to tell you a little about my "anxiety" with English class during my k-12 years. Although I never made bad grades, English class was a challenge for me. Remembering all the sentence structure rules was overwhelming and didn't make sense. Diagramming a sentence, as well as the other 10 or so that were assigned, was a painful task. The process didn't make sense to me and I wasn't able to carry the exercise over to writing. Writing was and still is another challenge and most of the time almost a painful experience for me. You could say that my anxiety about putting words on paper is a stumbling block and I have to work extremely hard just to get started. There are times when I must write something important, like now, that my stomach gets knots in it, my mind goes blank and I have to write and rewrite over and over. Just before I send this email my anxiety level will increase drastically because someone will read this and find mistakes or think the writing is terrible. Where does this anxiety come from? Probably past experiences with teachers that loved and knew their subject but didn't teach the way I learn. We know a lot more now about how learning takes place than in my k-12 years. Now, for today's discussion question: Is there a relationship between literacy and the content in a typical English class in the US? I look forward to the discussion. Judy Ward Judy Ward, Ed.D. 6886 Young Farm Avenue Springdale, AR 72762 Phone: 479.361.2223 Fax: 479.361.2223 Email: j.e.ward at cox.net Arkansas Adult Numeracy Campaign Teaching Mathematics Effectively to Adult Learners From midnightmorningglory at hotmail.com Wed Jun 21 16:52:59 2006 From: midnightmorningglory at hotmail.com (Corey Zimmerman) Date: Wed, 21 Jun 2006 16:52:59 -0400 Subject: [WomenLiteracy 348] Re: math anxiety In-Reply-To: <000c01c6954f$a141b1f0$6402a8c0@Judy> Message-ID: Judy and everyone, This is a not a direct response to Judy's post, although I have to admit reading a post from someone else who also would rather play with numbers than words has intrigued me enough to write. So... My job is as a community-based researcher in the field of early care and education. My work is about responding to research questions posed by the community, working with the community to gather the data to answer the questions, and then giving the community back the data to take action. As I have produced more and more reports, it has started to trickle back to me that folks need help understanding how to read data. How do you look at a graph and understand what it's telling you? How do you critically read a statistic? How do you read data that is displayed on a map? How do you take data and use it in key decisions? These skills are all second nature to me, but I have begun to think of them as a type of "data literacy". Data literacy in the manner of skills for how to read and gain meaning from numbers. This current conversation has me intrigued because I am realizing that perhaps this set of skills are also called numeracy skills, and perhaps there are a lot of other folks already out there thinking about numeracy skills and teaching them to adults. So all of that to say I am curious to hear from other folks about their experiences teaching data literacy to adults? Any suggestions of resources that define data literacy and discuss how to teach it to adults (adults who have a range of education levels from GED/HS diploma to Master's degrees, but mostly all experience some level of math anxiety, and certainly the overwhelming majority of who are women), I would be appreciative to hear them. Thanks for your time and to Judy for moderating this discussion, Corey * ~ Faring thee well now. Let your life proceed by its own design ~ * Corey Zimmerman em: midnightmorningglory at hotmail.com >From: "Judy Ward" >Reply-To: The Women and Literacy Discussion List >To: >Subject: [WomenLiteracy 347] math anxiety >Date: Wed, 21 Jun 2006 11:27:45 -0500 > >Greetings to everyone, > >Since this is a women and literacy list serve I assume that all have a deep >concern and interest in advancing women through a literacy perspective. >Also, I assume that you all love reading and writing and would like to help >others feel the same way. > >To get the numeracy and math anxiety discussion going I would like to begin >from a different direction. I would like to tell you a little about my >"anxiety" with English class during my k-12 years. Although I never made >bad >grades, English class was a challenge for me. Remembering all the sentence >structure rules was overwhelming and didn't make sense. Diagramming a >sentence, as well as the other 10 or so that were assigned, was a painful >task. The process didn't make sense to me and I wasn't able to carry the >exercise over to writing. > >Writing was and still is another challenge and most of the time almost a >painful experience for me. You could say that my anxiety about putting >words >on paper is a stumbling block and I have to work extremely hard just to get >started. There are times when I must write something important, like now, >that my stomach gets knots in it, my mind goes blank and I have to write >and >rewrite over and over. Just before I send this email my anxiety level will >increase drastically because someone will read this and find mistakes or >think the writing is terrible. Where does this anxiety come from? Probably >past experiences with teachers that loved and knew their subject but didn't >teach the way I learn. We know a lot more now about how learning takes >place >than in my k-12 years. > >Now, for today's discussion question: Is there a relationship between >literacy and the content in a typical English class in the US? > >I look forward to the discussion. > >Judy Ward > > > >Judy Ward, Ed.D. >6886 Young Farm Avenue >Springdale, AR 72762 >Phone: 479.361.2223 >Fax: 479.361.2223 >Email: j.e.ward at cox.net > >Arkansas Adult Numeracy Campaign >Teaching Mathematics Effectively to Adult Learners > > > > >---------------------------------------------------- >National Institute for Literacy >Women and Literacy mailing list >WomenLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/womenliteracy From j.e.ward at cox.net Wed Jun 21 19:10:31 2006 From: j.e.ward at cox.net (Judy Ward) Date: Wed, 21 Jun 2006 18:10:31 -0500 Subject: [WomenLiteracy 349] Re: math anxiety In-Reply-To: Message-ID: <001201c69587$e87e9050$6402a8c0@Judy> Cory, You are correct! People don't know how to read graphs and understand the information or data that creates a "picture" of the story. As you have discovered, others should but don't have the skills you so aptly call data literacy. This set of skills is a very important part of numeracy. When doing workshops and presentations I quickly discovered the participants did not have a clue as to how to take data and put it into a graph or how to critically read one. Just describing or giving handouts on different types of graphs to a group doesn't get the information over to them. Only gathering data, putting that data into a graph and explaining the information helps them understand. This is an extremely important skill in today's society. I belong to the Adult Numeracy Network (ANN) which is THE organization dedicated to recognizing the importance of numeracy and placing it on the same level as literacy. The website is www.literacynet.org/ann and there are links to other important sites. Also, there is an adult-based curriculum called EmPower that has a set of lessons on using data. It is also listed on the website. Thank you for taking time to respond! Judy -----Original Message----- From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Corey Zimmerman Sent: Wednesday, June 21, 2006 3:53 PM To: womenliteracy at nifl.gov Subject: [WomenLiteracy 348] Re: math anxiety Judy and everyone, This is a not a direct response to Judy's post, although I have to admit reading a post from someone else who also would rather play with numbers than words has intrigued me enough to write. So... My job is as a community-based researcher in the field of early care and education. My work is about responding to research questions posed by the community, working with the community to gather the data to answer the questions, and then giving the community back the data to take action. As I have produced more and more reports, it has started to trickle back to me that folks need help understanding how to read data. How do you look at a graph and understand what it's telling you? How do you critically read a statistic? How do you read data that is displayed on a map? How do you take data and use it in key decisions? These skills are all second nature to me, but I have begun to think of them as a type of "data literacy". Data literacy in the manner of skills for how to read and gain meaning from numbers. This current conversation has me intrigued because I am realizing that perhaps this set of skills are also called numeracy skills, and perhaps there are a lot of other folks already out there thinking about numeracy skills and teaching them to adults. So all of that to say I am curious to hear from other folks about their experiences teaching data literacy to adults? Any suggestions of resources that define data literacy and discuss how to teach it to adults (adults who have a range of education levels from GED/HS diploma to Master's degrees, but mostly all experience some level of math anxiety, and certainly the overwhelming majority of who are women), I would be appreciative to hear them. Thanks for your time and to Judy for moderating this discussion, Corey * ~ Faring thee well now. Let your life proceed by its own design ~ * Corey Zimmerman em: midnightmorningglory at hotmail.com >From: "Judy Ward" >Reply-To: The Women and Literacy Discussion List >To: >Subject: [WomenLiteracy 347] math anxiety >Date: Wed, 21 Jun 2006 11:27:45 -0500 > >Greetings to everyone, > >Since this is a women and literacy list serve I assume that all have a deep >concern and interest in advancing women through a literacy perspective. >Also, I assume that you all love reading and writing and would like to help >others feel the same way. > >To get the numeracy and math anxiety discussion going I would like to begin >from a different direction. I would like to tell you a little about my >"anxiety" with English class during my k-12 years. Although I never made >bad >grades, English class was a challenge for me. Remembering all the sentence >structure rules was overwhelming and didn't make sense. Diagramming a >sentence, as well as the other 10 or so that were assigned, was a painful >task. The process didn't make sense to me and I wasn't able to carry the >exercise over to writing. > >Writing was and still is another challenge and most of the time almost a >painful experience for me. You could say that my anxiety about putting >words >on paper is a stumbling block and I have to work extremely hard just to get >started. There are times when I must write something important, like now, >that my stomach gets knots in it, my mind goes blank and I have to write >and >rewrite over and over. Just before I send this email my anxiety level will >increase drastically because someone will read this and find mistakes or >think the writing is terrible. Where does this anxiety come from? Probably >past experiences with teachers that loved and knew their subject but didn't >teach the way I learn. We know a lot more now about how learning takes >place >than in my k-12 years. > >Now, for today's discussion question: Is there a relationship between >literacy and the content in a typical English class in the US? > >I look forward to the discussion. > >Judy Ward > > > >Judy Ward, Ed.D. >6886 Young Farm Avenue >Springdale, AR 72762 >Phone: 479.361.2223 >Fax: 479.361.2223 >Email: j.e.ward at cox.net > >Arkansas Adult Numeracy Campaign >Teaching Mathematics Effectively to Adult Learners > > > > >---------------------------------------------------- >National Institute for Literacy >Women and Literacy mailing list >WomenLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/womenliteracy ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy From djrosen at comcast.net Wed Jun 21 21:19:27 2006 From: djrosen at comcast.net (David Rosen) Date: Wed, 21 Jun 2006 21:19:27 -0400 Subject: [WomenLiteracy 350] Re: math anxiety In-Reply-To: <001201c69587$e87e9050$6402a8c0@Judy> References: <001201c69587$e87e9050$6402a8c0@Judy> Message-ID: <2CEA1DEC-4AA0-4CD2-BA33-B777F7D4084B@comcast.net> Cory, Judy and others, More information about the EMPower curriculum will be found at http://adultnumeracy.terc.edu/ specifically, on data literacy, http://adultnumeracy.terc.edu/EMP_books.html (Many Points Make a Point) Another resource is the National Institute for Literacy Special Collection on Science and Numeracy. http://literacynet.org/sciencelincs/ for example, projects on data literacy, http://literacynet.org/sciencelincs/ttnum-data.html David J. Rosen Newsome Associates djrosen at comcast.net On Jun 21, 2006, at 7:10 PM, Judy Ward wrote: > Cory, > > You are correct! People don't know how to read graphs and > understand the > information or data that creates a "picture" of the story. As you have > discovered, others should but don't have the skills you so aptly > call data > literacy. This set of skills is a very important part of numeracy. > When > doing workshops and presentations I quickly discovered the > participants did > not have a clue as to how to take data and put it into a graph or > how to > critically read one. Just describing or giving handouts on > different types > of graphs to a group doesn't get the information over to them. Only > gathering data, putting that data into a graph and explaining the > information helps them understand. This is an extremely important > skill in > today's society. > > I belong to the Adult Numeracy Network (ANN) which is THE organization > dedicated to recognizing the importance of numeracy and placing it > on the > same level as literacy. The website is www.literacynet.org/ann and > there are > links to other important sites. Also, there is an adult-based > curriculum > called EmPower that has a set of lessons on using data. It is also > listed on > the website. > > Thank you for taking time to respond! > > Judy > > > > -----Original Message----- > From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy- > bounces at nifl.gov] > On Behalf Of Corey Zimmerman > Sent: Wednesday, June 21, 2006 3:53 PM > To: womenliteracy at nifl.gov > Subject: [WomenLiteracy 348] Re: math anxiety > > Judy and everyone, > > This is a not a direct response to Judy's post, although I have to > admit > reading a post from someone else who also would rather play with > numbers > than words has intrigued me enough to write. So... > > My job is as a community-based researcher in the field of early > care and > education. My work is about responding to research questions posed > by the > community, working with the community to gather the data to answer the > questions, and then giving the community back the data to take > action. As I > have produced more and more reports, it has started to trickle back > to me > that folks need help understanding how to read data. How do you > look at a > graph and understand what it's telling you? How do you critically > read a > statistic? How do you read data that is displayed on a map? How do > you take > data and use it in key decisions? These skills are all second > nature to me, > but I have begun to think of them as a type of "data literacy". Data > literacy in the manner of skills for how to read and gain meaning from > numbers. This current conversation has me intrigued because I am > realizing > that perhaps this set of skills are also called numeracy skills, > and perhaps > > there are a lot of other folks already out there thinking about > numeracy > skills and teaching them to adults. So all of that to say I am > curious to > hear from other folks about their experiences teaching data > literacy to > adults? Any suggestions of resources that define data literacy and > discuss > how to teach it to adults (adults who have a range of education > levels from > GED/HS diploma to Master's degrees, but mostly all experience some > level of > math anxiety, and certainly the overwhelming majority of who are > women), I > would be appreciative to hear them. > > Thanks for your time and to Judy for moderating this discussion, > Corey > > * ~ Faring thee well now. Let your life proceed by its own design ~ * > > Corey Zimmerman > em: midnightmorningglory at hotmail.com > > > > > >> From: "Judy Ward" >> Reply-To: The Women and Literacy Discussion List >> >> To: >> Subject: [WomenLiteracy 347] math anxiety >> Date: Wed, 21 Jun 2006 11:27:45 -0500 >> >> Greetings to everyone, >> >> Since this is a women and literacy list serve I assume that all >> have a deep >> concern and interest in advancing women through a literacy >> perspective. >> Also, I assume that you all love reading and writing and would >> like to help >> others feel the same way. >> >> To get the numeracy and math anxiety discussion going I would like >> to begin >> from a different direction. I would like to tell you a little >> about my >> "anxiety" with English class during my k-12 years. Although I >> never made >> bad >> grades, English class was a challenge for me. Remembering all the >> sentence >> structure rules was overwhelming and didn't make sense. Diagramming a >> sentence, as well as the other 10 or so that were assigned, was a >> painful >> task. The process didn't make sense to me and I wasn't able to >> carry the >> exercise over to writing. >> >> Writing was and still is another challenge and most of the time >> almost a >> painful experience for me. You could say that my anxiety about >> putting >> words >> on paper is a stumbling block and I have to work extremely hard >> just to get >> started. There are times when I must write something important, >> like now, >> that my stomach gets knots in it, my mind goes blank and I have to >> write >> and >> rewrite over and over. Just before I send this email my anxiety >> level will >> increase drastically because someone will read this and find >> mistakes or >> think the writing is terrible. Where does this anxiety come from? >> Probably >> past experiences with teachers that loved and knew their subject >> but didn't >> teach the way I learn. We know a lot more now about how learning >> takes >> place >> than in my k-12 years. >> >> Now, for today's discussion question: Is there a relationship between >> literacy and the content in a typical English class in the US? >> >> I look forward to the discussion. >> >> Judy Ward >> >> >> >> Judy Ward, Ed.D. >> 6886 Young Farm Avenue >> Springdale, AR 72762 >> Phone: 479.361.2223 >> Fax: 479.361.2223 >> Email: j.e.ward at cox.net >> >> Arkansas Adult Numeracy Campaign >> Teaching Mathematics Effectively to Adult Learners >> >> >> >> >> ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/womenliteracy > > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy David Rosen djrosen at comcast.net From ALCDGG at langate.gsu.edu Thu Jun 22 11:12:49 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Thu, 22 Jun 2006 11:12:49 -0400 Subject: [WomenLiteracy 351] Re: math anxiety Message-ID: Thank you Judy for sharing your anxiety about writing. I think that this is a great ice breaker for a lot of us who have anxiety doing math, thinking about explaining something in math, or even writing on this listserv about math. I have two wonders: 1. Do others on this listserv share my anxiety about anything related to math? 2. Judy, or others, what do you recommend for teachers who have math anxiety who are teaching students who have math anxiety? Thanks, Daphne >>> j.e.ward at cox.net 6/21/2006 12:27 PM >>> Greetings to everyone, Since this is a women and literacy list serve I assume that all have a deep concern and interest in advancing women through a literacy perspective. Also, I assume that you all love reading and writing and would like to help others feel the same way. To get the numeracy and math anxiety discussion going I would like to begin from a different direction. I would like to tell you a little about my "anxiety" with English class during my k-12 years. Although I never made bad grades, English class was a challenge for me. Remembering all the sentence structure rules was overwhelming and didn't make sense. Diagramming a sentence, as well as the other 10 or so that were assigned, was a painful task. The process didn't make sense to me and I wasn't able to carry the exercise over to writing. Writing was and still is another challenge and most of the time almost a painful experience for me. You could say that my anxiety about putting words on paper is a stumbling block and I have to work extremely hard just to get started. There are times when I must write something important, like now, that my stomach gets knots in it, my mind goes blank and I have to write and rewrite over and over. Just before I send this email my anxiety level will increase drastically because someone will read this and find mistakes or think the writing is terrible. Where does this anxiety come from? Probably past experiences with teachers that loved and knew their subject but didn't teach the way I learn. We know a lot more now about how learning takes place than in my k-12 years. Now, for today's discussion question: Is there a relationship between literacy and the content in a typical English class in the US? I look forward to the discussion. Judy Ward Judy Ward, Ed.D. 6886 Young Farm Avenue Springdale, AR 72762 Phone: 479.361.2223 Fax: 479.361.2223 Email: j.e.ward at cox.net Arkansas Adult Numeracy Campaign Teaching Mathematics Effectively to Adult Learners ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy From andreawilder at comcast.net Thu Jun 22 17:42:13 2006 From: andreawilder at comcast.net (Andrea Wilder) Date: Thu, 22 Jun 2006 17:42:13 -0400 Subject: [WomenLiteracy 352] Re: math anxiety In-Reply-To: References: Message-ID: <0740fb4a8835ee63c633a6458e896780@comcast.net> Friends-- What I can contribute is personal experience, but why not, it probably shows what numbers can do. Soon after I separated from my husband income tax time came around. I knew i couldn't do the math, but even assembling the documents was overwhelming. i ended up on the rug of my rented apartment crying and picking fuzz off the rug. A couple of years later I had mastered the assemblage of documents, but i neglected to send in the completed forms until I got a letter from the IRS. Now, because i am a small business, I have to divide my expenses into 4ths and multiply by 3. I was so put together this year that I have even put the little coupons in their envelopes--stamped--and written down the reminders of tax time on my calendar. Turns out I am POWERFULLY MOTIVATED to save money, so I put in the extra time to NOT SPEND on checks to the IRS. The above reasons are why I feel it is REALLY IMPORTANT for women to know the ins and outs of managing money. I had to go out and get the knowledge, and I sure wish I had had a helping hand, so I am really STRONGY in favor of emphasizing the practical uses of math. Planning what to do with money can give a person control and motivation. Unless a person is planning to go into theoretical physics or math, money has daily practical consequences. Andrea On Jun 22, 2006, at 11:12 AM, Daphne Greenberg wrote: > Thank you Judy for sharing your anxiety about writing. I think that > this is a great ice breaker for a lot of us who have anxiety doing > math, thinking about explaining something in math, or even writing on > this listserv about math. I have two wonders: > 1. Do others on this listserv share my anxiety about anything related > to math? > 2. Judy, or others, what do you recommend for teachers who have math > anxiety who are teaching students who have math anxiety? > Thanks, > Daphne > >>>> j.e.ward at cox.net 6/21/2006 12:27 PM >>> > Greetings to everyone, > > Since this is a women and literacy list serve I assume that all have a > deep > concern and interest in advancing women through a literacy perspective. > Also, I assume that you all love reading and writing and would like to > help > others feel the same way. > > To get the numeracy and math anxiety discussion going I would like to > begin > from a different direction. I would like to tell you a little about my > "anxiety" with English class during my k-12 years. Although I never > made bad > grades, English class was a challenge for me. Remembering all the > sentence > structure rules was overwhelming and didn't make sense. Diagramming a > sentence, as well as the other 10 or so that were assigned, was a > painful > task. The process didn't make sense to me and I wasn't able to carry > the > exercise over to writing. > > Writing was and still is another challenge and most of the time almost > a > painful experience for me. You could say that my anxiety about putting > words > on paper is a stumbling block and I have to work extremely hard just > to get > started. There are times when I must write something important, like > now, > that my stomach gets knots in it, my mind goes blank and I have to > write and > rewrite over and over. Just before I send this email my anxiety level > will > increase drastically because someone will read this and find mistakes > or > think the writing is terrible. Where does this anxiety come from? > Probably > past experiences with teachers that loved and knew their subject but > didn't > teach the way I learn. We know a lot more now about how learning takes > place > than in my k-12 years. > > Now, for today's discussion question: Is there a relationship between > literacy and the content in a typical English class in the US? > > I look forward to the discussion. > > Judy Ward > > > > Judy Ward, Ed.D. > 6886 Young Farm Avenue > Springdale, AR 72762 > Phone: 479.361.2223 > Fax: 479.361.2223 > Email: j.e.ward at cox.net > > Arkansas Adult Numeracy Campaign > Teaching Mathematics Effectively to Adult Learners > > > > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, pleasY?`'=??,???????%62????`M|????\X????3??.????e3?`[?6?h[C?Il?+~TfX?"????-??oWg??#???D????{(*0Y]3?t?T????FIe??a???|? [???N,??m:??G?R5'??Fl at lt?nD)?]n????\?]?L ?e ??D$?IVk???%?? ?A{??,=??YK????X??rL?{???b?y6Q?j?8d????z??&???cECHW???"#.???'f8c-?a?%$?&d??T???~??=??1??$M?E??4 ? ??X?fL?H??n?v??B ??f?4??y'?'?$LyyFrom j.e.ward at cox.net Thu Jun 22 20:48:25 2006 Return-Path: X-Original-To: womenliteracy at nifl.gov Delivered-To: womenliteracy at nifl.gov Received: from centrmmtao06.cox.net (centrmmtao06.cox.net [70.168.83.78]) by mail.nifl.gov (Postfix) with SMTP id 9A73011D4F for ; Thu, 22 Jun 2006 20:48:20 -0400 (EDT) Received: from Judy ([70.178.163.228]) by centrmmtao06.cox.net (InterMail vM.6.01.06.01 201-2131-130-101-20060113) with ESMTP id <20060623004818.IVYD16541.centrmmtao06.cox.net at Judy> for ; Thu, 22 Jun 2006 20:48:18 -0400 From: "Judy Ward" To: "'The Women and Literacy Discussion List'" Date: Thu, 22 Jun 2006 19:48:15 -0500 Message-ID: <002601c6965e$b6b89480$6402a8c0 at Judy> MIME-Version: 1.0 Content-Type: text/plain; charset="us-ascii" Content-Transfer-Encoding: quoted-printable X-Priority: 3 (Normal) X-MSMail-Priority: Normal X-Mailer: Microsoft Outlook, Build 10.0.6626 In-Reply-To: X-MimeOLE: Produced By Microsoft MimeOLE V6.00.2900.2869 Importance: Normal X-Mailman-Approved-At: Thu, 22 Jun 2006 21:13:31 -0400 Subject: [WomenLiteracy 353] Re: math anxiety X-BeenThere: womenliteracy at nifl.gov X-Mailman-Version: 2.1.6 Precedence: list Reply-To: The Women and Literacy Discussion List List-Id: The Women and Literacy Discussion List List-Unsubscribe: , List-Archive: List-Post: List-Help: List-Subscribe: , X-List-Received-Date: Fri, 23 Jun 2006 00:48:25 -0000 Andrea, Financial knowledge is extremely important. Fortunately you had friends = who pointed you in the right direction so that you could gain that = knowledge. There are many sources available to learn how to handle money but = finding them is not always easy. Congratulations to you for your determination = and success! Judy -----Original Message----- From: womenliteracy-bounces at nifl.gov = [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Daphne Greenberg Sent: Thursday, June 22, 2006 10:13 AM To: womenliteracy at nifl.gov Subject: [WomenLiteracy 351] Re: math anxiety Thank you Judy for sharing your anxiety about writing. I think that this = is a great ice breaker for a lot of us who have anxiety doing math, = thinking about explaining something in math, or even writing on this listserv = about math. I have two wonders: 1. Do others on this listserv share my anxiety about anything related to math? 2. Judy, or others, what do you recommend for teachers who have math = anxiety who are teaching students who have math anxiety? Thanks, Daphne >>> j.e.ward at cox.net 6/21/2006 12:27 PM >>> Greetings to everyone, Since this is a women and literacy list serve I assume that all have a = deep concern and interest in advancing women through a literacy perspective. Also, I assume that you all love reading and writing and would like to = help others feel the same way.=20 To get the numeracy and math anxiety discussion going I would like to = begin from a different direction. I would like to tell you a little about my "anxiety" with English class during my k-12 years. Although I never made = bad grades, English class was a challenge for me. Remembering all the = sentence structure rules was overwhelming and didn't make sense. Diagramming a sentence, as well as the other 10 or so that were assigned, was a = painful task. The process didn't make sense to me and I wasn't able to carry the exercise over to writing. Writing was and still is another challenge and most of the time almost a painful experience for me. You could say that my anxiety about putting = words on paper is a stumbling block and I have to work extremely hard just to = get started. There are times when I must write something important, like = now, that my stomach gets knots in it, my mind goes blank and I have to write = and rewrite over and over. Just before I send this email my anxiety level = will increase drastically because someone will read this and find mistakes or think the writing is terrible. Where does this anxiety come from? = Probably past experiences with teachers that loved and knew their subject but = didn't teach the way I learn. We know a lot more now about how learning takes = place than in my k-12 years.=20 Now, for today's discussion question: Is there a relationship between literacy and the content in a typical English class in the US?=20 I look forward to the discussion.=20 Judy Ward =20 Judy Ward, Ed.D. 6886 Young Farm Avenue Springdale, AR 72762 Phone: 479.361.2223 Fax: 479.361.2223 Email: j.e.ward at cox.net=20 Arkansas Adult Numeracy Campaign Teaching Mathematics Effectively to Adult Learners =20 ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov=20 To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy From j.e.ward at cox.net Thu Jun 22 21:23:21 2006 From: j.e.ward at cox.net (Judy Ward) Date: Thu, 22 Jun 2006 20:23:21 -0500 Subject: [WomenLiteracy 354] Re: math anxiety In-Reply-To: Message-ID: <002701c69663$a1568b10$6402a8c0@Judy> Math anxiety is an emotional response to math based on negative or unpleasant past experiences. It can also come from not understanding one basic concept like fractions. When I began using manipulatives with 7th graders, the importance of "why" became obvious to me. The same "why" is just as important to adults, both teachers and students. Also, most adult students are visual and hands on learners, especially in mathematics. Math was difficult for them in school because it was taught in an abstract manner - usually the way the teacher learned. As you know more of the same doesn't work. My suggestion: You know what concept(s) is a stumbling block for you. Take a friend and go to the math section of a school supply store. You should see Cuisinare Rods (fractions), color cubes (blocks for teaching/learning multiplication, area, perimeter, etc), base ten blocks (place value, decimals, percents), Alge Blocks (solving equations) just to name a few. Ask for a book that will go with the manipulative of your choice, go home to your kitchen table, work with it and learn. It's better to work with a small group but if that isn't an option work alone. I have used all the manipulatives listed with both adults and children. They work! I can't tell you how many tears of joy have been shed during one of my workshops because an adult educator (ABE/GED/ESOL/Literacy/Workplace) understood and could "see" the why for the first time. When you feel confident take the manipulative to your students. Let them "see" the why. Comments? Judy -----Original Message----- From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Daphne Greenberg Sent: Thursday, June 22, 2006 10:13 AM To: womenliteracy at nifl.gov Subject: [WomenLiteracy 351] Re: math anxiety Thank you Judy for sharing your anxiety about writing. I think that this is a great ice breaker for a lot of us who have anxiety doing math, thinking about explaining something in math, or even writing on this listserv about math. I have two wonders: 1. Do others on this listserv share my anxiety about anything related to math? 2. Judy, or others, what do you recommend for teachers who have math anxiety who are teaching students who have math anxiety? Thanks, Daphne >>> j.e.ward at cox.net 6/21/2006 12:27 PM >>> Greetings to everyone, Since this is a women and literacy list serve I assume that all have a deep concern and interest in advancing women through a literacy perspective. Also, I assume that you all love reading and writing and would like to help others feel the same way. To get the numeracy and math anxiety discussion going I would like to begin from a different direction. I would like to tell you a little about my "anxiety" with English class during my k-12 years. Although I never made bad grades, English class was a challenge for me. Remembering all the sentence structure rules was overwhelming and didn't make sense. Diagramming a sentence, as well as the other 10 or so that were assigned, was a painful task. The process didn't make sense to me and I wasn't able to carry the exercise over to writing. Writing was and still is another challenge and most of the time almost a painful experience for me. You could say that my anxiety about putting words on paper is a stumbling block and I have to work extremely hard just to get started. There are times when I must write something important, like now, that my stomach gets knots in it, my mind goes blank and I have to write and rewrite over and over. Just before I send this email my anxiety level will increase drastically because someone will read this and find mistakes or think the writing is terrible. Where does this anxiety come from? Probably past experiences with teachers that loved and knew their subject but didn't teach the way I learn. We know a lot more now about how learning takes place than in my k-12 years. Now, for today's discussion question: Is there a relationship between literacy and the content in a typical English class in the US? I look forward to the discussion. Judy Ward Judy Ward, Ed.D. 6886 Young Farm Avenue Springdale, AR 72762 Phone: 479.361.2223 Fax: 479.361.2223 Email: j.e.ward at cox.net Arkansas Adult Numeracy Campaign Teaching Mathematics Effectively to Adult Learners ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy From ryanryanc at yahoo.com Thu Jun 22 23:13:18 2006 From: ryanryanc at yahoo.com (Ryan Hall) Date: Thu, 22 Jun 2006 23:13:18 -0400 Subject: [WomenLiteracy 355] Re: math anxiety In-Reply-To: <002701c69663$a1568b10$6402a8c0@Judy> Message-ID: That "why" Judy writes about is, I believe, essential information that is often missing from instruction in all areas, not just math. Teaching anything in an unconnected, abstract manner only creates a new list of useless facts that students try to memorize for a test they have to pass in order to be able to take the next test of useless facts. It sounds very pessimistic, I know, but teachers create this attitude when they forget to make sure students understand the "why" behind the abstract principles they are teaching. What creates academic anxiety of any kind is the student's inability to learn what is being taught the way it is being taught in the short amount of time it is being taught. Not knowing the "why" only adds frustration to the already overly anxious student who, at some point, decides to quit caring at all in hopes that s/he will never have to deal with the subject matter again. For me, it's definitely math, and the only reason is because no teacher would (could?) ever tell me why I needed to know it outside the classroom- having no real-life application for this information left me without motivation to continue trying, so I didn't. Writing, too, is often challenging for many people and causes some extreme anxiety. Some people stress over the grammar and punctuation aspects, while others stress over making their point in a clear and concise manner. What many students fail to realize, mainly because instructors forget to help them make this connection, is that the grammar and punctuation help make meaning. Unless writing instruction focuses on both form and function, students will continue to make errors in their writing that they do not make when they complete grammar exercises that focus on form alone. Students need to see how all the grammar stuff fits into their style of communicating so they will be able to communicate effectively (and confidently!) in writing. After all, isn't written communication the "why" of learning all that grammar and punctuation stuff anyway? Judy, I don't know much about the relationship between literacy and the content in a typical English class in the US because I only get to see the products of those classes. Based on what I see in students' writing, though, I will say that there is much need for more explanation of the "why" in them. So, my question is how do teachers (of any subject and any level) on this list explain the "why" to your students? Do you wait until they ask, or is it something you build your lesson plan on? What types of activities do you use to make the "why" more visible for those students who don't get it the first, second, or even third time? Ryan On 6/22/06 9:23 PM, "Judy Ward" wrote: > Math anxiety is an emotional response to math based on negative or > unpleasant past experiences. It can also come from not understanding one > basic concept like fractions. When I began using manipulatives with 7th > graders, the importance of "why" became obvious to me. The same "why" is > just as important to adults, both teachers and students. Also, most adult > students are visual and hands on learners, especially in mathematics. Math > was difficult for them in school because it was taught in an abstract manner > - usually the way the teacher learned. As you know more of the same doesn't > work. > > My suggestion: You know what concept(s) is a stumbling block for you. Take a > friend and go to the math section of a school supply store. You should see > Cuisinare Rods (fractions), color cubes (blocks for teaching/learning > multiplication, area, perimeter, etc), base ten blocks (place value, > decimals, percents), Alge Blocks (solving equations) just to name a few. Ask > for a book that will go with the manipulative of your choice, go home to > your kitchen table, work with it and learn. It's better to work with a small > group but if that isn't an option work alone. > > I have used all the manipulatives listed with both adults and children. They > work! I can't tell you how many tears of joy have been shed during one of my > workshops because an adult educator (ABE/GED/ESOL/Literacy/Workplace) > understood and could "see" the why for the first time. When you feel > confident take the manipulative to your students. Let them "see" the why. > > Comments? > > Judy > > > > -----Original Message----- > From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy-bounces at nifl.gov] > On Behalf Of Daphne Greenberg > Sent: Thursday, June 22, 2006 10:13 AM > To: womenliteracy at nifl.gov > Subject: [WomenLiteracy 351] Re: math anxiety > > Thank you Judy for sharing your anxiety about writing. I think that this is > a great ice breaker for a lot of us who have anxiety doing math, thinking > about explaining something in math, or even writing on this listserv about > math. I have two wonders: > 1. Do others on this listserv share my anxiety about anything related to > math? > 2. Judy, or others, what do you recommend for teachers who have math anxiety > who are teaching students who have math anxiety? > Thanks, > Daphne > >>>> j.e.ward at cox.net 6/21/2006 12:27 PM >>> > Greetings to everyone, > > Since this is a women and literacy list serve I assume that all have a deep > concern and interest in advancing women through a literacy perspective. > Also, I assume that you all love reading and writing and would like to help > others feel the same way. > > To get the numeracy and math anxiety discussion going I would like to begin > from a different direction. I would like to tell you a little about my > "anxiety" with English class during my k-12 years. Although I never made bad > grades, English class was a challenge for me. Remembering all the sentence > structure rules was overwhelming and didn't make sense. Diagramming a > sentence, as well as the other 10 or so that were assigned, was a painful > task. The process didn't make sense to me and I wasn't able to carry the > exercise over to writing. > > Writing was and still is another challenge and most of the time almost a > painful experience for me. You could say that my anxiety about putting words > on paper is a stumbling block and I have to work extremely hard just to get > started. There are times when I must write something important, like now, > that my stomach gets knots in it, my mind goes blank and I have to write and > rewrite over and over. Just before I send this email my anxiety level will > increase drastically because someone will read this and find mistakes or > think the writing is terrible. Where does this anxiety come from? Probably > past experiences with teachers that loved and knew their subject but didn't > teach the way I learn. We know a lot more now about how learning takes place > than in my k-12 years. > > Now, for today's discussion question: Is there a relationship between > literacy and the content in a typical English class in the US? > > I look forward to the discussion. > > Judy Ward > > > > Judy Ward, Ed.D. > 6886 Young Farm Avenue > Springdale, AR 72762 > Phone: 479.361.2223 > Fax: 479.361.2223 > Email: j.e.ward at cox.net > > Arkansas Adult Numeracy Campaign > Teaching Mathematics Effectively to Adult Learners > > > > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy From mary_jane_schmitt at terc.edu Fri Jun 23 07:04:43 2006 From: mary_jane_schmitt at terc.edu (Mary Jane Schmitt) Date: Fri, 23 Jun 2006 07:04:43 -0400 Subject: [WomenLiteracy 356] Re: math anxiety In-Reply-To: <0740fb4a8835ee63c633a6458e896780@comcast.net> Message-ID: Andrea's description of her personal numeracy development is so real and rich. Once a math professor of mine started the class with the question: "How can a boring, heartless subject like math evoke so much emotion?" I often think about that remark and maybe the answer is more complex than we had bad math instruction. However, since I am a math teacher, people do tend to share with me some horror stories about school math experiences that caused them to "check out" big time. When I read Andrea's story, I was interested in why one has to divide by 4 and then multiply by 3. Does the division by 4 get the quarterly expenses? What does the multiplication by 3 do? I think the answer to alleviating math anxiety/avoidance is to keep asking why -to keep sticking with the meaning behind the rules- if I know WHY you divide by 4, and then multiply by 3, and can picture it in my mind, I tend not to forget. It's memorizing rules I don't "get" that makes me feel anxious. Anyway, this morning I am finally getting it together to go to a financial advisor for post divorce advice. The meeting is in 2 hours and writing back to you is one way to avoid stuff- hmm have to go - there's so much lint on my rugs and I would rather pick that than face the REAL math music. I have noticed that many people who say they are bad at math are great handling their money and a lot of math types are not so great (case in point). I think the two types could learn a lot from one another. Yours in the struggle, Mary Jane Schmitt Andrea Wilder Sent by: womenliteracy-bounces at nifl.gov 06/22/06 05:42 PM Please respond to The Women and Literacy Discussion List To The Women and Literacy Discussion List cc Subject [WomenLiteracy 352] Re: math anxiety Friends-- What I can contribute is personal experience, but why not, it probably shows what numbers can do. Soon after I separated from my husband income tax time came around. I knew i couldn't do the math, but even assembling the documents was overwhelming. i ended up on the rug of my rented apartment crying and picking fuzz off the rug. A couple of years later I had mastered the assemblage of documents, but i neglected to send in the completed forms until I got a letter from the IRS. Now, because i am a small business, I have to divide my expenses into 4ths and multiply by 3. I was so put together this year that I have even put the little coupons in their envelopes--stamped--and written down the reminders of tax time on my calendar. Turns out I am POWERFULLY MOTIVATED to save money, so I put in the extra time to NOT SPEND on checks to the IRS. The above reasons are why I feel it is REALLY IMPORTANT for women to know the ins and outs of managing money. I had to go out and get the knowledge, and I sure wish I had had a helping hand, so I am really STRONGY in favor of emphasizing the practical uses of math. Planning what to do with money can give a person control and motivation. Unless a person is planning to go into theoretical physics or math, money has daily practical consequences. Andrea On Jun 22, 2006, at 11:12 AM, Daphne Greenberg wrote: > Thank you Judy for sharing your anxiety about writing. I think that > this is a great ice breaker for a lot of us who have anxiety doing > math, thinking about explaining something in math, or even writing on > this listserv about math. I have two wonders: > 1. Do others on this listserv share my anxiety about anything related > to math? > 2. Judy, or others, what do you recommend for teachers who have math > anxiety who are teaching students who have math anxiety? > Thanks, > Daphne > >>>> j.e.ward at cox.net 6/21/2006 12:27 PM >>> > Greetings to everyone, > > Since this is a women and literacy list serve I assume that all have a > deep > concern and interest in advancing women through a literacy perspective. > Also, I assume that you all love reading and writing and would like to > help > others feel the same way. > > To get the numeracy and math anxiety discussion going I would like to > begin > from a different direction. I would like to tell you a little about my > "anxiety" with English class during my k-12 years. Although I never > made bad > grades, English class was a challenge for me. Remembering all the > sentence > structure rules was overwhelming and didn't make sense. Diagramming a > sentence, as well as the other 10 or so that were assigned, was a > painful > task. The process didn't make sense to me and I wasn't able to carry > the > exercise over to writing. > > Writing was and still is another challenge and most of the time almost > a > painful experience for me. You could say that my anxiety about putting > words > on paper is a stumbling block and I have to work extremely hard just > to get > started. There are times when I must write something important, like > now, > that my stomach gets knots in it, my mind goes blank and I have to > write and > rewrite over and over. Just before I send this email my anxiety level > will > increase drastically because someone will read this and find mistakes > or > think the writing is terrible. Where does this anxiety come from? > Probably > past experiences with teachers that loved and knew their subject but > didn't > teach the way I learn. We know a lot more now about how learning takes > place > than in my k-12 years. > > Now, for today's discussion question: Is there a relationship between > literacy and the content in a typical English class in the US? > > I look forward to the discussion. > > Judy Ward > > > > Judy Ward, Ed.D. > 6886 Young Farm Avenue > Springdale, AR 72762 > Phone: 479.361.2223 > Fax: 479.361.2223 > Email: j.e.ward at cox.net > > Arkansas Adult Numeracy Campaign > Teaching Mathematics Effectively to Adult Learners > > > > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20060623/224c7f09/attachment.html From alcdgg at langate.gsu.edu Fri Jun 23 07:25:41 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Fri, 23 Jun 2006 07:25:41 -0400 Subject: [WomenLiteracy 357] Re: math manipulatives Message-ID: Judy-thanks for your suggestion regarding the use of manipulatives. I am wondering if there are others on this listserv who have experience using manipulatives such as Cuisinare Rods, color cubes, base ten blocks, Alge Blocks, or anything else either for themselves when they were/are learning math, or when they were/are teaching math. Can you share with us your experiences? Also, I wonder whether typical adult literacy programs that include math instruction have budgets for these manipulatives? I have only visited a few math classes for adult learners, and have never seen manipulatives in use. I am trying to figure out if this was just coincidence or representative of adult literacy and math instruction. Thanks, Daphne >>> j.e.ward at cox.net 06/22/06 9:23 PM >>> Math anxiety is an emotional response to math based on negative or unpleasant past experiences. It can also come from not understanding one basic concept like fractions. When I began using manipulatives with 7th graders, the importance of "why" became obvious to me. The same "why" is just as important to adults, both teachers and students. Also, most adult students are visual and hands on learners, especially in mathematics. Math was difficult for them in school because it was taught in an abstract manner - usually the way the teacher learned. As you know more of the same doesn't work. My suggestion: You know what concept(s) is a stumbling block for you. Take a friend and go to the math section of a school supply store. You should see Cuisinare Rods (fractions), color cubes (blocks for teaching/learning multiplication, area, perimeter, etc), base ten blocks (place value, decimals, percents), Alge Blocks (solving equations) just to name a few. Ask for a book that will go with the manipulative of your choice, go home to your kitchen table, work with it and learn. It's better to work with a small group but if that isn't an option work alone. I have used all the manipulatives listed with both adults and children. They work! I can't tell you how many tears of joy have been shed during one of my workshops because an adult educator (ABE/GED/ESOL/Literacy/Workplace) understood and could "see" the why for the first time. When you feel confident take the manipulative to your students. Let them "see" the why. Comments? Judy -----Original Message----- From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Daphne Greenberg Sent: Thursday, June 22, 2006 10:13 AM To: womenliteracy at nifl.gov Subject: [WomenLiteracy 351] Re: math anxiety Thank you Judy for sharing your anxiety about writing. I think that this is a great ice breaker for a lot of us who have anxiety doing math, thinking about explaining something in math, or even writing on this listserv about math. I have two wonders: 1. Do others on this listserv share my anxiety about anything related to math? 2. Judy, or others, what do you recommend for teachers who have math anxiety who are teaching students who have math anxiety? Thanks, Daphne >>> j.e.ward at cox.net 6/21/2006 12:27 PM >>> Greetings to everyone, Since this is a women and literacy list serve I assume that all have a deep concern and interest in advancing women through a literacy perspective. Also, I assume that you all love reading and writing and would like to help others feel the same way. To get the numeracy and math anxiety discussion going I would like to begin from a different direction. I would like to tell you a little about my "anxiety" with English class during my k-12 years. Although I never made bad grades, English class was a challenge for me. Remembering all the sentence structure rules was overwhelming and didn't make sense. Diagramming a sentence, as well as the other 10 or so that were assigned, was a painful task. The process didn't make sense to me and I wasn't able to carry the exercise over to writing. Writing was and still is another challenge and most of the time almost a painful experience for me. You could say that my anxiety about putting words on paper is a stumbling block and I have to work extremely hard just to get started. There are times when I must write something important, like now, that my stomach gets knots in it, my mind goes blank and I have to write and rewrite over and over. Just before I send this email my anxiety level will increase drastically because someone will read this and find mistakes or think the writing is terrible. Where does this anxiety come from? Probably past experiences with teachers that loved and knew their subject but didn't teach the way I learn. We know a lot more now about how learning takes place than in my k-12 years. Now, for today's discussion question: Is there a relationship between literacy and the content in a typical English class in the US? I look forward to the discussion. Judy Ward Judy Ward, Ed.D. 6886 Young Farm Avenue Springdale, AR 72762 Phone: 479.361.2223 Fax: 479.361.2223 Email: j.e.ward at cox.net Arkansas Adult Numeracy Campaign Teaching Mathematics Effectively to Adult Learners ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy From djrosen at comcast.net Fri Jun 23 07:59:11 2006 From: djrosen at comcast.net (David Rosen) Date: Fri, 23 Jun 2006 07:59:11 -0400 Subject: [WomenLiteracy 358] Math as a puzzle, or swimming Message-ID: Myrna, Judy, and others, I am cross-posting this question to both the Women Literacy and Assessment lists, and hope that anyone who wishes to will join in. On National Public Radio Weekend Edition Sunday, in the Will Shortz "Puzzle Master" segment, the Public Radio host, Liane Hansen, often asks the contestant, "Are you a puzzle person?" How would you answer this question? For me, it's complicated. If I knew I wouldn't have to compete on the radio, and if I had as much time as I needed, I might say "sometimes," depending on the kind of puzzle. Those who would without waffling say yes, do not have "puzzle anxiety." They confidently dive into the deepest, coldest puzzle knowing that even if they thrash about they won't sink, and that they also know several strokes (strategies) in addition to treading water. Those who hesitate, qualify their "yes", or answer "no" have probably gulped water a few times, and it wasn't fun. They may be thinking that these waters are dangerous. So here's my question. How do you as a teacher help those who are not "puzzle people," or "math people," become more confident? Is it best for them to learn a few strokes first in shallow water? Or to dive right in to the deep parts with a buddy who can swim? What is the teacher's role as lifeguard? What are some strategies to help the most anxious to put their toes in the water? How do you help a mature fish to not feel foolish learning to swim next to all these smart fry swimming circles around them? How do you help an cautious swimmer become a strong swimmer? And since overcoming any anxiety is tough work, what do you tell your students is the reward? What's so great about swimming when you can enjoy sitting on a sunny beach or walking on the shore? And do you have any good stories? Let's hear about one of your students who was "aquaphobic" and who now loves to dive and to play water polo, or who at least can enjoy an occasional swim. How, exactly did that transformation happen? What was your role? David Rosen djrosen at comcast.net From andreawilder at comcast.net Fri Jun 23 08:33:49 2006 From: andreawilder at comcast.net (Andrea Wilder) Date: Fri, 23 Jun 2006 08:33:49 -0400 Subject: [WomenLiteracy 359] Re: math anxiety In-Reply-To: References: Message-ID: <7e7b1166129aaad03df70348d3fed26d@comcast.net> Friends-- Small steps: 5 bank accounts for different purposes, I have done this since I was first married, someone questioned this practice and i was so embarrassed it took me a long while to talk about it again--years, and then the person who I told it to thought it was a fabulous idea. Calendar for library books--I mark the due dates. when I renew over the phone, I mark on the card in the back the new date. Spending records; I write down what I spend in cash. I seldom use a credit card, I write checks. My "financial advisor" gave me work sheets to fill out, and they were a breeze because I am so dogged about expenses. She said a lot of people don't do what I do and this causes havoc. So my kind of babyish habits drew praise. By the way, in my looking around for a financial advisor, no one before her had given me such detailed expense sheets to fill out. When looking for services, I ask my friends who they use, then check them out myself. When doing taxes, I xerox and clip together my check stub info. If someone who works for me botches up I job, I pay the person and hire someone else. (This technique has caused my friends to question my sanity, but if a person doesn't do a job properly then they won't be able to do it properly the second time...) And so on...I wonder if there might be occasions in math classes for group discussion on techniques adult learners use to manage money? Andrea On Jun 23, 2006, at 7:04 AM, Mary Jane Schmitt wrote: > > Andrea's ?description of her personal numeracy development is so real > and rich. Once a math professor of mine started the class with the > question: "How can a boring, heartless subject like math evoke so much > emotion?" I often think about that remark and maybe the answer is more > complex than we had bad math instruction. However, since I am a math > teacher, people do tend to share with me some horror stories about > ?school math experiences that caused them to "check out" big time. > > When I read Andrea's story, I was interested in why one has to ?divide > by 4 and then multiply by 3. Does the division by 4 get the quarterly > expenses? What does the multiplication by 3 do? ?I think the answer to > alleviating ?math anxiety/avoidance is to keep asking why -to ?keep > sticking with the meaning behind the rules- if I know WHY you divide > by 4, and then multiply by 3, and can picture it in my mind, I tend > not to forget. It's memorizing rules I don't "get" ?that makes me feel > anxious. > > Anyway, this morning I am finally getting it together to go to a > financial advisor for post divorce advice. The meeting is in 2 hours > and writing back to you is one way to avoid stuff- hmm have to go - > there's so much lint on my rugs and I would rather pick that than face > the REAL math music. I have noticed that many people who say they are > bad at math are great handling their money and a lot of math types are > not so great (case in point). I think the two types could learn a lot > from one another. > > Yours in the struggle, > Mary Jane Schmitt > > > > > > > Andrea Wilder > Sent by: womenliteracy-bounces at nifl.gov > > 06/22/06 05:42 PM > Please respond to > The Women and Literacy Discussion List > > To > The Women and Literacy Discussion List > cc > Subject > [WomenLiteracy 352] Re: math anxiety > > > > > > Friends-- > > > What I can contribute is personal experience, but ?why not, it > probably > shows what numbers can do. > > Soon after I separated from my husband income tax time came around. ?I > knew i couldn't do ?the math, but even assembling the documents was > overwhelming. ?i ended up on the rug of my rented apartment crying > and ? > picking fuzz off the ?rug. > > A couple of years later I had mastered the assemblage of documents, > but > i neglected to send in the completed forms until I got a letter from > the IRS. > > Now, because i am a small business, I have to divide my expenses into > 4ths and multiply by 3. I was so put together this year that I have > even put the little coupons in their envelopes--stamped--and written > down the reminders of tax time on my calendar. > > Turns out I am POWERFULLY ?MOTIVATED ?to save ?money, so I put in the > extra time to NOT SPEND on checks to the IRS. > > The above reasons are why I feel it is REALLY IMPORTANT for women to > know the ins and outs of managing money. ?I had to go out and get the > ? > knowledge, and I sure wish I had had a helping hand, so I am really > STRONGY in favor of emphasizing the practical uses of math. > > Planning what to do with money can give a person control and ? > motivation. > > Unless a person is planning to go into theoretical physics or math, > money has daily practical consequences. > > Andrea > On Jun 22, 2006, at 11:12 AM, Daphne Greenberg wrote: > > > Thank you Judy for sharing your anxiety about writing. I think that > > this is a great ice breaker for a lot of us who have anxiety doing > > math, thinking about explaining something in math, or even writing > on > > this listserv about math. I have two wonders: > > 1. Do others on this listserv share my anxiety about anything > related > > to math? > > 2. Judy, or others, what do you recommend for teachers who have math > > anxiety who are teaching students who have math anxiety? > > Thanks, > > Daphne > > > >>>> j.e.ward at cox.net 6/21/2006 12:27 PM >>> > > Greetings to everyone, > > > > Since this is a women and literacy list serve I assume that all > have a > > deep > > concern and interest in advancing women through a literacy > perspective. > > Also, I assume that you all love reading and writing and would like > to > > help > > others feel the same way. > > > > To get the numeracy and math anxiety discussion going I would like > to > > begin > > from a different direction. I would like to tell you a little about > my > > "anxiety" with English class during my k-12 years. Although I never > > made bad > > grades, English class was a challenge for me. Remembering all the > > sentence > > structure rules was overwhelming and didn't make sense. Diagramming > a > > sentence, as well as the other 10 or so that were assigned, was a > > painful > > task. The process didn't make sense to me and I wasn't able to carry > > the > > exercise over to writing. > > > > Writing was and still is another challenge and most of the time > almost > > a > > painful experience for me. You could say that my anxiety about > putting > > words > > on paper is a stumbling block and I have to work extremely hard just > > to get > > started. There are times when I must write something important, like > > now, > > that my stomach gets knots in it, my mind goes blank and I have to > > write and > > rewrite over and over. Just before I send this email my anxiety > level > > will > > increase drastically because someone will read this and find > mistakes > > or > > think the writing is terrible. Where does this anxiety come from? > > Probably > > past experiences with teachers that loved and knew their subject but > > didn't > > teach the way I learn. We know a lot more now about how learning > takes > > place > > than in my k-12 years. > > > > Now, for today's discussion question: Is there a relationship > between > > literacy and the content in a typical English class in the US? > > > > I look forward to the discussion. > > > > Judy Ward > > > > > > > > Judy Ward, Ed.D. > > 6886 Young Farm Avenue > > Springdale, AR 72762 > > Phone: 479.361.2223 > > Fax: 479.361.2223 > > Email: j.e.ward at cox.net > > > > Arkansas Adult Numeracy Campaign > > Teaching Mathematics Effectively to Adult Learners > > > > > > > > > > ---------------------------------------------------- > > National Institute for Literacy > > Women and Literacy mailing list > > WomenLiteracy at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/womenliteracy > > > > ---------------------------------------------------- > > National Institute for Literacy > > Women and Literacy mailing list > > WomenLiteracy at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/womenliteracy > > > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 15314 bytes Desc: not available Url : http://www.nifl.gov/pipermail/womenliteracy/attachments/20060623/8e9eefb3/attachment.bin From andreawilder at comcast.net Fri Jun 23 08:50:22 2006 From: andreawilder at comcast.net (Andrea Wilder) Date: Fri, 23 Jun 2006 08:50:22 -0400 Subject: [WomenLiteracy 360] Re: math anxiety In-Reply-To: <000c01c6954f$a141b1f0$6402a8c0@Judy> References: <000c01c6954f$a141b1f0$6402a8c0@Judy> Message-ID: Judy-- This is about your word anxiety. I have NONE for using the WP, but I have found that word skills related to the library are ever expanding. i do my work often at Widener Library, Harvard, which is home to about 7 million books, all told--3.5 million in the big building, then 3.5 million in the depository. The floors go DEEP into the ground, and I have anxiety about the floors collapsing....BURIED IN BOOKS! Two techniques, simple ones, for expanding book knowledge: 1) Use the bibliographies of the books you are reading for further research; 2) Use the shelves where you have found the books to get more information, Books on a topic are put together--this is something that I don't think people think about, though it is so easy to do. Also, if you have questions about a book, email the author! Send an email to the publisher of the book, with a catchy subject line, and most likely (in my case this has happened) the publisher will send you to the editor, who will then send you to the author. Andrea On Jun 21, 2006, at 12:27 PM, Judy Ward wrote: > Greetings to everyone, > > Since this is a women and literacy list serve I assume that all have a > deep > concern and interest in advancing women through a literacy perspective. > Also, I assume that you all love reading and writing and would like to > help > others feel the same way. > > To get the numeracy and math anxiety discussion going I would like to > begin > from a different direction. I would like to tell you a little about my > "anxiety" with English class during my k-12 years. Although I never > made bad > grades, English class was a challenge for me. Remembering all the > sentence > structure rules was overwhelming and didn't make sense. Diagramming a > sentence, as well as the other 10 or so that were assigned, was a > painful > task. The process didn't make sense to me and I wasn't able to carry > the > exercise over to writing. > > Writing was and still is another challenge and most of the time almost > a > painful experience for me. You could say that my anxiety about putting > words > on paper is a stumbling block and I have to work extremely hard just > to get > started. There are times when I must write something important, like > now, > that my stomach gets knots in it, my mind goes blank and I have to > write and > rewrite over and over. Just before I send this email my anxiety level > will > increase drastically because someone will read this and find mistakes > or > think the writing is terrible. Where does this anxiety come from? > Probably > past experiences with teachers that loved and knew their subject but > didn't > teach the way I learn. We know a lot more now about how learning takes > place > than in my k-12 years. > > Now, for today's discussion question: Is there a relationship between > literacy and the content in a typical English class in the US? > > I look forward to the discussion. > > Judy Ward > > > > Judy Ward, Ed.D. > 6886 Young Farm Avenue > Springdale, AR 72762 > Phone: 479.361.2223 > Fax: 479.361.2223 > Email: j.e.ward at cox.net > > Arkansas Adult Numeracy Campaign > Teaching Mathematics Effectively to Adult Learners > > > > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > From bertiemo at yahoo.com Fri Jun 23 09:41:28 2006 From: bertiemo at yahoo.com (Bertha Mo) Date: Fri, 23 Jun 2006 06:41:28 -0700 (PDT) Subject: [WomenLiteracy 361] Re: math anxiety In-Reply-To: <7e7b1166129aaad03df70348d3fed26d@comcast.net> Message-ID: <20060623134128.75919.qmail@web30006.mail.mud.yahoo.com> Andrea and Mary Jane: Thank you for your insights. I don't see the posting of the history of my math anxiety on this discussion. I never thought that math anxiety and lack of financial acumen might go together, but I certainly have both. Andrea, I wondered if you'd share a blank copy of your expense form with me off line. I'm also searching for a financial advisor. I made the mistake of going to someone who was "selling" a product and did horribly. Bertie Mo Andrea Wilder wrote: Friends-- Small steps: 5 bank accounts for different purposes, I have done this since I was first married, someone questioned this practice and i was so embarrassed it took me a long while to talk about it again--years, and then the person who I told it to thought it was a fabulous idea. Calendar for library books--I mark the due dates. when I renew over the phone, I mark on the card in the back the new date. Spending records; I write down what I spend in cash. I seldom use a credit card, I write checks. My "financial advisor" gave me work sheets to fill out, and they were a breeze because I am so dogged about expenses. She said a lot of people don't do what I do and this causes havoc. So my kind of babyish habits drew praise. By the way, in my looking around for a financial advisor, no one before her had given me such detailed expense sheets to fill out. When looking for services, I ask my friends who they use, then check them out myself. When doing taxes, I xerox and clip together my check stub info. If someone who works for me botches up I job, I pay the person and hire someone else. (This technique has caused my friends to question my sanity, but if a person doesn't do a job properly then they won't be able to do it properly the second time...) And so on...I wonder if there might be occasions in math classes for group discussion on techniques adult learners use to manage money? Andrea On Jun 23, 2006, at 7:04 AM, Mary Jane Schmitt wrote: > > Andrea's description of her personal numeracy development is so real > and rich. Once a math professor of mine started the class with the > question: "How can a boring, heartless subject like math evoke so much > emotion?" I often think about that remark and maybe the answer is more > complex than we had bad math instruction. However, since I am a math > teacher, people do tend to share with me some horror stories about > school math experiences that caused them to "check out" big time. > > When I read Andrea's story, I was interested in why one has to divide > by 4 and then multiply by 3. Does the division by 4 get the quarterly > expenses? What does the multiplication by 3 do? I think the answer to > alleviating math anxiety/avoidance is to keep asking why -to keep > sticking with the meaning behind the rules- if I know WHY you divide > by 4, and then multiply by 3, and can picture it in my mind, I tend > not to forget. It's memorizing rules I don't "get" that makes me feel > anxious. > > Anyway, this morning I am finally getting it together to go to a > financial advisor for post divorce advice. The meeting is in 2 hours > and writing back to you is one way to avoid stuff- hmm have to go - > there's so much lint on my rugs and I would rather pick that than face > the REAL math music. I have noticed that many people who say they are > bad at math are great handling their money and a lot of math types are > not so great (case in point). I think the two types could learn a lot > from one another. > > Yours in the struggle, > Mary Jane Schmitt > > > > > > > Andrea Wilder > Sent by: womenliteracy-bounces at nifl.gov > > 06/22/06 05:42 PM > Please respond to > The Women and Literacy Discussion List > > To > The Women and Literacy Discussion List > cc > Subject > [WomenLiteracy 352] Re: math anxiety > > > > > > Friends-- > > > What I can contribute is personal experience, but why not, it > probably > shows what numbers can do. > > Soon after I separated from my husband income tax time came around. I > knew i couldn't do the math, but even assembling the documents was > overwhelming. i ended up on the rug of my rented apartment crying > and > picking fuzz off the rug. > > A couple of years later I had mastered the assemblage of documents, > but > i neglected to send in the completed forms until I got a letter from > the IRS. > > Now, because i am a small business, I have to divide my expenses into > 4ths and multiply by 3. I was so put together this year that I have > even put the little coupons in their envelopes--stamped--and written > down the reminders of tax time on my calendar. > > Turns out I am POWERFULLY MOTIVATED to save money, so I put in the > extra time to NOT SPEND on checks to the IRS. > > The above reasons are why I feel it is REALLY IMPORTANT for women to > know the ins and outs of managing money. I had to go out and get the > > knowledge, and I sure wish I had had a helping hand, so I am really > STRONGY in favor of emphasizing the practical uses of math. > > Planning what to do with money can give a person control and > motivation. > > Unless a person is planning to go into theoretical physics or math, > money has daily practical consequences. > > Andrea > On Jun 22, 2006, at 11:12 AM, Daphne Greenberg wrote: > > > Thank you Judy for sharing your anxiety about writing. I think that > > this is a great ice breaker for a lot of us who have anxiety doing > > math, thinking about explaining something in math, or even writing > on > > this listserv about math. I have two wonders: > > 1. Do others on this listserv share my anxiety about anything > related > > to math? > > 2. Judy, or others, what do you recommend for teachers who have math > > anxiety who are teaching students who have math anxiety? > > Thanks, > > Daphne > > > >>>> j.e.ward at cox.net 6/21/2006 12:27 PM >>> > > Greetings to everyone, > > > > Since this is a women and literacy list serve I assume that all > have a > > deep > > concern and interest in advancing women through a literacy > perspective. > > Also, I assume that you all love reading and writing and would like > to > > help > > others feel the same way. > > > > To get the numeracy and math anxiety discussion going I would like > to > > begin > > from a different direction. I would like to tell you a little about > my > > "anxiety" with English class during my k-12 years. Although I never > > made bad > > grades, English class was a challenge for me. Remembering all the > > sentence > > structure rules was overwhelming and didn't make sense. Diagramming > a > > sentence, as well as the other 10 or so that were assigned, was a > > painful > > task. The process didn't make sense to me and I wasn't able to carry > > the > > exercise over to writing. > > > > Writing was and still is another challenge and most of the time > almost > > a > > painful experience for me. You could say that my anxiety about > putting > > words > > on paper is a stumbling block and I have to work extremely hard just > > to get > > started. There are times when I must write something important, like > > now, > > that my stomach gets knots in it, my mind goes blank and I have to > > write and > > rewrite over and over. Just before I send this email my anxiety > level > > will > > increase drastically because someone will read this and find > mistakes > > or > > think the writing is terrible. Where does this anxiety come from? > > Probably > > past experiences with teachers that loved and knew their subject but > > didn't > > teach the way I learn. We know a lot more now about how learning > takes > > place > > than in my k-12 years. > > > > Now, for today's discussion question: Is there a relationship > between > > literacy and the content in a typical English class in the US? > > > > I look forward to the discussion. > > > > Judy Ward > > > > > > > > Judy Ward, Ed.D. > > 6886 Young Farm Avenue > > Springdale, AR 72762 > > Phone: 479.361.2223 > > Fax: 479.361.2223 > > Email: j.e.ward at cox.net > > > > Arkansas Adult Numeracy Campaign > > Teaching Mathematics Effectively to Adult Learners > > > > > > > > > > ---------------------------------------------------- > > National Institute for Literacy > > Women and Literacy mailing list > > WomenLiteracy at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/womenliteracy > > > > ---------------------------------------------------- > > National Institute for Literacy > > Women and Literacy mailing list > > WomenLiteracy at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/womenliteracy > > > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20060623/7cbabf60/attachment.html From bertiemo at yahoo.com Fri Jun 23 09:56:57 2006 From: bertiemo at yahoo.com (Bertha Mo) Date: Fri, 23 Jun 2006 06:56:57 -0700 (PDT) Subject: [WomenLiteracy 362] Re: Math as a puzzle, or swimming In-Reply-To: Message-ID: <20060623135657.31874.qmail@web30005.mail.mud.yahoo.com> I attended some of San Francisco's best public schools and so I thought I was to blame for my learning anxieties. I really didn't understand the process and mechanics of writing until I participated in the Bay Area Writer's Process while I was struggling with my Ph.D. dissertation. Here are some of the things I learned about writing and learning almost anything: 1) Writing (learning) is a process 2) Remote writing, mind mapping, experimentation all help one to relax...use colors or crayons to begin if that will relax you... 2) Writing need not be an isolating and lonely process...writing can be and probably should be shared. 3) Finished, published products have been shared with many people before reaching your eyes. 4) "Writing Prose" is the book that helped me crack a pretty serious writing anxiety. Bertie David Rosen wrote: Myrna, Judy, and others, I am cross-posting this question to both the Women Literacy and Assessment lists, and hope that anyone who wishes to will join in. On National Public Radio Weekend Edition Sunday, in the Will Shortz "Puzzle Master" segment, the Public Radio host, Liane Hansen, often asks the contestant, "Are you a puzzle person?" How would you answer this question? For me, it's complicated. If I knew I wouldn't have to compete on the radio, and if I had as much time as I needed, I might say "sometimes," depending on the kind of puzzle. Those who would without waffling say yes, do not have "puzzle anxiety." They confidently dive into the deepest, coldest puzzle knowing that even if they thrash about they won't sink, and that they also know several strokes (strategies) in addition to treading water. Those who hesitate, qualify their "yes", or answer "no" have probably gulped water a few times, and it wasn't fun. They may be thinking that these waters are dangerous. So here's my question. How do you as a teacher help those who are not "puzzle people," or "math people," become more confident? Is it best for them to learn a few strokes first in shallow water? Or to dive right in to the deep parts with a buddy who can swim? What is the teacher's role as lifeguard? What are some strategies to help the most anxious to put their toes in the water? How do you help a mature fish to not feel foolish learning to swim next to all these smart fry swimming circles around them? How do you help an cautious swimmer become a strong swimmer? And since overcoming any anxiety is tough work, what do you tell your students is the reward? What's so great about swimming when you can enjoy sitting on a sunny beach or walking on the shore? And do you have any good stories? Let's hear about one of your students who was "aquaphobic" and who now loves to dive and to play water polo, or who at least can enjoy an occasional swim. How, exactly did that transformation happen? What was your role? David Rosen djrosen at comcast.net ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20060623/148f8e2b/attachment.html From bertiemo at yahoo.com Fri Jun 23 10:04:55 2006 From: bertiemo at yahoo.com (Bertha Mo) Date: Fri, 23 Jun 2006 07:04:55 -0700 (PDT) Subject: [WomenLiteracy 363] Re: math manipulatives In-Reply-To: Message-ID: <20060623140455.70012.qmail@web30011.mail.mud.yahoo.com> Judy-thanks for the info regarding manipulatives. I didn't know what they were. A computer science colleague kept talking about them, but never explained what they were becacuse she assumed I knew. My daughter just completed 9th grade math with a much better teacher who knew the subject matter and so spent more time explaining the material. However, I'm fairly certain she didn't have manipulatives. The reason is cost. And I would imagine the same is true in adult education. You've all inspired me to visit the math education specialist at the Univesity where I work. I'd like to engage them in a discussion of how they are using manipulatives in their teaching. Best, Bertie Daphne Greenberg wrote:Judy-thanks for your suggestion regarding the use of manipulatives. I am wondering if there are others on this listserv who have experience using manipulatives such as Cuisinare Rods, color cubes, base ten blocks, Alge Blocks, or anything else either for themselves when they were/are learning math, or when they were/are teaching math. Can you share with us your experiences? Also, I wonder whether typical adult literacy programs that include math instruction have budgets for these manipulatives? I have only visited a few math classes for adult learners, and have never seen manipulatives in use. I am trying to figure out if this was just coincidence or representative of adult literacy and math instruction. Thanks, Daphne >>> j.e.ward at cox.net 06/22/06 9:23 PM >>> Math anxiety is an emotional response to math based on negative or unpleasant past experiences. It can also come from not understanding one basic concept like fractions. When I began using manipulatives with 7th graders, the importance of "why" became obvious to me. The same "why" is just as important to adults, both teachers and students. Also, most adult students are visual and hands on learners, especially in mathematics. Math was difficult for them in school because it was taught in an abstract manner - usually the way the teacher learned. As you know more of the same doesn't work. My suggestion: You know what concept(s) is a stumbling block for you. Take a friend and go to the math section of a school supply store. You should see Cuisinare Rods (fractions), color cubes (blocks for teaching/learning multiplication, area, perimeter, etc), base ten blocks (place value, decimals, percents), Alge Blocks (solving equations) just to name a few. Ask for a book that will go with the manipulative of your choice, go home to your kitchen table, work with it and learn. It's better to work with a small group but if that isn't an option work alone. I have used all the manipulatives listed with both adults and children. They work! I can't tell you how many tears of joy have been shed during one of my workshops because an adult educator (ABE/GED/ESOL/Literacy/Workplace) understood and could "see" the why for the first time. When you feel confident take the manipulative to your students. Let them "see" the why. Comments? Judy -----Original Message----- From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Daphne Greenberg Sent: Thursday, June 22, 2006 10:13 AM To: womenliteracy at nifl.gov Subject: [WomenLiteracy 351] Re: math anxiety Thank you Judy for sharing your anxiety about writing. I think that this is a great ice breaker for a lot of us who have anxiety doing math, thinking about explaining something in math, or even writing on this listserv about math. I have two wonders: 1. Do others on this listserv share my anxiety about anything related to math? 2. Judy, or others, what do you recommend for teachers who have math anxiety who are teaching students who have math anxiety? Thanks, Daphne >>> j.e.ward at cox.net 6/21/2006 12:27 PM >>> Greetings to everyone, Since this is a women and literacy list serve I assume that all have a deep concern and interest in advancing women through a literacy perspective. Also, I assume that you all love reading and writing and would like to help others feel the same way. To get the numeracy and math anxiety discussion going I would like to begin from a different direction. I would like to tell you a little about my "anxiety" with English class during my k-12 years. Although I never made bad grades, English class was a challenge for me. Remembering all the sentence structure rules was overwhelming and didn't make sense. Diagramming a sentence, as well as the other 10 or so that were assigned, was a painful task. The process didn't make sense to me and I wasn't able to carry the exercise over to writing. Writing was and still is another challenge and most of the time almost a painful experience for me. You could say that my anxiety about putting words on paper is a stumbling block and I have to work extremely hard just to get started. There are times when I must write something important, like now, that my stomach gets knots in it, my mind goes blank and I have to write and rewrite over and over. Just before I send this email my anxiety level will increase drastically because someone will read this and find mistakes or think the writing is terrible. Where does this anxiety come from? Probably past experiences with teachers that loved and knew their subject but didn't teach the way I learn. We know a lot more now about how learning takes place than in my k-12 years. Now, for today's discussion question: Is there a relationship between literacy and the content in a typical English class in the US? I look forward to the discussion. Judy Ward Judy Ward, Ed.D. 6886 Young Farm Avenue Springdale, AR 72762 Phone: 479.361.2223 Fax: 479.361.2223 Email: j.e.ward at cox.net Arkansas Adult Numeracy Campaign Teaching Mathematics Effectively to Adult Learners ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20060623/c6085f15/attachment.html From bertiemo at yahoo.com Fri Jun 23 10:15:20 2006 From: bertiemo at yahoo.com (Bertha Mo) Date: Fri, 23 Jun 2006 07:15:20 -0700 (PDT) Subject: [WomenLiteracy 364] Re: math anxiety In-Reply-To: Message-ID: <20060623141520.30493.qmail@web30015.mail.mud.yahoo.com> I agree with you Ryan that the why is important. In high school, I had a very nice advance math teacher who was an ex-navy man. While reading a Tom Clancy novel which involved submarine's it suddenly dawned upon me why he might have become a math teacher... Math might have been more meaningful to me if he'd talked with us a bit about his career and how math got him(his ship) out of some tough situations... I teach at universty level, but I think this is useful in any setting...During the first day of class, I talk about why I interested in the particular topic I'm teaching. Then I ask them to tell me why they are taking this particular class. Whenever I move into a new topic, I try to remember to tell the class how they will use this information. Prior to ending the class I suggest how they might practice using the new information. Bertie Ryan Hall wrote: That "why" Judy writes about is, I believe, essential information that is often missing from instruction in all areas, not just math. Teaching anything in an unconnected, abstract manner only creates a new list of useless facts that students try to memorize for a test they have to pass in order to be able to take the next test of useless facts. It sounds very pessimistic, I know, but teachers create this attitude when they forget to make sure students understand the "why" behind the abstract principles they are teaching. What creates academic anxiety of any kind is the student's inability to learn what is being taught the way it is being taught in the short amount of time it is being taught. Not knowing the "why" only adds frustration to the already overly anxious student who, at some point, decides to quit caring at all in hopes that s/he will never have to deal with the subject matter again. For me, it's definitely math, and the only reason is because no teacher would (could?) ever tell me why I needed to know it outside the classroom- having no real-life application for this information left me without motivation to continue trying, so I didn't. Writing, too, is often challenging for many people and causes some extreme anxiety. Some people stress over the grammar and punctuation aspects, while others stress over making their point in a clear and concise manner. What many students fail to realize, mainly because instructors forget to help them make this connection, is that the grammar and punctuation help make meaning. Unless writing instruction focuses on both form and function, students will continue to make errors in their writing that they do not make when they complete grammar exercises that focus on form alone. Students need to see how all the grammar stuff fits into their style of communicating so they will be able to communicate effectively (and confidently!) in writing. After all, isn't written communication the "why" of learning all that grammar and punctuation stuff anyway? Judy, I don't know much about the relationship between literacy and the content in a typical English class in the US because I only get to see the products of those classes. Based on what I see in students' writing, though, I will say that there is much need for more explanation of the "why" in them. So, my question is how do teachers (of any subject and any level) on this list explain the "why" to your students? Do you wait until they ask, or is it something you build your lesson plan on? What types of activities do you use to make the "why" more visible for those students who don't get it the first, second, or even third time? Ryan On 6/22/06 9:23 PM, "Judy Ward" wrote: > Math anxiety is an emotional response to math based on negative or > unpleasant past experiences. It can also come from not understanding one > basic concept like fractions. When I began using manipulatives with 7th > graders, the importance of "why" became obvious to me. The same "why" is > just as important to adults, both teachers and students. Also, most adult > students are visual and hands on learners, especially in mathematics. Math > was difficult for them in school because it was taught in an abstract manner > - usually the way the teacher learned. As you know more of the same doesn't > work. > > My suggestion: You know what concept(s) is a stumbling block for you. Take a > friend and go to the math section of a school supply store. You should see > Cuisinare Rods (fractions), color cubes (blocks for teaching/learning > multiplication, area, perimeter, etc), base ten blocks (place value, > decimals, percents), Alge Blocks (solving equations) just to name a few. Ask > for a book that will go with the manipulative of your choice, go home to > your kitchen table, work with it and learn. It's better to work with a small > group but if that isn't an option work alone. > > I have used all the manipulatives listed with both adults and children. They > work! I can't tell you how many tears of joy have been shed during one of my > workshops because an adult educator (ABE/GED/ESOL/Literacy/Workplace) > understood and could "see" the why for the first time. When you feel > confident take the manipulative to your students. Let them "see" the why. > > Comments? > > Judy > > > > -----Original Message----- > From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy-bounces at nifl.gov] > On Behalf Of Daphne Greenberg > Sent: Thursday, June 22, 2006 10:13 AM > To: womenliteracy at nifl.gov > Subject: [WomenLiteracy 351] Re: math anxiety > > Thank you Judy for sharing your anxiety about writing. I think that this is > a great ice breaker for a lot of us who have anxiety doing math, thinking > about explaining something in math, or even writing on this listserv about > math. I have two wonders: > 1. Do others on this listserv share my anxiety about anything related to > math? > 2. Judy, or others, what do you recommend for teachers who have math anxiety > who are teaching students who have math anxiety? > Thanks, > Daphne > >>>> j.e.ward at cox.net 6/21/2006 12:27 PM >>> > Greetings to everyone, > > Since this is a women and literacy list serve I assume that all have a deep > concern and interest in advancing women through a literacy perspective. > Also, I assume that you all love reading and writing and would like to help > others feel the same way. > > To get the numeracy and math anxiety discussion going I would like to begin > from a different direction. I would like to tell you a little about my > "anxiety" with English class during my k-12 years. Although I never made bad > grades, English class was a challenge for me. Remembering all the sentence > structure rules was overwhelming and didn't make sense. Diagramming a > sentence, as well as the other 10 or so that were assigned, was a painful > task. The process didn't make sense to me and I wasn't able to carry the > exercise over to writing. > > Writing was and still is another challenge and most of the time almost a > painful experience for me. You could say that my anxiety about putting words > on paper is a stumbling block and I have to work extremely hard just to get > started. There are times when I must write something important, like now, > that my stomach gets knots in it, my mind goes blank and I have to write and > rewrite over and over. Just before I send this email my anxiety level will > increase drastically because someone will read this and find mistakes or > think the writing is terrible. Where does this anxiety come from? Probably > past experiences with teachers that loved and knew their subject but didn't > teach the way I learn. We know a lot more now about how learning takes place > than in my k-12 years. > > Now, for today's discussion question: Is there a relationship between > literacy and the content in a typical English class in the US? > > I look forward to the discussion. > > Judy Ward > > > > Judy Ward, Ed.D. > 6886 Young Farm Avenue > Springdale, AR 72762 > Phone: 479.361.2223 > Fax: 479.361.2223 > Email: j.e.ward at cox.net > > Arkansas Adult Numeracy Campaign > Teaching Mathematics Effectively to Adult Learners > > > > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20060623/bc1d95a6/attachment.html From j.e.ward at cox.net Fri Jun 23 11:00:32 2006 From: j.e.ward at cox.net (Judy Ward) Date: Fri, 23 Jun 2006 10:00:32 -0500 Subject: [WomenLiteracy 365] Re: math manipulatives In-Reply-To: Message-ID: <001701c696d5$ca983150$6402a8c0@Judy> Daphne, a comment on "visiting a few math classes and the lack of manipulatives being a coincidence or representative...." My research of GED programs in Arkansas showed the following: 95% of the instructors utilized a textbook/workbook curriculum (algorithm based instruction), 99% used paper-and-pencil- repeated practice as the instructional practice of choice (algorithm based), 95% used individual instruction as their instruction method of choice, and 99% reported repeated practice as their most effective instructional method. The instructors were teaching the way they were taught and had not idea there were other methods. If you visited 100 sites you might come close to the same results. Literacy programs are in a great position to teach basic math concepts because basic math instruction can be easily integrated into the reading curriculum. Although literacy providers understand and accept alternative math instructional methods they seem to have difficulty integrating it into their programs. What about implementing a small group math/reading/discussion program? Judy -----Original Message----- From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Daphne Greenberg Sent: Friday, June 23, 2006 6:26 AM To: womenliteracy at nifl.gov Subject: [WomenLiteracy 357] Re: math manipulatives Judy-thanks for your suggestion regarding the use of manipulatives. I am wondering if there are others on this listserv who have experience using manipulatives such as Cuisinare Rods, color cubes, base ten blocks, Alge Blocks, or anything else either for themselves when they were/are learning math, or when they were/are teaching math. Can you share with us your experiences? Also, I wonder whether typical adult literacy programs that include math instruction have budgets for these manipulatives? I have only visited a few math classes for adult learners, and have never seen manipulatives in use. I am trying to figure out if this was just coincidence or representative of adult literacy and math instruction. Thanks, Daphne >>> j.e.ward at cox.net 06/22/06 9:23 PM >>> Math anxiety is an emotional response to math based on negative or unpleasant past experiences. It can also come from not understanding one basic concept like fractions. When I began using manipulatives with 7th graders, the importance of "why" became obvious to me. The same "why" is just as important to adults, both teachers and students. Also, most adult students are visual and hands on learners, especially in mathematics. Math was difficult for them in school because it was taught in an abstract manner - usually the way the teacher learned. As you know more of the same doesn't work. My suggestion: You know what concept(s) is a stumbling block for you. Take a friend and go to the math section of a school supply store. You should see Cuisinare Rods (fractions), color cubes (blocks for teaching/learning multiplication, area, perimeter, etc), base ten blocks (place value, decimals, percents), Alge Blocks (solving equations) just to name a few. Ask for a book that will go with the manipulative of your choice, go home to your kitchen table, work with it and learn. It's better to work with a small group but if that isn't an option work alone. I have used all the manipulatives listed with both adults and children. They work! I can't tell you how many tears of joy have been shed during one of my workshops because an adult educator (ABE/GED/ESOL/Literacy/Workplace) understood and could "see" the why for the first time. When you feel confident take the manipulative to your students. Let them "see" the why. Comments? Judy -----Original Message----- From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Daphne Greenberg Sent: Thursday, June 22, 2006 10:13 AM To: womenliteracy at nifl.gov Subject: [WomenLiteracy 351] Re: math anxiety Thank you Judy for sharing your anxiety about writing. I think that this is a great ice breaker for a lot of us who have anxiety doing math, thinking about explaining something in math, or even writing on this listserv about math. I have two wonders: 1. Do others on this listserv share my anxiety about anything related to math? 2. Judy, or others, what do you recommend for teachers who have math anxiety who are teaching students who have math anxiety? Thanks, Daphne >>> j.e.ward at cox.net 6/21/2006 12:27 PM >>> Greetings to everyone, Since this is a women and literacy list serve I assume that all have a deep concern and interest in advancing women through a literacy perspective. Also, I assume that you all love reading and writing and would like to help others feel the same way. To get the numeracy and math anxiety discussion going I would like to begin from a different direction. I would like to tell you a little about my "anxiety" with English class during my k-12 years. Although I never made bad grades, English class was a challenge for me. Remembering all the sentence structure rules was overwhelming and didn't make sense. Diagramming a sentence, as well as the other 10 or so that were assigned, was a painful task. The process didn't make sense to me and I wasn't able to carry the exercise over to writing. Writing was and still is another challenge and most of the time almost a painful experience for me. You could say that my anxiety about putting words on paper is a stumbling block and I have to work extremely hard just to get started. There are times when I must write something important, like now, that my stomach gets knots in it, my mind goes blank and I have to write and rewrite over and over. Just before I send this email my anxiety level will increase drastically because someone will read this and find mistakes or think the writing is terrible. Where does this anxiety come from? Probably past experiences with teachers that loved and knew their subject but didn't teach the way I learn. We know a lot more now about how learning takes place than in my k-12 years. Now, for today's discussion question: Is there a relationship between literacy and the content in a typical English class in the US? I look forward to the discussion. Judy Ward Judy Ward, Ed.D. 6886 Young Farm Avenue Springdale, AR 72762 Phone: 479.361.2223 Fax: 479.361.2223 Email: j.e.ward at cox.net Arkansas Adult Numeracy Campaign Teaching Mathematics Effectively to Adult Learners ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy From mev at litwomen.org Fri Jun 23 11:14:15 2006 From: mev at litwomen.org (mev at litwomen.org) Date: Fri, 23 Jun 2006 11:14:15 -0400 Subject: [WomenLiteracy 366] Re: Numeracy In-Reply-To: Message-ID: hmmm... about manipulatives...though some commercial products were named, and the suggestion that "cost" was a reason for why they are not used in ABE.... I think the point of manipulatives is to make numeracy-related concepts both visual and kinesthetic. So once we have a sense of what a specific manipulative might be used for, I think we could be creative about how to acquire them....perhaps learners could help make them (to explain the why) and they could be left in the classroom for future use...colored paper cut in shapes, clean leftover plastic food containers of all sizes, children's building blocks, deck of cards, various grains and beans of differing shapes and sizes -- heck, even a bag of M&Ms or different kinds of cookies could be used -- in this regard, I think we're only limited by our imagination! as this conversation progresses, though, I find myself asking what it has to specifically do with women and literacy? Several suggestions seem fairly generic - not particularly gender-specific to women. Andrea offered one suggestion -- women have typically not been encouraged to consider financial or money management issues in the way that men might be. The overwhelming (or assumed?) sense that math anxiety is typical among women (more so than among men) could be another connection. Does the suggestion to use manipulatives correspond to women's learning theory or does it have more to do with multiple intelligences contexts for learning? I often wonder -- Are there keys in women's learning theory or specific gender-based concerns that can help us to understand women's relationship to numeracy/math, especially in ABE? I wonder if is has to do more with socialization and structures of power -- than anything to do directly with math... why do I say that... well, here's my own theory (for what it's worth). Think about what has considered to be "typically" women's work....and how math-related they all are... cooking -- need to understand relationships of amounts, volumes, measurements -- how much of what to use, when, to feed how many....etc. fabric arts -- counting stitches, how much thread, yards, how big is ther person being sewn for...etc. gardening -- how much space will something take in relation to other plants, how much water, food, length of growing time astrology, farming, childcare, transportation, home repair, food storage, bargain shopping, bartering (how much is something worth really) -- so much of common "women's work" and everyday survival DOES depend on a certain familiarity with "figuring." I think that as math became more associated with money management (class / power) and abstract theoretical "higher" problem-solving, the more it became removed from women's hands -- "closed" and made "mysterious - even frightening for women. And I do believe it has to do with power and access -- basically, women's self-sustainability and self-sufficiently. that's my rant for the day also, I'd venture to guess that math may be a great "equalizer" for women ABE learners as well as ABE teachers -- in this subject area, we may be most like our students in comfort and expertise, than not! by the way - check out these websites on women mathematicians... http://womenshistory.about.com/cs/sciencemath1/tp/aatpmathwomen.htm http://www.agnesscott.edu/lriddle/women/ http://www.nwhp.org/tlp/links/links.html#math Mev WE LEARN Women Expanding: Literacy Education Action Resource Network www.litwomen.org/welearn.html Mev Miller, Ed.D., Director 182 Riverside Ave. Cranston, RI 02910 401-383-4374 welearn at litwomen.org From mwaddell at famlit.org Fri Jun 23 11:14:20 2006 From: mwaddell at famlit.org (Margo Waddell) Date: Fri, 23 Jun 2006 11:14:20 -0400 Subject: [WomenLiteracy 367] Re: math anxiety Message-ID: <8D8B65FFAE8EE34FB7CF3BFBFAE94DE4019F6F88@SYNNODE2> As I read the list this week I am compelled to share a resource which has intrigued and helped me overcome financial challenges and some of my math anxiety (I believe both are linked). I think many of you might enjoy it and benefit from the practical advice within it's pages. The Nine Steps to Financial Freedom by Suze Orman. (ISBN 0-609-80186-4) This book explores how your past holds the key to your financial future and helps you take charge of what to do now. Margo Waddell ________________________________ From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Andrea Wilder Sent: Friday, June 23, 2006 8:34 AM To: The Women and Literacy Discussion List Subject: [WomenLiteracy 359] Re: math anxiety Friends-- Small steps: 5 bank accounts for different purposes, I have done this since I was first married, someone questioned this practice and i was so embarrassed it took me a long while to talk about it again--years, and then the person who I told it to thought it was a fabulous idea. Calendar for library books--I mark the due dates. when I renew over the phone, I mark on the card in the back the new date. Spending records; I write down what I spend in cash. I seldom use a credit card, I write checks. My "financial advisor" gave me work sheets to fill out, and they were a breeze because I am so dogged about expenses. She said a lot of people don't do what I do and this causes havoc. So my kind of babyish habits drew praise. By the way, in my looking around for a financial advisor, no one before her had given me such detailed expense sheets to fill out. When looking for services, I ask my friends who they use, then check them out myself. When doing taxes, I xerox and clip together my check stub info. If someone who works for me botches up I job, I pay the person and hire someone else. (This technique has caused my friends to question my sanity, but if a person doesn't do a job properly then they won't be able to do it properly the second time...) And so on...I wonder if there might be occasions in math classes for group discussion on techniques adult learners use to manage money? Andrea On Jun 23, 2006, at 7:04 AM, Mary Jane Schmitt wrote: Andrea's description of her personal numeracy development is so real and rich. Once a math professor of mine started the class with the question: "How can a boring, heartless subject like math evoke so much emotion?" I often think about that remark and maybe the answer is more complex than we had bad math instruction. However, since I am a math teacher, people do tend to share with me some horror stories about school math experiences that caused them to "check out" big time. When I read Andrea's story, I was interested in why one has to divide by 4 and then multiply by 3. Does the division by 4 get the quarterly expenses? What does the multiplication by 3 do? I think the answer to alleviating math anxiety/avoidance is to keep asking why -to keep sticking with the meaning behind the rules- if I know WHY you divide by 4, and then multiply by 3, and can picture it in my mind, I tend not to forget. It's memorizing rules I don't "get" that makes me feel anxious. Anyway, this morning I am finally getting it together to go to a financial advisor for post divorce advice. The meeting is in 2 hours and writing back to you is one way to avoid stuff- hmm have to go - there's so much lint on my rugs and I would rather pick that than face the REAL math music. I have noticed that many people who say they are bad at math are great handling their money and a lot of math types are not so great (case in point). I think the two types could learn a lot from one another. Yours in the struggle, Mary Jane Schmitt Andrea Wilder Sent by: womenliteracy-bounces at nifl.gov 06/22/06 05:42 PM Please respond to The Women and Literacy Discussion List To The Women and Literacy Discussion List cc Subject [WomenLiteracy 352] Re: math anxiety Friends-- What I can contribute is personal experience, but why not, it probably shows what numbers can do. Soon after I separated from my husband income tax time came around. I knew i couldn't do the math, but even assembling the documents was overwhelming. i ended up on the rug of my rented apartment crying and picking fuzz off the rug. A couple of years later I had mastered the assemblage of documents, but i neglected to send in the completed forms until I got a letter from the IRS. Now, because i am a small business, I have to divide my expenses into 4ths and multiply by 3. I was so put together this year that I have even put the little coupons in their envelopes--stamped--and written down the reminders of tax time on my calendar. Turns out I am POWERFULLY MOTIVATED to save money, so I put in the extra time to NOT SPEND on checks to the IRS. The above reasons are why I feel it is REALLY IMPORTANT for women to know the ins and outs of managing money. I had to go out and get the knowledge, and I sure wish I had had a helping hand, so I am really STRONGY in favor of emphasizing the practical uses of math. Planning what to do with money can give a person control and motivation. Unless a person is planning to go into theoretical physics or math, money has daily practical consequences. Andrea On Jun 22, 2006, at 11:12 AM, Daphne Greenberg wrote: > Thank you Judy for sharing your anxiety about writing. I think that > this is a great ice breaker for a lot of us who have anxiety doing > math, thinking about explaining something in math, or even writing on > this listserv about math. I have two wonders: > 1. Do others on this listserv share my anxiety about anything related > to math? > 2. Judy, or others, what do you recommend for teachers who have math > anxiety who are teaching students who have math anxiety? > Thanks, > Daphne > >>>> j.e.ward at cox.net 6/21/2006 12:27 PM >>> > Greetings to everyone, > > Since this is a women and literacy list serve I assume that all have a > deep > concern and interest in advancing women through a literacy perspective. > Also, I assume that you all love reading and writing and would like to > help > others feel the same way. > > To get the numeracy and math anxiety discussion going I would like to > begin > from a different direction. I would like to tell you a little about my > "anxiety" with English class during my k-12 years. Although I never > made bad > grades, English class was a challenge for me. Remembering all the > sentence > structure rules was overwhelming and didn't make sense. Diagramming a > sentence, as well as the other 10 or so that were assigned, was a > painful > task. The process didn't make sense to me and I wasn't able to carry > the > exercise over to writing. > > Writing was and still is another challenge and most of the time almost > a > painful experience for me. You could say that my anxiety about putting > words > on paper is a stumbling block and I have to work extremely hard just > to get > started. There are times when I must write something important, like > now, > that my stomach gets knots in it, my mind goes blank and I have to > write and > rewrite over and over. Just before I send this email my anxiety level > will > increase drastically because someone will read this and find mistakes > or > think the writing is terrible. Where does this anxiety come from? > Probably > past experiences with teachers that loved and knew their subject but > didn't > teach the way I learn. We know a lot more now about how learning takes > place > than in my k-12 years. > > Now, for today's discussion question: Is there a relationship between > literacy and the content in a typical English class in the US? > > I look forward to the discussion. > > Judy Ward > > > > Judy Ward, Ed.D. > 6886 Young Farm Avenue > Springdale, AR 72762 > Phone: 479.361.2223 > Fax: 479.361.2223 > Email: j.e.ward at cox.net > > Arkansas Adult Numeracy Campaign > Teaching Mathematics Effectively to Adult Learners > > > > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20060623/69dc0f88/attachment.html From midnightmorningglory at hotmail.com Fri Jun 23 11:27:18 2006 From: midnightmorningglory at hotmail.com (Corey Zimmerman) Date: Fri, 23 Jun 2006 11:27:18 -0400 Subject: [WomenLiteracy 368] Re: math anxiety In-Reply-To: <2CEA1DEC-4AA0-4CD2-BA33-B777F7D4084B@comcast.net> Message-ID: All, Just wanted to say thanks for the data literacy resources! I am excited to spend some time exploring them and learning more about ANN! Also it's really interesting reading everyone's stories about their experiences with math. It's making me realize how much actually I have always been comfortable with numbers and did have good experiences in school with math. I think I knew somewhere that this was not common, but this is making me actually process and realize that. More importantly, though this is making me think more about how can I use these skills to help others who are not as comfortable with numbers. Use a strengh I hadn't realized was a strength. Daily relevance to me seems yes certainly financial. Actually figuring out what my budget is and learning how to live within it so that I can meet my priorities and goals has been incredibly empowering. Also though I see math as being very important in terms of advocacy. Policymakers listen to numbers. Being able to walk in to your legislator's office and say "83% of early education teachers will need X type of support to enter and succeed in higher education" is powerful. It moves from allowing a policymaker to dismiss you because they think "oh well maybe there's just 6 teachers out there who need that support, and everyone is just repeating the story of those 6 teachers", to "wow 83% that's a lot of teachers". Stories are also helpful but I have found numbers to be effective. This is what connects for me though to data literacy, because you have to be able to pick out and understand the statistic to use it effectively. And related to teaching fractions, growing up helping my Mom cook dinner, she would decide some night that we needed 5/8 or 3/4 of the recipe, just to make me do the math :) Best, Corey * ~ Faring thee well now. Let your life proceed by its own design ~ * Corey Zimmerman em: midnightmorningglory at hotmail.com >From: David Rosen >Reply-To: The Women and Literacy Discussion List >To: The Women and Literacy Discussion List >Subject: [WomenLiteracy 350] Re: math anxiety >Date: Wed, 21 Jun 2006 21:19:27 -0400 > >Cory, Judy and others, > >More information about the EMPower curriculum will be found at > >http://adultnumeracy.terc.edu/ > >specifically, on data literacy, > >http://adultnumeracy.terc.edu/EMP_books.html (Many Points Make a Point) > >Another resource is the National Institute for Literacy Special >Collection on Science and Numeracy. > >http://literacynet.org/sciencelincs/ > >for example, projects on data literacy, > >http://literacynet.org/sciencelincs/ttnum-data.html > >David J. Rosen >Newsome Associates >djrosen at comcast.net > > > >On Jun 21, 2006, at 7:10 PM, Judy Ward wrote: > > > Cory, > > > > You are correct! People don't know how to read graphs and > > understand the > > information or data that creates a "picture" of the story. As you have > > discovered, others should but don't have the skills you so aptly > > call data > > literacy. This set of skills is a very important part of numeracy. > > When > > doing workshops and presentations I quickly discovered the > > participants did > > not have a clue as to how to take data and put it into a graph or > > how to > > critically read one. Just describing or giving handouts on > > different types > > of graphs to a group doesn't get the information over to them. Only > > gathering data, putting that data into a graph and explaining the > > information helps them understand. This is an extremely important > > skill in > > today's society. > > > > I belong to the Adult Numeracy Network (ANN) which is THE organization > > dedicated to recognizing the importance of numeracy and placing it > > on the > > same level as literacy. The website is www.literacynet.org/ann and > > there are > > links to other important sites. Also, there is an adult-based > > curriculum > > called EmPower that has a set of lessons on using data. It is also > > listed on > > the website. > > > > Thank you for taking time to respond! > > > > Judy > > > > > > > > -----Original Message----- > > From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy- > > bounces at nifl.gov] > > On Behalf Of Corey Zimmerman > > Sent: Wednesday, June 21, 2006 3:53 PM > > To: womenliteracy at nifl.gov > > Subject: [WomenLiteracy 348] Re: math anxiety > > > > Judy and everyone, > > > > This is a not a direct response to Judy's post, although I have to > > admit > > reading a post from someone else who also would rather play with > > numbers > > than words has intrigued me enough to write. So... > > > > My job is as a community-based researcher in the field of early > > care and > > education. My work is about responding to research questions posed > > by the > > community, working with the community to gather the data to answer the > > questions, and then giving the community back the data to take > > action. As I > > have produced more and more reports, it has started to trickle back > > to me > > that folks need help understanding how to read data. How do you > > look at a > > graph and understand what it's telling you? How do you critically > > read a > > statistic? How do you read data that is displayed on a map? How do > > you take > > data and use it in key decisions? These skills are all second > > nature to me, > > but I have begun to think of them as a type of "data literacy". Data > > literacy in the manner of skills for how to read and gain meaning from > > numbers. This current conversation has me intrigued because I am > > realizing > > that perhaps this set of skills are also called numeracy skills, > > and perhaps > > > > there are a lot of other folks already out there thinking about > > numeracy > > skills and teaching them to adults. So all of that to say I am > > curious to > > hear from other folks about their experiences teaching data > > literacy to > > adults? Any suggestions of resources that define data literacy and > > discuss > > how to teach it to adults (adults who have a range of education > > levels from > > GED/HS diploma to Master's degrees, but mostly all experience some > > level of > > math anxiety, and certainly the overwhelming majority of who are > > women), I > > would be appreciative to hear them. > > > > Thanks for your time and to Judy for moderating this discussion, > > Corey > > > > * ~ Faring thee well now. Let your life proceed by its own design ~ * > > > > Corey Zimmerman > > em: midnightmorningglory at hotmail.com > > > > > > > > > > > >> From: "Judy Ward" > >> Reply-To: The Women and Literacy Discussion List > >> > >> To: > >> Subject: [WomenLiteracy 347] math anxiety > >> Date: Wed, 21 Jun 2006 11:27:45 -0500 > >> > >> Greetings to everyone, > >> > >> Since this is a women and literacy list serve I assume that all > >> have a deep > >> concern and interest in advancing women through a literacy > >> perspective. > >> Also, I assume that you all love reading and writing and would > >> like to help > >> others feel the same way. > >> > >> To get the numeracy and math anxiety discussion going I would like > >> to begin > >> from a different direction. I would like to tell you a little > >> about my > >> "anxiety" with English class during my k-12 years. Although I > >> never made > >> bad > >> grades, English class was a challenge for me. Remembering all the > >> sentence > >> structure rules was overwhelming and didn't make sense. Diagramming a > >> sentence, as well as the other 10 or so that were assigned, was a > >> painful > >> task. The process didn't make sense to me and I wasn't able to > >> carry the > >> exercise over to writing. > >> > >> Writing was and still is another challenge and most of the time > >> almost a > >> painful experience for me. You could say that my anxiety about > >> putting > >> words > >> on paper is a stumbling block and I have to work extremely hard > >> just to get > >> started. There are times when I must write something important, > >> like now, > >> that my stomach gets knots in it, my mind goes blank and I have to > >> write > >> and > >> rewrite over and over. Just before I send this email my anxiety > >> level will > >> increase drastically because someone will read this and find > >> mistakes or > >> think the writing is terrible. Where does this anxiety come from? > >> Probably > >> past experiences with teachers that loved and knew their subject > >> but didn't > >> teach the way I learn. We know a lot more now about how learning > >> takes > >> place > >> than in my k-12 years. > >> > >> Now, for today's discussion question: Is there a relationship between > >> literacy and the content in a typical English class in the US? > >> > >> I look forward to the discussion. > >> > >> Judy Ward > >> > >> > >> > >> Judy Ward, Ed.D. > >> 6886 Young Farm Avenue > >> Springdale, AR 72762 > >> Phone: 479.361.2223 > >> Fax: 479.361.2223 > >> Email: j.e.ward at cox.net > >> > >> Arkansas Adult Numeracy Campaign > >> Teaching Mathematics Effectively to Adult Learners > >> > >> > >> > >> > >> ---------------------------------------------------- > >> National Institute for Literacy > >> Women and Literacy mailing list > >> WomenLiteracy at nifl.gov > >> To unsubscribe or change your subscription settings, please go to > >> http://www.nifl.gov/mailman/listinfo/womenliteracy > > > > > > ---------------------------------------------------- > > National Institute for Literacy > > Women and Literacy mailing list > > WomenLiteracy at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/womenliteracy > > > > > > ---------------------------------------------------- > > National Institute for Literacy > > Women and Literacy mailing list > > WomenLiteracy at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/womenliteracy > >David Rosen >djrosen at comcast.net > > > >---------------------------------------------------- >National Institute for Literacy >Women and Literacy mailing list >WomenLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/womenliteracy From andreawilder at comcast.net Sat Jun 24 10:20:19 2006 From: andreawilder at comcast.net (Andrea Wilder) Date: Sat, 24 Jun 2006 10:20:19 -0400 Subject: [WomenLiteracy 369] Re: Numeracy In-Reply-To: References: Message-ID: <3b469a26d559590c0ea03d524273cfa0@comcast.net> Money matters (math) have everything to do with money and power, and absolutely nothing to do with gender--except in human societies, where gender matters a lot. One of my teachers, Don Warwick, worked in what were then called "developing nations," and reported that in Pakistan women excelled in math. He thought it was a matter of training, and so do I. The comment about Pakistan shows that there was, indeed, a time of optimism. My mother remarked to me once "I should have taught you about money." This was woman to woman, too. So I had to learn about money on my own. In my senior year at school we were given an assignment to use the newspaper and find an apartment to rent, look at ads and find out about food to buy. A truly great assignment. A family member turned out to know A LOT about money, He is a lawyer,specializes in land deals and is a crook--or at least was when I knew him He learned very well. About cuisinaire rods--I have used them, I think they are terrific, I don't know how much they cost, they are beautiful to look at and to use So buy them. I would use coins, etc with them for fractions, multiplying. i would also use items like grocery slips, tax bills, insert every piece of paper that comes with numbers into math lessons.. By the way, math knowledge, indeed knowledge in any field, is built from the bottom up, in discernable stages. Start with the concrete. Take students to city hall where they live, look at tax valuations (publicly available) get to know all the ordinary lessons about money. I learned to ask "Where does money come into this?" about everything. Andrea On Jun 23, 2006, at 11:14 AM, mev at litwomen.org wrote: > hmmm... > about manipulatives...though some commercial products were named, and > the suggestion that "cost" was a reason for why they are not used in > ABE.... > I think the point of manipulatives is to make numeracy-related concepts > both visual and kinesthetic. So once we have a sense of what a specific > manipulative might be used for, I think we could be creative about how > to acquire them....perhaps learners could help make them (to explain > the why) and they could be left in the classroom for future > use...colored paper cut in shapes, clean leftover plastic food > containers of all sizes, children's building blocks, deck of cards, > various grains and beans of differing shapes and sizes -- heck, even a > bag of M&Ms or different kinds of cookies could be used -- in this > regard, I think we're only limited by our imagination! > > as this conversation progresses, though, I find myself asking what it > has to specifically do with women and literacy? Several suggestions > seem fairly generic - not particularly gender-specific to women. > > Andrea offered one suggestion -- women have typically not been > encouraged to consider financial or money management issues in the way > that men might be. The overwhelming (or assumed?) sense that math > anxiety is typical among women (more so than among men) could be > another connection. Does the suggestion to use manipulatives correspond > to women's learning theory or does it have more to do with multiple > intelligences contexts for learning? > > I often wonder -- Are there keys in women's learning theory or specific > gender-based concerns that can help us to understand women's > relationship to numeracy/math, especially in ABE? > I wonder if is has to do more with socialization and structures of > power -- than anything to do directly with math... > > why do I say that... well, here's my own theory (for what it's worth). > Think about what has considered to be "typically" women's work....and > how math-related they all are... > cooking -- need to understand relationships of amounts, volumes, > measurements -- how much of what to use, when, to feed how many....etc. > fabric arts -- counting stitches, how much thread, yards, how big is > ther person being sewn for...etc. > gardening -- how much space will something take in relation to other > plants, how much water, food, length of growing time > astrology, farming, childcare, transportation, home repair, food > storage, bargain shopping, bartering (how much is something worth > really) -- so much of common "women's work" and everyday survival DOES > depend on a certain familiarity with "figuring." > > I think that as math became more associated with money management > (class / power) and abstract theoretical "higher" problem-solving, the > more it became removed from women's hands -- "closed" and made > "mysterious - even frightening for women. And I do believe it has to do > with power and access -- basically, women's self-sustainability and > self-sufficiently. > > that's my rant for the day > > also, I'd venture to guess that math may be a great "equalizer" for > women ABE learners as well as ABE teachers -- in this subject area, we > may be most like our students in comfort and expertise, than not! > > by the way - check out these websites on women mathematicians... > http://womenshistory.about.com/cs/sciencemath1/tp/aatpmathwomen.htm > > http://www.agnesscott.edu/lriddle/women/ > > http://www.nwhp.org/tlp/links/links.html#math > > > Mev > > > > WE LEARN > Women Expanding: Literacy Education Action Resource Network > www.litwomen.org/welearn.html > > Mev Miller, Ed.D., Director > 182 Riverside Ave. > Cranston, RI 02910 > 401-383-4374 > welearn at litwomen.org > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > From andreawilder at comcast.net Sat Jun 24 10:27:30 2006 From: andreawilder at comcast.net (Andrea Wilder) Date: Sat, 24 Jun 2006 10:27:30 -0400 Subject: [WomenLiteracy 370] Re: math anxiety In-Reply-To: <20060623134128.75919.qmail@web30006.mail.mud.yahoo.com> References: <20060623134128.75919.qmail@web30006.mail.mud.yahoo.com> Message-ID: What I can do is put the headings up for all to see, that would help. Yes, I made the same mistake you did, once. Then i figured out someone was selling a "product," and, wiser, I moved on. Andrea On Jun 23, 2006, at 9:41 AM, Bertha Mo wrote: > Andrea and Mary Jane: > > Thank you for your insights.? I don't see the posting of the history > of my math anxiety on this discussion. I never thought that math > anxiety and lack of financial acumen might go together, but I > certainly have both. > > Andrea, I wondered if you'd share a blank copy of your expense form > with me off line. > > I'm also searching for a financial advisor.? I made the mistake of > going to someone who was "selling" a product and did horribly. > > Bertie Mo > > Andrea Wilder wrote: >> >> Small steps: 5 bank accounts for different purposes, I have done this >> since I was first married, someone questioned this practice and i was >> so embarrassed it took me a long while to talk about it again--years, >> and then the person who I told it to thought it was a fabulous idea. >> >> Calendar for library books--I mark the due dates. when I renew over >> the phone, I mark on the card in the back the new date. >> >> Spending records; I write down what I spend in cash. I seldom use a >> credit card, I write checks. My "financial advisor" gave me work >> sheets to fill out, and they were a breeze because I am so dogged >> about >> expenses. She said a lot of people don't do what I do and this causes >> havoc. So my kind of babyish habits drew praise. By the way, in my >> looking around for a financial advisor, no one before her had given me >> such detailed expense sheets to fill out. >> >> When looking for services, I ask my friends who they use, then check >> them out myself. >> >> When doing taxes, I xerox and clip together my check stub info. >> >> If someone who works for me botches up I job, I pay the person and >> hire >> someone else. (This technique has caused my friends to question my >> sanity, but if a person doesn't do a job properly then they won't be >> able to do it properly the second time...) >> >> And so on...I wonder if there might be occasions in math classes for >> group discussion on techniques adult learners use to manage money? >> >> Andrea >> >> >> On Jun 23, 2006, at 7:04 AM, Mary Jane Schmitt wrote: >> >> > >> > Andrea's ?description of her personal numeracy development is so >> real >> > and rich. Once a math professor of mine started the class with the >> > question: "How can a boring, heartless subject like math evoke so >> much >> > emotion?" I often think about that remark and maybe the answer is >> more >> > complex than we had bad math instruction. However, since I am a math >> > teacher, people do tend to share with me some horror stories about >> > ?school math experiences that caused them to "check out" big time. >> > >> > When I read Andrea's story, I was interested in why one has to >> ?divide >> > by 4 and then multiply by 3. Does the division by 4 get the >> quarterly >> > expenses? What does the multiplication by 3 do? ?I think the answer >> to >> > alleviating ?math anxiety/avoidance is to keep asking why -to ?keep >> > sticking with the meaning behind the rules- if I know WHY you divide >> > by 4, and then multiply by 3, and can picture it in my mind, I tend >> > not to forget. It's memorizing rules I don't "get" ?that makes me >> feel >> > anxious. >> > >> > Anyway, this morning I am finally getting it together to go to a >> > financial advisor for post divorce advice. The meeting is in 2 hours >> > and writing back to you is one way to avoid stuff- hmm have to go - >> > there's so much lint on my rugs and I would rather pick that than >> face >> > the REAL math music. I have noticed that many people who say they >> are >> > bad at math are great handling their money and a lot of math types >> are >> > not so great (case in point). I think the two types could learn a >> lot >> > from one another. >> > >> > Yours in the struggle, >> > Mary Jane Schmitt >> > >> > >> > >> > >> > >> > >> > Andrea Wilder >> > Sent by: womenliteracy-bounces at nifl.gov >> > >> > 06/22/06 05:42 PM >> > Please respond to >> > The Women and Literacy Discussion List >> > >> > To >> > The Women and Literacy Discussion List >> > cc >> > Subject >> > [WomenLiteracy 352] Re: math anxiety >> > >> > >> > >> > >> > >> > Friends-- >> > >> > >> > What I can contribute is personal experience, but ?why not, it >> > probably >> > shows what numbers can do. >> > >> > Soon after I separated from my husband income tax time came around. >> ?I >> > knew i couldn't do ?the math, but even assembling the documents was >> > overwhelming. ?i ended up on the rug of my rented apartment crying >> > and ? >> > picking fuzz off the ?rug. >> > >> > A couple of years later I had mastered the assemblage of documents, >> > but >> > i neglected to send in the completed forms until I got a letter from >> > the IRS. >> > >> > Now, because i am a small business, I have to divide my expenses >> into >> > 4ths and multiply by 3. I was so put together this year that I have >> > even put the little coupons in their envelopes--stamped--and written >> > down the reminders of tax time on my calendar. >> > >> > Turns out I am POWERFULLY ?MOTIVATED ?to save ?money, so I put in >> the >> > extra time to NOT SPEND on checks to the IRS. >> > >> > The above reasons are why I feel it is REALLY IMPORTANT for women to >> > know the ins and outs of managing money. ?I had to go out and get >> the >> > ? >> > knowledge, and I sure wish I had had a helping hand, so I am really >> > STRONGY in favor of emphasizing the practical uses of math. >> > >> > Planning what to do with money can give a person control and ? >> > motivation. >> > >> > Unless a person is planning to go into theoretical physics or math, >> > money has daily practical consequences. >> > >> > Andrea >> > On Jun 22, 2006, at 11:12 AM, Daphne Greenberg wrote: >> > >> > > Thank you Judy for sharing your anxiety about writing. I think >> that >> > > this is a great ice breaker for a lot of us who have anxiety doing >> > > math, thinking about explaining something in math, or even writing >> > on >> > > this listserv about math. I have two wonders: >> > > 1. Do others on this listserv share my anxiety about anything >> > related >> > > to math? >> > > 2. Judy, or others, what do you recommend for teachers who have >> math >> > > anxiety who are teaching students who have math anxiety? >> > > Thanks, >> > > Daphne >> > > >> > >>>> j.e.ward at cox.net 6/21/2006 12:27 PM >>> >> > > Greetings to everyone, >> > > >> > > Since this is a women and literacy list serve I assume that all >> > have a >> > > deep >> > > concern and interest in advancing women through a literacy >> > perspective. >> > > Also, I assume that you all love reading and writing and would >> like >> > to >> > > help >> > > others feel the same way. >> > > >> > > To get the numeracy and math anxiety discussion going I would like >> > to >> > > begin >> > > from a different direction. I would like to tell you a little >> about >> > my >> > > "anxiety" with English class during my k-12 years. Although I >> never >> > > made bad >> > > grades, English class was a challenge for me. Remembering all the >> > > sentence >> > > structure rules was overwhelming and didn't make sense. >> Diagramming >> > a >> > > sentence, as well as the other 10 or so that were assigned, was a >> > > painful >> > > task. The process didn't make sense to me and I wasn't able to >> carry >> > > the >> > > exercise over to writing. >> > > >> > > Writing was and still is another challenge and most of the time >> > almost >> > > a >> > > painful experience for me. You could say that my anxiety about >> > putting >> > > words >> > > on paper is a stumbling block and I have to work extremely hard >> just >> > > to get >> > > started. There are times when I must write something important, >> like >> > > now, >> > > that my stomach gets knots in it, my mind goes blank and I have to >> > > write and >> > > rewrite over and over. Just before I send this email my anxiety >> > level >> > > will >> > > increase drastically because someone will read this and find >> > mistakes >> > > or >> > > think the writing is terrible. Where does this anxiety come from? >> > > Probably >> > > past experiences with teachers that loved and knew their subject >> but >> > > didn't >> > > teach the way I learn. We know a lot more now about how learning >> > takes >> > > place >> > > than in my k-12 years. >> > > >> > > Now, for today's discussion question: Is there a relationship >> > between >> > > literacy and the content in a typical English class in the US? >> > > >> > > I look forward to the discussion. >> > > >> > > Judy Ward >> > > >> > > >> > > >> > > Judy Ward, Ed.D. >> > > 6886 Young Farm Avenue >> > > Springdale, AR 72762 >> > > Phone: 479.361.2223 >> > > Fax: 479.361.2223 >> > > Email: j.e.ward at cox.net >> > > >> > > Arkansas Adult Numeracy Campaign >> > > Teaching Mathematics Effectively to Adult Learners >> > > >> > > >> > > >> > > >> > > ---------------------------------------------------- >> > > National Institute for Literacy >> > > Women and Literacy mailing list >> > > WomenLiteracy at nifl.gov >> > > To unsubscribe or change your subscription settings, please go to >> > > http://www.nifl.gov/mailman/listinfo/womenliteracy >> > > >> > > ---------------------------------------------------- >> > > National Institute for Literacy >> > > Women and Literacy mailing list >> > > WomenLiteracy at nifl.gov >> > > To unsubscribe or change your subscription settings, please go to >> > > http://www.nifl.gov/mailman/listinfo/womenliteracy >> > > >> > >> > ---------------------------------------------------- >> > National Institute for Literacy >> > Women and Literacy mailing list >> > WomenLiteracy at nifl.gov >> > To unsubscribe or change your subscription settings, please go to >> > http://www.nifl.gov/mailman/listinfo/womenliteracy >> > >> > ---------------------------------------------------- >> > National Institute for Literacy >> > Women and Literacy mailing list >> > WomenLiteracy at nifl.gov >> > To unsubscribe or change your subscription settings, please go to >> > >> http://www.nifl.gov/mailman/listinfo/ >> womenliteracy---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/ >> womenliteracy---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 10338 bytes Desc: not available Url : http://www.nifl.gov/pipermail/womenliteracy/attachments/20060624/727c2b65/attachment.bin From sreid at workbase.org.nz Sat Jun 24 14:47:51 2006 From: sreid at workbase.org.nz (Susan Reid) Date: Sun, 25 Jun 2006 06:47:51 +1200 Subject: [WomenLiteracy 371] Re: Numeracy Message-ID: <14794889A1E3AF419042F64CC5425A1E23C097@secure.workbase.org.nz> I can't recall if it the same in the US but in New Zealand we have little plastic discs on the bread bags which record dates and are in different colours. I collect these and use them as manipulatives. They are useful for sorting activities, for explaining abbreviations ( months), the concept of Best Before and Use By dates, (we use both in New Zealand - I seem to recall you only use one in the US), they are durable and they are free. Otherwise the laminator is a great friend in the resource making department. Thanks for this great discussion - Australian numeracy experts Beth Marr, Dave Tout and Sue Helme have written a lot about maths anxiety in their publications - Breaking the Maths Barrier and Strength in Numbers. One of the simplest things we do in professional development ( taken from Marr and others) is get participants to fill in a page called Maths in My Day. This makes people recognise all the 'maths' they do that happens under the radar so to speak and which they never think of as being maths but just part of running a household and being a parent. Susan Reid Manager, Professional Development Workbase the New Zealand Centre for Workforce www.workbase.org.nz Have a look at teh New Zealand Literacy Portal www.nzliteracyportal.org.nz ________________________________ From: womenliteracy-bounces at nifl.gov on behalf of mev at litwomen.org Sent: Sat 24/06/2006 3:14 a.m. To: The Women and Literacy Discussion List Subject: [WomenLiteracy 366] Re: Numeracy hmmm... about manipulatives...though some commercial products were named, and the suggestion that "cost" was a reason for why they are not used in ABE.... I think the point of manipulatives is to make numeracy-related concepts both visual and kinesthetic. So once we have a sense of what a specific manipulative might be used for, I think we could be creative about how to acquire them....perhaps learners could help make them (to explain the why) and they could be left in the classroom for future use...colored paper cut in shapes, clean leftover plastic food containers of all sizes, children's building blocks, deck of cards, various grains and beans of differing shapes and sizes -- heck, even a bag of M&Ms or different kinds of cookies could be used -- in this regard, I think we're only limited by our imagination! as this conversation progresses, though, I find myself asking what it has to specifically do with women and literacy? Several suggestions seem fairly generic - not particularly gender-specific to women. Andrea offered one suggestion -- women have typically not been encouraged to consider financial or money management issues in the way that men might be. The overwhelming (or assumed?) sense that math anxiety is typical among women (more so than among men) could be another connection. Does the suggestion to use manipulatives correspond to women's learning theory or does it have more to do with multiple intelligences contexts for learning? I often wonder -- Are there keys in women's learning theory or specific gender-based concerns that can help us to understand women's relationship to numeracy/math, especially in ABE? I wonder if is has to do more with socialization and structures of power -- than anything to do directly with math... why do I say that... well, here's my own theory (for what it's worth). Think about what has considered to be "typically" women's work....and how math-related they all are... cooking -- need to understand relationships of amounts, volumes, measurements -- how much of what to use, when, to feed how many....etc. fabric arts -- counting stitches, how much thread, yards, how big is ther person being sewn for...etc. gardening -- how much space will something take in relation to other plants, how much water, food, length of growing time astrology, farming, childcare, transportation, home repair, food storage, bargain shopping, bartering (how much is something worth really) -- so much of common "women's work" and everyday survival DOES depend on a certain familiarity with "figuring." I think that as math became more associated with money management (class / power) and abstract theoretical "higher" problem-solving, the more it became removed from women's hands -- "closed" and made "mysterious - even frightening for women. And I do believe it has to do with power and access -- basically, women's self-sustainability and self-sufficiently. that's my rant for the day also, I'd venture to guess that math may be a great "equalizer" for women ABE learners as well as ABE teachers -- in this subject area, we may be most like our students in comfort and expertise, than not! by the way - check out these websites on women mathematicians... http://womenshistory.about.com/cs/sciencemath1/tp/aatpmathwomen.htm http://www.agnesscott.edu/lriddle/women/ http://www.nwhp.org/tlp/links/links.html#math Mev WE LEARN Women Expanding: Literacy Education Action Resource Network www.litwomen.org/welearn.html Mev Miller, Ed.D., Director 182 Riverside Ave. Cranston, RI 02910 401-383-4374 welearn at litwomen.org ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: application/ms-tnef Size: 8149 bytes Desc: not available Url : http://www.nifl.gov/pipermail/womenliteracy/attachments/20060625/e1bdc90f/attachment.bin From mev at litwomen.org Sat Jun 24 18:06:40 2006 From: mev at litwomen.org (mev at litwomen.org) Date: Sat, 24 Jun 2006 18:06:40 -0400 Subject: [WomenLiteracy 372] abusers and internet Message-ID: Hi all I remember some time ago we were discussing how an abuser can use the internet to track the activities of their victim. I came across this today and thought I'd pass it along. "How an abuser can discover your internet activities" http://www.wrcsc.org/Warning.htm Mev WE LEARN Women Expanding: Literacy Education Action Resource Network www.litwomen.org/welearn.html Mev Miller, Ed.D., Director 182 Riverside Ave. Cranston, RI 02910 401-383-4374 welearn at litwomen.org From nonesuch at MALA.BC.CA Sun Jun 25 15:24:34 2006 From: nonesuch at MALA.BC.CA (Kate Nonesuch) Date: Sun, 25 Jun 2006 12:24:34 -0700 Subject: [WomenLiteracy 373] Re: math manipulatives References: <001701c696d5$ca983150$6402a8c0@Judy> Message-ID: <4DA696749F7F4B4F85E67688BF659E82A7CD5D@sidney.capitan.mala.bc.ca> I love to use manipulatives when I teach math. I think one of the reasons they are not used by more instructors is that students resist using them, and it is hard to keep saying "yes" when the learners are saying "no." Over the years, I have developed some ways of honouring student resistance, and reducing it--and I'll refer you to my article Working with Student Resistance to Math Tools at http://www.literacyjournal.ca/Forumpages/forum4_s05readings.htm I'm wondering how other people on this list serve deal with learner resistance to manipulatives? (and then, of course, there is our own resistance to something new. :) :)) Kate Nonesuch Career and Academic Preparation Malaspina University-College, Cowichan Campus 222 Cowichan Way Duncan, BC V9L 6P4 nonesuch at mala.ca phone: (250) 746-3565 Fax: (250) 746-3563 ________________________________ From: womenliteracy-bounces at nifl.gov on behalf of Judy Ward Sent: Fri 23-Jun-06 8:00 AM To: 'The Women and Literacy Discussion List' Subject: [WomenLiteracy 365] Re: math manipulatives Daphne, a comment on "visiting a few math classes and the lack of manipulatives being a coincidence or representative...." My research of GED programs in Arkansas showed the following: 95% of the instructors utilized a textbook/workbook curriculum (algorithm based instruction), 99% used paper-and-pencil- repeated practice as the instructional practice of choice (algorithm based), 95% used individual instruction as their instruction method of choice, and 99% reported repeated practice as their most effective instructional method. The instructors were teaching the way they were taught and had not idea there were other methods. If you visited 100 sites you might come close to the same results. Literacy programs are in a great position to teach basic math concepts because basic math instruction can be easily integrated into the reading curriculum. Although literacy providers understand and accept alternative math instructional methods they seem to have difficulty integrating it into their programs. What about implementing a small group math/reading/discussion program? Judy -----Original Message----- From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Daphne Greenberg Sent: Friday, June 23, 2006 6:26 AM To: womenliteracy at nifl.gov Subject: [WomenLiteracy 357] Re: math manipulatives Judy-thanks for your suggestion regarding the use of manipulatives. I am wondering if there are others on this listserv who have experience using manipulatives such as Cuisinare Rods, color cubes, base ten blocks, Alge Blocks, or anything else either for themselves when they were/are learning math, or when they were/are teaching math. Can you share with us your experiences? Also, I wonder whether typical adult literacy programs that include math instruction have budgets for these manipulatives? I have only visited a few math classes for adult learners, and have never seen manipulatives in use. I am trying to figure out if this was just coincidence or representative of adult literacy and math instruction. Thanks, Daphne >>> j.e.ward at cox.net 06/22/06 9:23 PM >>> Math anxiety is an emotional response to math based on negative or unpleasant past experiences. It can also come from not understanding one basic concept like fractions. When I began using manipulatives with 7th graders, the importance of "why" became obvious to me. The same "why" is just as important to adults, both teachers and students. Also, most adult students are visual and hands on learners, especially in mathematics. Math was difficult for them in school because it was taught in an abstract manner - usually the way the teacher learned. As you know more of the same doesn't work. My suggestion: You know what concept(s) is a stumbling block for you. Take a friend and go to the math section of a school supply store. You should see Cuisinare Rods (fractions), color cubes (blocks for teaching/learning multiplication, area, perimeter, etc), base ten blocks (place value, decimals, percents), Alge Blocks (solving equations) just to name a few. Ask for a book that will go with the manipulative of your choice, go home to your kitchen table, work with it and learn. It's better to work with a small group but if that isn't an option work alone. I have used all the manipulatives listed with both adults and children. They work! I can't tell you how many tears of joy have been shed during one of my workshops because an adult educator (ABE/GED/ESOL/Literacy/Workplace) understood and could "see" the why for the first time. When you feel confident take the manipulative to your students. Let them "see" the why. Comments? Judy -----Original Message----- From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Daphne Greenberg Sent: Thursday, June 22, 2006 10:13 AM To: womenliteracy at nifl.gov Subject: [WomenLiteracy 351] Re: math anxiety Thank you Judy for sharing your anxiety about writing. I think that this is a great ice breaker for a lot of us who have anxiety doing math, thinking about explaining something in math, or even writing on this listserv about math. I have two wonders: 1. Do others on this listserv share my anxiety about anything related to math? 2. Judy, or others, what do you recommend for teachers who have math anxiety who are teaching students who have math anxiety? Thanks, Daphne >>> j.e.ward at cox.net 6/21/2006 12:27 PM >>> Greetings to everyone, Since this is a women and literacy list serve I assume that all have a deep concern and interest in advancing women through a literacy perspective. Also, I assume that you all love reading and writing and would like to help others feel the same way. To get the numeracy and math anxiety discussion going I would like to begin from a different direction. I would like to tell you a little about my "anxiety" with English class during my k-12 years. Although I never made bad grades, English class was a challenge for me. Remembering all the sentence structure rules was overwhelming and didn't make sense. Diagramming a sentence, as well as the other 10 or so that were assigned, was a painful task. The process didn't make sense to me and I wasn't able to carry the exercise over to writing. Writing was and still is another challenge and most of the time almost a painful experience for me. You could say that my anxiety about putting words on paper is a stumbling block and I have to work extremely hard just to get started. There are times when I must write something important, like now, that my stomach gets knots in it, my mind goes blank and I have to write and rewrite over and over. Just before I send this email my anxiety level will increase drastically because someone will read this and find mistakes or think the writing is terrible. Where does this anxiety come from? Probably past experiences with teachers that loved and knew their subject but didn't teach the way I learn. We know a lot more now about how learning takes place than in my k-12 years. Now, for today's discussion question: Is there a relationship between literacy and the content in a typical English class in the US? I look forward to the discussion. Judy Ward Judy Ward, Ed.D. 6886 Young Farm Avenue Springdale, AR 72762 Phone: 479.361.2223 Fax: 479.361.2223 Email: j.e.ward at cox.net Arkansas Adult Numeracy Campaign Teaching Mathematics Effectively to Adult Learners ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: application/ms-tnef Size: 10747 bytes Desc: not available Url : http://www.nifl.gov/pipermail/womenliteracy/attachments/20060625/d4b44d05/attachment.bin From nonesuch at MALA.BC.CA Sun Jun 25 15:29:28 2006 From: nonesuch at MALA.BC.CA (Kate Nonesuch) Date: Sun, 25 Jun 2006 12:29:28 -0700 Subject: [WomenLiteracy 374] Re: Numeracy References: Message-ID: <4DA696749F7F4B4F85E67688BF659E82A7CD5E@sidney.capitan.mala.bc.ca> Mev writes: "I often wonder -- Are there keys in women's learning theory or specific gender-based concerns that can help us to understand women's relationship to numeracy/math, especially in ABE? I wonder if is has to do more with socialization and structures of power -- than anything to do directly with math..." In my observation, some women who have survived violence in their past or are dealing with it in their present, have learned not to express an opinion, because they have not been allowed to have opinions, or have had dire consequences to expressing an opinion. Yet, you cannot do math without expressing an opinion. "I think ________ would be the best way to tackle this problem." "I'm going to move the decimal two places to the right." "The answer is ___." Such women are caught--if they are to do math, they must jettison a survival tactic that has served them well. As an instructor, I have to take this into consideration as I teach math--I cannot just expect women to jump in. Kate Nonesuch Career and Academic Preparation Malaspina University-College, Cowichan Campus 222 Cowichan Way Duncan, BC V9L 6P4 nonesuch at mala.ca phone: (250) 746-3565 Fax: (250) 746-3563 ________________________________ From: womenliteracy-bounces at nifl.gov on behalf of mev at litwomen.org Sent: Fri 23-Jun-06 8:14 AM To: The Women and Literacy Discussion List Subject: [WomenLiteracy 366] Re: Numeracy hmmm... about manipulatives...though some commercial products were named, and the suggestion that "cost" was a reason for why they are not used in ABE.... I think the point of manipulatives is to make numeracy-related concepts both visual and kinesthetic. So once we have a sense of what a specific manipulative might be used for, I think we could be creative about how to acquire them....perhaps learners could help make them (to explain the why) and they could be left in the classroom for future use...colored paper cut in shapes, clean leftover plastic food containers of all sizes, children's building blocks, deck of cards, various grains and beans of differing shapes and sizes -- heck, even a bag of M&Ms or different kinds of cookies could be used -- in this regard, I think we're only limited by our imagination! as this conversation progresses, though, I find myself asking what it has to specifically do with women and literacy? Several suggestions seem fairly generic - not particularly gender-specific to women. Andrea offered one suggestion -- women have typically not been encouraged to consider financial or money management issues in the way that men might be. The overwhelming (or assumed?) sense that math anxiety is typical among women (more so than among men) could be another connection. Does the suggestion to use manipulatives correspond to women's learning theory or does it have more to do with multiple intelligences contexts for learning? I often wonder -- Are there keys in women's learning theory or specific gender-based concerns that can help us to understand women's relationship to numeracy/math, especially in ABE? I wonder if is has to do more with socialization and structures of power -- than anything to do directly with math... why do I say that... well, here's my own theory (for what it's worth). Think about what has considered to be "typically" women's work....and how math-related they all are... cooking -- need to understand relationships of amounts, volumes, measurements -- how much of what to use, when, to feed how many....etc. fabric arts -- counting stitches, how much thread, yards, how big is ther person being sewn for...etc. gardening -- how much space will something take in relation to other plants, how much water, food, length of growing time astrology, farming, childcare, transportation, home repair, food storage, bargain shopping, bartering (how much is something worth really) -- so much of common "women's work" and everyday survival DOES depend on a certain familiarity with "figuring." I think that as math became more associated with money management (class / power) and abstract theoretical "higher" problem-solving, the more it became removed from women's hands -- "closed" and made "mysterious - even frightening for women. And I do believe it has to do with power and access -- basically, women's self-sustainability and self-sufficiently. that's my rant for the day also, I'd venture to guess that math may be a great "equalizer" for women ABE learners as well as ABE teachers -- in this subject area, we may be most like our students in comfort and expertise, than not! by the way - check out these websites on women mathematicians... http://womenshistory.about.com/cs/sciencemath1/tp/aatpmathwomen.htm http://www.agnesscott.edu/lriddle/women/ http://www.nwhp.org/tlp/links/links.html#math Mev WE LEARN Women Expanding: Literacy Education Action Resource Network www.litwomen.org/welearn.html Mev Miller, Ed.D., Director 182 Riverside Ave. Cranston, RI 02910 401-383-4374 welearn at litwomen.org ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: application/ms-tnef Size: 8293 bytes Desc: not available Url : http://www.nifl.gov/pipermail/womenliteracy/attachments/20060625/1f1bc8a9/attachment.bin From andreawilder at comcast.net Sun Jun 25 17:17:24 2006 From: andreawilder at comcast.net (Andrea Wilder) Date: Sun, 25 Jun 2006 17:17:24 -0400 Subject: [WomenLiteracy 375] Re: Numeracy In-Reply-To: <4DA696749F7F4B4F85E67688BF659E82A7CD5E@sidney.capitan.mala.bc.ca> References: <4DA696749F7F4B4F85E67688BF659E82A7CD5E@sidney.capitan.mala.bc.ca> Message-ID: <45c248b30516f12576c634bfab4f17ab@comcast.net> Kate, What a fabulous insight; yes, math takes assertion. Andrea On Jun 25, 2006, at 3:29 PM, Kate Nonesuch wrote: > Mev writes: > "I often wonder -- Are there keys in women's learning theory or > specific > gender-based concerns that can help us to understand women's > relationship to numeracy/math, especially in ABE? > I wonder if is has to do more with socialization and structures of > power -- than anything to do directly with math..." > > In my observation, some women who have survived violence in their past > or are dealing with it in their present, have learned not to express > an opinion, because they have not been allowed to have opinions, or > have had dire consequences to expressing an opinion. > > Yet, you cannot do math without expressing an opinion. "I think > ________ would be the best way to tackle this problem." "I'm going to > move the decimal two places to the right." "The answer is ___." > > Such women are caught--if they are to do math, they must jettison a > survival tactic that has served them well. As an instructor, I have > to take this into consideration as I teach math--I cannot just expect > women to jump in. > > > Kate Nonesuch > Career and Academic Preparation > Malaspina University-College, Cowichan Campus > 222 Cowichan Way > Duncan, BC > V9L 6P4 > > nonesuch at mala.ca > phone: (250) 746-3565 > Fax: (250) 746-3563 > > ________________________________ > > From: womenliteracy-bounces at nifl.gov on behalf of mev at litwomen.org > Sent: Fri 23-Jun-06 8:14 AM > To: The Women and Literacy Discussion List > Subject: [WomenLiteracy 366] Re: Numeracy > > > > hmmm... > about manipulatives...though some commercial products were named, and > the suggestion that "cost" was a reason for why they are not used in > ABE.... > I think the point of manipulatives is to make numeracy-related concepts > both visual and kinesthetic. So once we have a sense of what a specific > manipulative might be used for, I think we could be creative about how > to acquire them....perhaps learners could help make them (to explain > the why) and they could be left in the classroom for future > use...colored paper cut in shapes, clean leftover plastic food > containers of all sizes, children's building blocks, deck of cards, > various grains and beans of differing shapes and sizes -- heck, even a > bag of M&Ms or different kinds of cookies could be used -- in this > regard, I think we're only limited by our imagination! > > as this conversation progresses, though, I find myself asking what it > has to specifically do with women and literacy? Several suggestions > seem fairly generic - not particularly gender-specific to women. > > Andrea offered one suggestion -- women have typically not been > encouraged to consider financial or money management issues in the way > that men might be. The overwhelming (or assumed?) sense that math > anxiety is typical among women (more so than among men) could be > another connection. Does the suggestion to use manipulatives correspond > to women's learning theory or does it have more to do with multiple > intelligences contexts for learning? > > I often wonder -- Are there keys in women's learning theory or specific > gender-based concerns that can help us to understand women's > relationship to numeracy/math, especially in ABE? > I wonder if is has to do more with socialization and structures of > power -- than anything to do directly with math... > > why do I say that... well, here's my own theory (for what it's worth). > Think about what has considered to be "typically" women's work....and > how math-related they all are... > cooking -- need to understand relationships of amounts, volumes, > measurements -- how much of what to use, when, to feed how many....etc. > fabric arts -- counting stitches, how much thread, yards, how big is > ther person being sewn for...etc. > gardening -- how much space will something take in relation to other > plants, how much water, food, length of growing time > astrology, farming, childcare, transportation, home repair, food > storage, bargain shopping, bartering (how much is something worth > really) -- so much of common "women's work" and everyday survival DOES > depend on a certain familiarity with "figuring." > > I think that as math became more associated with money management > (class / power) and abstract theoretical "higher" problem-solving, the > more it became removed from women's hands -- "closed" and made > "mysterious - even frightening for women. And I do believe it has to do > with power and access -- basically, women's self-sustainability and > self-sufficiently. > > that's my rant for the day > > also, I'd venture to guess that math may be a great "equalizer" for > women ABE learners as well as ABE teachers -- in this subject area, we > may be most like our students in comfort and expertise, than not! > > by the way - check out these websites on women mathematicians... > http://womenshistory.about.com/cs/sciencemath1/tp/aatpmathwomen.htm > > http://www.agnesscott.edu/lriddle/women/ > > http://www.nwhp.org/tlp/links/links.html#math > > > Mev > > > > WE LEARN > Women Expanding: Literacy Education Action Resource Network > www.litwomen.org/welearn.html > > Mev Miller, Ed.D., Director > 182 Riverside Ave. > Cranston, RI 02910 > 401-383-4374 > welearn at litwomen.org > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy From j.e.ward at cox.net Mon Jun 26 11:19:02 2006 From: j.e.ward at cox.net (Judy Ward) Date: Mon, 26 Jun 2006 10:19:02 -0500 Subject: [WomenLiteracy 376] numeracy and women Message-ID: <000701c69933$dee095c0$6402a8c0@Judy> Good morning everyone, Thanks to all who contributed to last week's meaningful discussion. Several excellent topics related to women and numeracy should provide us with valuable discussion through noon (central time) next Friday. Later today I will post a summary and suggestions for furthering our discussion. Judy Judy Ward, Ed.D. 6886 Young Farm Avenue Springdale, AR 72762 Phone: 479.361.2223 Fax: 479.361.2223 Email: j.e.ward at cox.net Arkansas Adult Numeracy Campaign Teaching Mathematics Effectively to Adult Learners From vorfeldp at FPC.edu Mon Jun 26 11:30:13 2006 From: vorfeldp at FPC.edu (Patricia Vorfeld) Date: Mon, 26 Jun 2006 11:30:13 -0400 Subject: [WomenLiteracy 377] Re: Math anxiety Message-ID: 2. Judy, or others, what do you recommend for teachers who have math anxiety who are teaching students who have math anxiety? Thanks, Daphne I would recommend Managing the Mean Math Blues by Cheryl Ooten: a friendly book that combines a framework for understanding math anxiety with a variety of strategies for developing math skills. Patricia Vorfeld Coordinator of 1st-Year Academic Support Franklin Pierce College Academic Services Center, Library (603) 899-4108 -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20060626/8f6ea9a5/attachment.html From j.e.ward at cox.net Mon Jun 26 15:38:17 2006 From: j.e.ward at cox.net (Judy Ward) Date: Mon, 26 Jun 2006 14:38:17 -0500 Subject: [WomenLiteracy 378] Re: Math anxiety In-Reply-To: Message-ID: <001301c69958$24013af0$6402a8c0@Judy> If your anxiety is related to a particular concept, that's a starting point. However, working more problems from the textbook will not help because that method is probably part of the problem. Remembering the algorithms (rules and procedures) is a major anxiety stimulant. You may be a visual and or kinesthetic learner and if you are manipulatives will help. Look back in your "math history" to find where the problem began, maybe it was a particular teacher or time in your life. But, if you are a visual learner manipulatives will help and those can be found at any school supply store or website. I don't know anything about the suggested book. It may have some good suggestions. I hope these suggestions help. Judy -----Original Message----- From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Patricia Vorfeld Sent: Monday, June 26, 2006 10:30 AM To: womenliteracy at nifl.gov Subject: [WomenLiteracy 377] Re: Math anxiety 2. Judy, or others, what do you recommend for teachers who have math anxiety who are teaching students who have math anxiety? Thanks, Daphne I would recommend Managing the Mean Math Blues by Cheryl Ooten: a friendly book that combines a framework for understanding math anxiety with a variety of strategies for developing math skills. Patricia Vorfeld Coordinator of 1st-Year Academic Support Franklin Pierce College Academic Services Center, Library (603) 899-4108 -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20060626/69692ebb/attachment.html From j.e.ward at cox.net Mon Jun 26 17:18:26 2006 From: j.e.ward at cox.net (Judy Ward) Date: Mon, 26 Jun 2006 16:18:26 -0500 Subject: [WomenLiteracy 379] numeracy and financial knowlege Message-ID: <001801c69966$13c30660$6402a8c0@Judy> There is not one accepted definition of numeracy, but for our purpose I would like to establish that numeracy includes more than computation and school mathematics. Mev asks "how can we understand women's relationship to numeracy/math, especially in ABE?" Also Mev points out, 'all women use math in their everyday lives' although some do more than others. It is very possible that the family culture in which a woman is raised can determine her aptitude for handling money. The ABE classroom is the perfect setting for involving women in activities that include handling money in their everyday life. One of the ABE instructors that participated in my Arkansas program led a group of 5 women and 1 man in a special project. They figured out how much they were spending at the laundry each week over a period of a month (the total amount surprised them). They then went to Sears, during class, and found out they could buy a washer and dryer for what they were paying at the laundry. The project helped them realize that they can do "math" in the context of a real life situation and that math is more than "school math". During the process calculators and problem solving skills were used. Many activities based on real life situations such as this can be developed that will provide women with opportunities for learning how to handle money. Developing an activity on the interest charged when buying any household item would be good. An activity teaching them to read the fine print at the end of an ad that advertises no interest for ___ years would be very useful. Such knowledge really gives women self confidence and power over their lives. Bertie, Margo, Mary Jane and Andrea all discussed the importance of financial knowledge. During my divorce I was very thankful that I had knowledge of my financial situation and had played an active roll in the process. That made a huge difference in my financial situation. Comments and discussion? Judy Judy Ward, Ed.D. 6886 Young Farm Avenue Springdale, AR 72762 Phone: 479.361.2223 Fax: 479.361.2223 Email: j.e.ward at cox.net Arkansas Adult Numeracy Campaign Teaching Mathematics Effectively to Adult Learners From ryanryanc at yahoo.com Mon Jun 26 20:33:30 2006 From: ryanryanc at yahoo.com (Ryan Hall) Date: Mon, 26 Jun 2006 20:33:30 -0400 Subject: [WomenLiteracy 380] Re: Numeracy In-Reply-To: <4DA696749F7F4B4F85E67688BF659E82A7CD5E@sidney.capitan.mala.bc.ca> Message-ID: Kate, Can you talk a little bit about how you move these women from quiet observers of your instruction to active participants who actually take initiative and offer suggestions for solving math problems? Also, do you have any suggestions for dealing with their wrong answers- ways that will not return them to their silence? Thanks, Ryan On 6/25/06 3:29 PM, "Kate Nonesuch" wrote: > Mev writes: > "I often wonder -- Are there keys in women's learning theory or specific > gender-based concerns that can help us to understand women's > relationship to numeracy/math, especially in ABE? > I wonder if is has to do more with socialization and structures of > power -- than anything to do directly with math..." > > In my observation, some women who have survived violence in their past or are > dealing with it in their present, have learned not to express an opinion, > because they have not been allowed to have opinions, or have had dire > consequences to expressing an opinion. > > Yet, you cannot do math without expressing an opinion. "I think ________ > would be the best way to tackle this problem." "I'm going to move the decimal > two places to the right." "The answer is ___." > > Such women are caught--if they are to do math, they must jettison a survival > tactic that has served them well. As an instructor, I have to take this into > consideration as I teach math--I cannot just expect women to jump in. > > > Kate Nonesuch > Career and Academic Preparation > Malaspina University-College, Cowichan Campus > 222 Cowichan Way > Duncan, BC > V9L 6P4 > > nonesuch at mala.ca > phone: (250) 746-3565 > Fax: (250) 746-3563 > > ________________________________ > > From: womenliteracy-bounces at nifl.gov on behalf of mev at litwomen.org > Sent: Fri 23-Jun-06 8:14 AM > To: The Women and Literacy Discussion List > Subject: [WomenLiteracy 366] Re: Numeracy > > > > hmmm... > about manipulatives...though some commercial products were named, and > the suggestion that "cost" was a reason for why they are not used in > ABE.... > I think the point of manipulatives is to make numeracy-related concepts > both visual and kinesthetic. So once we have a sense of what a specific > manipulative might be used for, I think we could be creative about how > to acquire them....perhaps learners could help make them (to explain > the why) and they could be left in the classroom for future > use...colored paper cut in shapes, clean leftover plastic food > containers of all sizes, children's building blocks, deck of cards, > various grains and beans of differing shapes and sizes -- heck, even a > bag of M&Ms or different kinds of cookies could be used -- in this > regard, I think we're only limited by our imagination! > > as this conversation progresses, though, I find myself asking what it > has to specifically do with women and literacy? Several suggestions > seem fairly generic - not particularly gender-specific to women. > > Andrea offered one suggestion -- women have typically not been > encouraged to consider financial or money management issues in the way > that men might be. The overwhelming (or assumed?) sense that math > anxiety is typical among women (more so than among men) could be > another connection. Does the suggestion to use manipulatives correspond > to women's learning theory or does it have more to do with multiple > intelligences contexts for learning? > > I often wonder -- Are there keys in women's learning theory or specific > gender-based concerns that can help us to understand women's > relationship to numeracy/math, especially in ABE? > I wonder if is has to do more with socialization and structures of > power -- than anything to do directly with math... > > why do I say that... well, here's my own theory (for what it's worth). > Think about what has considered to be "typically" women's work....and > how math-related they all are... > cooking -- need to understand relationships of amounts, volumes, > measurements -- how much of what to use, when, to feed how many....etc. > fabric arts -- counting stitches, how much thread, yards, how big is > ther person being sewn for...etc. > gardening -- how much space will something take in relation to other > plants, how much water, food, length of growing time > astrology, farming, childcare, transportation, home repair, food > storage, bargain shopping, bartering (how much is something worth > really) -- so much of common "women's work" and everyday survival DOES > depend on a certain familiarity with "figuring." > > I think that as math became more associated with money management > (class / power) and abstract theoretical "higher" problem-solving, the > more it became removed from women's hands -- "closed" and made > "mysterious - even frightening for women. And I do believe it has to do > with power and access -- basically, women's self-sustainability and > self-sufficiently. > > that's my rant for the day > > also, I'd venture to guess that math may be a great "equalizer" for > women ABE learners as well as ABE teachers -- in this subject area, we > may be most like our students in comfort and expertise, than not! > > by the way - check out these websites on women mathematicians... > http://womenshistory.about.com/cs/sciencemath1/tp/aatpmathwomen.htm > > http://www.agnesscott.edu/lriddle/women/ > > http://www.nwhp.org/tlp/links/links.html#math > > > Mev > > > > WE LEARN > Women Expanding: Literacy Education Action Resource Network > www.litwomen.org/welearn.html > > Mev Miller, Ed.D., Director > 182 Riverside Ave. > Cranston, RI 02910 > 401-383-4374 > welearn at litwomen.org > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy From j.e.ward at cox.net Mon Jun 26 21:13:25 2006 From: j.e.ward at cox.net (Judy Ward) Date: Mon, 26 Jun 2006 20:13:25 -0500 Subject: [WomenLiteracy 381] Manipulatives Message-ID: <000001c69986$e47a5e50$6402a8c0@Judy> The research supporting use of manipulatives is the concrete to semi concrete (or representation) to abstract sequence. All of that research was done with children and, to my knowledge none has been done using adults in ABE/GED/Literacy programs. There were a couple of studies completed during the late 1990's with community college algebra students. The CSA sequence begins with the concrete (blocks, fraction rods, etc) so the concept can be seen and handled. Using beans or chips for counting is an example. The semi concrete or representation is the use of a drawing of the concept or problem to find an answer (drawing sticks for counting). The abstract is the step taken when the student can perform the operation or solve the problem with out the first two steps. Adult students tend to go back and forth between the first and second step and then "leap" to the third. Adult students have gaps in their knowledge of mathematics. Those gaps can be concepts like place value, multiplication, fractions, etc. The use of manipulatives can help the adult student "see the why" and fill in those gap(s). There are many success stories told by instructors who took the knowledge of how to use manipulatives back to their students. Those students became more confident in their math ability by "seeing the why". Mev and Susan pointed out that manipulatives can be made out of construction paper and other items found around the home and school. The cutting and tearing of construction paper, paper plates, rulers, etc are wonderful activities from which the student learns many things and can be used as an assessment technique. But, if you think differently and look closely there are things all around you that can be used. I looked in many $1 stores in small Arkansas towns as well as Wal Mart for geometry "things". Guess what? Look in the cosmetic section of Wal Mart, Walgreens, Kmart, Target and most grocery stores and you will find cosmetic sponges that are very inexpensive and are great for teaching geometry concepts. They come in circles, rectangles and wedges (some of them are very nice prisms) of different sizes that can be cut, stacked and colored. The manipulatives that are "store bought" are not expensive because only one set is usually all that's required. The Cuisenaire Rods come in sets for 1 to 4 people and cost around $10. There several reasons why I like using the CR. 1. the student learns that "1" can be anything. When using fraction circles one is always 360 degrees. 2. the student can see immediately what an equivalent fraction is and it makes sense. 3. that "reducing" a fraction, which doesn't make sense, is actually "exchanging for fewer parts". I use a great paper back book with the CR titled "Everything's Coming Up Fractions". The adult instructors and students that I have worked with love manipulatives. They work and they make sense! Judy Judy Ward, Ed.D. 6886 Young Farm Avenue Springdale, AR 72762 Phone: 479.361.2223 Fax: 479.361.2223 Email: j.e.ward at cox.net Arkansas Adult Numeracy Campaign Teaching Mathematics Effectively to Adult Learners From nonesuch at MALA.BC.CA Tue Jun 27 10:05:39 2006 From: nonesuch at MALA.BC.CA (Kate Nonesuch) Date: Tue, 27 Jun 2006 07:05:39 -0700 Subject: [WomenLiteracy 382] Re: Numeracy References: Message-ID: <4DA696749F7F4B4F85E67688BF659E82A7CD64@sidney.capitan.mala.bc.ca> Thanks for the questions, Ryan--I'll answer each separately: Can you talk a little bit about how you move these women from quiet observers of your instruction to active participants who actually take initiative and offer suggestions for solving math problems? I notice out loud that sitting back is a strategy that works in some places, but is usually less fruitful in math classes. I acknowledge that I am asking them to do something difficult, i.e., be more active, but that I am confident that they can do it and I am confident it will make a difference in their ability to learn math. I notice and encourage very small steps they take, and get them to talk about how/why/what they are feeling as they work in math. I teach math in a group, so they can encourage each other and follow each other's lead. I work with them on learning styles and multiple intelligences, so they know themselves better, and then invite them to make some choices about what kind of assignments or studying they will do. Also, do you have any suggestions for dealing with their wrong answers- ways that will not return them to their silence? Primarily I like to use manipulatives, because it is hard to get the wrong answers when you use manipulatives--for example, 3/8 plus 1/4 never turns out to be 4/12 when you use manipulatives. I've been working on writing up some things about teaching math, and I have written a little piece exactly about dealing with wrong answers--I'll attach it here, and would appreciate feedback from anyone who reads it. Kate Nonesuch Career and Academic Preparation Malaspina University-College, Cowichan Campus 222 Cowichan Way Duncan, BC V9L 6P4 nonesuch at mala.ca phone: (250) 746-3565 Fax: (250) 746-3563 ________________________________ From: womenliteracy-bounces at nifl.gov on behalf of Ryan Hall Sent: Mon 26-Jun-06 5:33 PM To: The Women and Literacy Discussion List Subject: [WomenLiteracy 380] Re: Numeracy Kate, Can you talk a little bit about how you move these women from quiet observers of your instruction to active participants who actually take initiative and offer suggestions for solving math problems? Also, do you have any suggestions for dealing with their wrong answers- ways that will not return them to their silence? Thanks, Ryan On 6/25/06 3:29 PM, "Kate Nonesuch" wrote: > Mev writes: > "I often wonder -- Are there keys in women's learning theory or specific > gender-based concerns that can help us to understand women's > relationship to numeracy/math, especially in ABE? > I wonder if is has to do more with socialization and structures of > power -- than anything to do directly with math..." > > In my observation, some women who have survived violence in their past or are > dealing with it in their present, have learned not to express an opinion, > because they have not been allowed to have opinions, or have had dire > consequences to expressing an opinion. > > Yet, you cannot do math without expressing an opinion. "I think ________ > would be the best way to tackle this problem." "I'm going to move the decimal > two places to the right." "The answer is ___." > > Such women are caught--if they are to do math, they must jettison a survival > tactic that has served them well. As an instructor, I have to take this into > consideration as I teach math--I cannot just expect women to jump in. > > > Kate Nonesuch > Career and Academic Preparation > Malaspina University-College, Cowichan Campus > 222 Cowichan Way > Duncan, BC > V9L 6P4 > > nonesuch at mala.ca > phone: (250) 746-3565 > Fax: (250) 746-3563 > > ________________________________ > > From: womenliteracy-bounces at nifl.gov on behalf of mev at litwomen.org > Sent: Fri 23-Jun-06 8:14 AM > To: The Women and Literacy Discussion List > Subject: [WomenLiteracy 366] Re: Numeracy > > > > hmmm... > about manipulatives...though some commercial products were named, and > the suggestion that "cost" was a reason for why they are not used in > ABE.... > I think the point of manipulatives is to make numeracy-related concepts > both visual and kinesthetic. So once we have a sense of what a specific > manipulative might be used for, I think we could be creative about how > to acquire them....perhaps learners could help make them (to explain > the why) and they could be left in the classroom for future > use...colored paper cut in shapes, clean leftover plastic food > containers of all sizes, children's building blocks, deck of cards, > various grains and beans of differing shapes and sizes -- heck, even a > bag of M&Ms or different kinds of cookies could be used -- in this > regard, I think we're only limited by our imagination! > > as this conversation progresses, though, I find myself asking what it > has to specifically do with women and literacy? Several suggestions > seem fairly generic - not particularly gender-specific to women. > > Andrea offered one suggestion -- women have typically not been > encouraged to consider financial or money management issues in the way > that men might be. The overwhelming (or assumed?) sense that math > anxiety is typical among women (more so than among men) could be > another connection. Does the suggestion to use manipulatives correspond > to women's learning theory or does it have more to do with multiple > intelligences contexts for learning? > > I often wonder -- Are there keys in women's learning theory or specific > gender-based concerns that can help us to understand women's > relationship to numeracy/math, especially in ABE? > I wonder if is has to do more with socialization and structures of > power -- than anything to do directly with math... > > why do I say that... well, here's my own theory (for what it's worth). > Think about what has considered to be "typically" women's work....and > how math-related they all are... > cooking -- need to understand relationships of amounts, volumes, > measurements -- how much of what to use, when, to feed how many....etc. > fabric arts -- counting stitches, how much thread, yards, how big is > ther person being sewn for...etc. > gardening -- how much space will something take in relation to other > plants, how much water, food, length of growing time > astrology, farming, childcare, transportation, home repair, food > storage, bargain shopping, bartering (how much is something worth > really) -- so much of common "women's work" and everyday survival DOES > depend on a certain familiarity with "figuring." > > I think that as math became more associated with money management > (class / power) and abstract theoretical "higher" problem-solving, the > more it became removed from women's hands -- "closed" and made > "mysterious - even frightening for women. And I do believe it has to do > with power and access -- basically, women's self-sustainability and > self-sufficiently. > > that's my rant for the day > > also, I'd venture to guess that math may be a great "equalizer" for > women ABE learners as well as ABE teachers -- in this subject area, we > may be most like our students in comfort and expertise, than not! > > by the way - check out these websites on women mathematicians... > http://womenshistory.about.com/cs/sciencemath1/tp/aatpmathwomen.htm > > http://www.agnesscott.edu/lriddle/women/ > > http://www.nwhp.org/tlp/links/links.html#math > > > Mev > > > > WE LEARN > Women Expanding: Literacy Education Action Resource Network > www.litwomen.org/welearn.html > > Mev Miller, Ed.D., Director > 182 Riverside Ave. > Cranston, RI 02910 > 401-383-4374 > welearn at litwomen.org > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: application/ms-tnef Size: 37534 bytes Desc: not available Url : http://www.nifl.gov/pipermail/womenliteracy/attachments/20060627/b4c88a5b/attachment.bin From ginsburg at rci.rutgers.edu Tue Jun 27 09:49:55 2006 From: ginsburg at rci.rutgers.edu (Lynda Ginsburg) Date: Tue, 27 Jun 2006 09:49:55 -0400 Subject: [WomenLiteracy 383] Re: Manipulatives In-Reply-To: <000001c69986$e47a5e50$6402a8c0@Judy> References: <000001c69986$e47a5e50$6402a8c0@Judy> Message-ID: <44A13783.1020208@rci.rutgers.edu> Colleagues, I have also used rulers (both inches and centimeters) and measuring tapes extensively for work with fractions. I have even had learners create measuring "ribbons" with inches marked off. As we measure windows for shades, it becomes apparent soon that there is a need to have more exact measurements, and we get into fractions, starting with adding halves to the ribbons, and then later, fourths, etc. These also function as a number line and give meaning to adding and subtracting fractions as well as estimating. Centimeters work for understanding decimals. These tools can be used for area and perimeter as well. Using these tools does not seem "babyish" to learners, has real-life practical applications, and you would be amazed at how many people don't know how to measure. Lynda -- Lynda Ginsburg Senior Research Associate, MetroMath Rutgers University 118 Frelinghuysen Road Piscataway, NJ 08854 Tel: 732-445-1409 Fax: 732-445-2894 Judy Ward wrote: >The research supporting use of manipulatives is the concrete to semi >concrete (or representation) to abstract sequence. All of that research was >done with children and, to my knowledge none has been done using adults in >ABE/GED/Literacy programs. There were a couple of studies completed during >the late 1990's with community college algebra students. > >The CSA sequence begins with the concrete (blocks, fraction rods, etc) so >the concept can be seen and handled. Using beans or chips for counting is an >example. The semi concrete or representation is the use of a drawing of the >concept or problem to find an answer (drawing sticks for counting). The >abstract is the step taken when the student can perform the operation or >solve the problem with out the first two steps. Adult students tend to go >back and forth between the first and second step and then "leap" to the >third. > >Adult students have gaps in their knowledge of mathematics. Those gaps can >be concepts like place value, multiplication, fractions, etc. The use of >manipulatives can help the adult student "see the why" and fill in those >gap(s). There are many success stories told by instructors who took the >knowledge of how to use manipulatives back to their students. Those students >became more confident in their math ability by "seeing the why". > >Mev and Susan pointed out that manipulatives can be made out of construction >paper and other items found around the home and school. The cutting and >tearing of construction paper, paper plates, rulers, etc are wonderful >activities from which the student learns many things and can be used as an >assessment technique. But, if you think differently and look closely there >are things all around you that can be used. > >I looked in many $1 stores in small Arkansas towns as well as Wal Mart for >geometry "things". Guess what? Look in the cosmetic section of Wal Mart, >Walgreens, Kmart, Target and most grocery stores and you will find cosmetic >sponges that are very inexpensive and are great for teaching geometry >concepts. They come in circles, rectangles and wedges (some of them are very >nice prisms) of different sizes that can be cut, stacked and colored. > >The manipulatives that are "store bought" are not expensive because only one >set is usually all that's required. The Cuisenaire Rods come in sets for 1 >to 4 people and cost around $10. There several reasons why I like using the >CR. 1. the student learns that "1" can be anything. When using fraction >circles one is always 360 degrees. 2. the student can see immediately what >an equivalent fraction is and it makes sense. 3. that "reducing" a fraction, >which doesn't make sense, is actually "exchanging for fewer parts". > >I use a great paper back book with the CR titled "Everything's Coming Up >Fractions". The adult instructors and students that I have worked with love >manipulatives. They work and they make sense! > >Judy > > > >Judy Ward, Ed.D. >6886 Young Farm Avenue >Springdale, AR 72762 >Phone: 479.361.2223 >Fax: 479.361.2223 >Email: j.e.ward at cox.net > >Arkansas Adult Numeracy Campaign >Teaching Mathematics Effectively to Adult Learners > > > > >---------------------------------------------------- >National Institute for Literacy >Women and Literacy mailing list >WomenLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy > > > From reader at wcoil.com Tue Jun 27 09:51:14 2006 From: reader at wcoil.com (OLC) Date: Tue, 27 Jun 2006 09:51:14 -0400 Subject: [WomenLiteracy 384] Re: women and literacy reading group References: Message-ID: <000d01c699f0$c1b87590$4501a8c0@olceb5ac65434b> Daphne...I have searched around for this book and have not found it at Borders, Waldenbooks or elsewhere. They all say it is not available. Where can you get it? Reader @wcoil.com Rose Marie ----- Original Message ----- From: "Daphne Greenberg" To: Sent: Tuesday, June 20, 2006 11:39 AM Subject: [WomenLiteracy 344] Re: women and literacy reading group > Bonnie and others- > feel free to look for the book. But if we want to do a book discussion on > this listserv, we will need to go through a process where we figure out > when/how to run it, who will run it, and which book/article we all want to > read. Ideally, I would like to focus on our women and numeracy issue right > now, because we have a guest facilitator who can only be with us for the > next two weeks. I know that many of you have expressed an interest in > discussing numeracy on this listserv with an expert, so here is our > chance. However, if people want to pursue a the idea of a book discussion > now, I am open to that. > Daphne > > >>>> bfreeman at famlit.org 6/20/2006 11:30 AM >>> > I have had experience. Not online however it can't be to difficult. > I'll look for this book. > > > Bonnie Lash Freeman > Director - Training/Special Projects > National Center for Family Literacy > 325 W Main St Suite 300 > Louisville, KY 40202 > 502 584 1133 ext 115 > bfreeman at famlit.org > > -----Original Message----- > From: womenliteracy-bounces at nifl.gov > [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Andrea Wilder > Sent: Sunday, June 18, 2006 5:37 PM > To: The Women and Literacy Discussion List > Subject: [WomenLiteracy 328] Re: women and literacy reading group > > Bonnie et al, > > The first book I'd like to suggest is by Catherine MacKinnon, "Are Women > Human?' I've talked about this book on the list before, as I bought it > after hearing MacKinnon, but I would like to read it WITH other people. > has anyone here had experience with leading a book discussion? She is a > lawyer with an international clientele, very lucid speaker, very > thoughtful, very respectful of audience questions. > > What do others think? > > Andrea > On Jun 18, 2006, at 12:14 PM, Bonnie Freeman wrote: > >> Andrea, >> Have you created a book list as yet? >> Bonnie >> >> >> Bonnie Lash Freeman >> Director - Training/Special Projects >> National Center for Family Literacy >> 325 W Main St Suite 300 >> Louisville, KY 40202 >> 502 584 1133 ext 115 >> bfreeman at famlit.org >> >> -----Original Message----- >> From: womenliteracy-bounces at nifl.gov >> [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Andrea Wilder >> Sent: Sunday, June 18, 2006 9:27 AM >> To: The Women and Literacy Discussion List >> Subject: [WomenLiteracy 325] Re: women and literacy reading group >> >> Daphne, >> >> I'd sure like to be in a women/literacy group on this list serv. What > >> do others think? >> >> Andrea >> >> >> On Jun 18, 2006, at 4:03 AM, Cuban, Sondra wrote: >> >>> Daphne, I've started a reading group on women writers and researchers > >>> on the topic of women and literacy---so we'll read anything from >>> Anna >> >>> Robinson-Pant's work to Sapphire to the Oakland Readers series on >>> women. The group includes women lecturers, researchers, doctoral and >>> masters students from Education, Religious Studies, and, Educational >>> Research. Everyone in the group is interested in issues related to >>> women and literacy from different angles. Thats what I mean. The >>> staff >> >>> learning centre at the university offers literacy courses to those >>> who >> >>> want literacy and language instruction. I think your idea of starting > >>> a women and literacy reading group for women literacy learners is a >>> good one. It would be different than what the staff centre >>> offers--using a reading group venue might be a lot of fun too. I'll >>> think about how that could work! Thanks, Sondra -----Original >>> Message----- >>> From: womenliteracy-bounces at nifl.gov on behalf of Daphne Greenberg >>> Sent: Sat 6/17/2006 6:53 PM >>> To: womenliteracy at nifl.gov >>> Subject: [WomenLiteracy 323] women and literacy reading group >>> >>> Sondra, >>> When you say that you have started a women and literacy reading group > >>> at your university, what do you mean? Is this a group for women who >>> have difficulty reading that is held at the university, is it for >>> faculty/staff? How often does it mean and what happens in the group? >>> Thanks, >>> Daphne >>> >>> Daphne Greenberg >>> Assistant Professor >>> Educational Psych. & Special Ed. >>> Georgia State University >>> P.O. Box 3979 >>> Atlanta, Georgia 30302-3979 >>> phone: 404-651-0127 >>> fax:404-651-4901 >>> dgreenberg at gsu.edu >>> >>> Daphne Greenberg >>> Associate Director >>> Center for the Study of Adult Literacy Georgia State University P.O. >>> Box 3977 Atlanta, Georgia 30302-3977 >>> phone: 404-651-0127 >>> fax:404-651-4901 >>> dgreenberg at gsu.edu >>>>>> s.cuban at lancaster.ac.uk 06/15/06 4:36 AM >>> >>> Hi Mev, Hi all, >>> >>> I was really sorry to miss the women and literacy conference this >>> past >> >>> year, ---- it looked fantastic!!! I am now living in England (and >>> Ujwala, if you are reading this, please call me!). I have started a >>> women and literacy reading group at my university, and would like to >>> do more....Are there others out there who can make some suggestions >>> about what an academic can do to create more women-literacy >>> knowledge-generating activities in or around her workplace and >>> community? Thanks and hope you are doing well! Sondra >>> >>> >>> -----Original Message----- >>> From: womenliteracy-bounces at nifl.gov on behalf of mev at litwomen.org >>> Sent: Wed 6/14/2006 7:38 PM >>> To: NIFL Womenlit >>> Cc: NIFL Family; AAACE-NLA AAACE; NIFL ESL; nifl-Professional >>> Development; NIFL Povracelit Povracelit >>> Subject: [WomenLiteracy 317] WE LEARN Newsletter >>> >>> Looking for some good summer reading? >>> Have a look at the news & updates from WE LEARN...Please be sure to >>> check out these links... >>> >>> April 2006 Newsletter: http://www.litwomen.org/news/06april.pdf >>> >>> New titles to our database: >>> http://www.litwomen.org/learnmats/06new.html >>> >>> Annual Conference -- 2006 Report & 2007 early news: >>> http://www.litwomen.org/conference.html >>> >>> Excepts from the 1st issue of Women's Perspectives - Health & >>> Wellness >> >>> student writing Initiative also available: >>> http://www.litwomen.org/perspectives/2006/06excerpts.pdf >>> >>> For complete details about Women's Perspectives go to: >>> http://www.litwomen.org/perspectives.html >>> >>> We also invite you to get involved in our many projects: >>> http://www.litwomen.org/projects.html >>> >>> 2005 Annual Report: http://www.litwomen.org/reports/2005annual.pdf >>> >>> Enjoy your summer. >>> >>> >>> WE LEARN >>> Women Expanding: Literacy Education Action Resource Network >>> www.litwomen.org/welearn.html >>> >>> Mev Miller, Ed.D., Director >>> 182 Riverside Ave. >>> Cranston, RI 02910 >>> 401-383-4374 >>> welearn at litwomen.org >>> >>> ---------------------------------------------------- >>> National Institute for Literacy >>> Women and Literacy mailing list >>> WomenLiteracy at nifl.gov >>> To unsubscribe or change your subscription settings, please go to >>> http://www.nifl.gov/mailman/listinfo/womenliteracy >>> >>> ---------------------------------------------------- >>> National Institute for Literacy >>> Women and Literacy mailing list >>> WomenLiteracy at nifl.gov >>> To unsubscribe or change your subscription settings, please go to >>> http://www.nifl.gov/mailman/listinfo/womenliteracy >>> ---------------------------------------------------- >>> National Institute for Literacy >>> Women and Literacy mailing list >>> WomenLiteracy at nifl.gov >>> To unsubscribe or change your subscription settings, please go to >>> http://www.nifl.gov/mailman/listinfo/womenliteracy >>> >> >> ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/womenliteracy >> ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/womenliteracy >> > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy From j.e.ward at cox.net Tue Jun 27 08:37:58 2006 From: j.e.ward at cox.net (Judy Ward) Date: Tue, 27 Jun 2006 07:37:58 -0500 Subject: [WomenLiteracy 385] violence Message-ID: <000201c699e6$88e93330$6402a8c0@Judy> As Kate observed, "some women who have survived violence in their past or are dealing with it in their present, have learned not to express an opinion, because they have not been allowed to have opinions, or have had dire consequences to expressing an opinion." As a seventh grade teacher I did work with children who were from homes where violence and abuse existed. Unfortunately it is too common. Also, I have known women who experienced and survived violence and I know that violence destroys their self confidence and inhibits their ability for social interaction. The fear and mistrust inherent in a situation such as this is a block for learning and it is very difficult to over come. Including her in a group discussion will probably not work at first but might over time. How do others handle this situation? Judy Judy Ward, Ed.D. 6886 Young Farm Avenue Springdale, AR 72762 Phone: 479.361.2223 Fax: 479.361.2223 Email: j.e.ward at cox.net Arkansas Adult Numeracy Campaign Teaching Mathematics Effectively to Adult Learners From j.e.ward at cox.net Tue Jun 27 10:20:13 2006 From: j.e.ward at cox.net (Judy Ward) Date: Tue, 27 Jun 2006 09:20:13 -0500 Subject: [WomenLiteracy 386] data literacy Message-ID: <000301c699f4$d1e84d10$6402a8c0@Judy> Cory's realization that "data literacy is a set of skills called numeracy skills and that there are folks out there thinking about numeracy and teaching them to adults" is very important. My main purpose for participating in this discussion is to inform others about numeracy and that there is a group of individuals dedicated to the cause. That group is the Adult Numeracy Network (ANN). Numeracy is also an empowerment issue for women. It is more than school math, computation, or solving the word problems at the end of the chapter. Is it knowing how to function in society? What do you think? Judy Judy Ward, Ed.D. 6886 Young Farm Avenue Springdale, AR 72762 Phone: 479.361.2223 Fax: 479.361.2223 Email: j.e.ward at cox.net Arkansas Adult Numeracy Campaign Teaching Mathematics Effectively to Adult Learners From mev at litwomen.org Tue Jun 27 11:50:23 2006 From: mev at litwomen.org (mev at litwomen.org) Date: Tue, 27 Jun 2006 11:50:23 -0400 Subject: [WomenLiteracy 387] Re: women and literacy reading group In-Reply-To: <000d01c699f0$c1b87590$4501a8c0@olceb5ac65434b> Message-ID: ahhh - I worked in bookstores for 20+ years before I came to adult ad -- so I know a good many tricks. Are Women Human?: And Other International Dialogues By MacKinnon, Catharine A. 2006/04 - Hardcover Belknap Press 0674021878 Our Price $35.00 (full description below) Step 1: check our your local feminist bookstore ! -- or your local independent bookstore -- I know it's a rare breed now but they tend to be better than your average chain bookstore option. (want a list of women's bookstores? go to: http://www.litwomen.org/WIP/stores.html -- it's a little out of date and I'm hoping to update it over the summer -- many of these places do mail order.) My personal favorite is Amazon Bookstores Cooperative in Minneapolis (oldest feminist bookstore in US - 36 years - and NOT related to the dot.com that stole it name - I used to be a cooperative owner)-- http://www.amazonbookstorecoop.com/ Step 2: get the isbn - any bookstore worth its name will be able to track on the isbn (international standard book number) hint: if they are telling you they can't get it, they sometimes may not know what they're talking about -- or are too lazy to look for it or to order it! This book just came out in April so should still be around. This is a smaller academic press -- associated with Harvard -- so it may be more difficult to get than most - but not impossible. I checked with my colleagues in Minneapolis http://www.amazonbookstorecoop.com/ - they don't have it in stock but were willing to order it for me. Hope this all helps! Mev WE LEARN Are Women Human?: And Other International Dialogues By MacKinnon, Catharine A. Publisher Comments More than half a century after the Universal Declaration of Human Rights defined what a human being is and is entitled to, Catharine MacKinnon asks: Are women human yet? If women were regarded as human, would they be sold into sexual slavery worldwide; veiled, silenced, and imprisoned in homes; bred, and worked as menials for little or no pay; stoned for sex outside marriage or burned within it; mutilated genitally, impoverished economically, and mired in illiteracy--all as a matter of course and without effective recourse? The cutting edge is where law and culture hurts, which is where MacKinnon operates in these essays on the transnational status and treatment of women. Taking her gendered critique of the state to the international plane, ranging widely intellectually and concretely, she exposes the consequences and significance of the systematic maltreatment of women and its systemic condonation. And she points toward fresh ways--social, legal, and political--of targeting its toxic orthodoxies. MacKinnon takes us inside the workings of nation-states, where the oppression of women defines community life and distributes power in society and government. She takes us to Bosnia-Herzogovina for a harrowing look at how the wholesale rape and murder of women and girls there was an act of genocide, not a side effect of war. She takes us into the heart of the international law of conflict to ask--and reveal--why the international community can rally against terrorists' violence, but not against violence against women. A critique of the transnational status quo that also envisions the transforming possibilities of human rights, this bracing book makes us look as never before at anongoing war too long undeclared. On Tuesday, June 27, 2006, at 09:51 AM, OLC wrote: > Daphne...I have searched around for this book and have not found it at > Borders, Waldenbooks or elsewhere. They all say it is not available. > Where > can you get it? Reader @wcoil.com Rose Marie > ----- Original Message ----- > From: "Daphne Greenberg" > To: > Sent: Tuesday, June 20, 2006 11:39 AM > Subject: [WomenLiteracy 344] Re: women and literacy reading group > > >> Bonnie and others- >> feel free to look for the book. But if we want to do a book >> discussion on >> this listserv, we will need to go through a process where we figure >> out >> when/how to run it, who will run it, and which book/article we all >> want to >> read. Ideally, I would like to focus on our women and numeracy issue >> right >> now, because we have a guest facilitator who can only be with us for >> the >> next two weeks. I know that many of you have expressed an interest in >> discussing numeracy on this listserv with an expert, so here is our >> chance. However, if people want to pursue a the idea of a book >> discussion >> now, I am open to that. >> Daphne >> >> >>>>> bfreeman at famlit.org 6/20/2006 11:30 AM >>> >> I have had experience. Not online however it can't be to difficult. >> I'll look for this book. >> >> >> Bonnie Lash Freeman >> Director - Training/Special Projects >> National Center for Family Literacy >> 325 W Main St Suite 300 >> Louisville, KY 40202 >> 502 584 1133 ext 115 >> bfreeman at famlit.org >> >> -----Original Message----- >> From: womenliteracy-bounces at nifl.gov >> [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Andrea Wilder >> Sent: Sunday, June 18, 2006 5:37 PM >> To: The Women and Literacy Discussion List >> Subject: [WomenLiteracy 328] Re: women and literacy reading group >> >> Bonnie et al, >> >> The first book I'd like to suggest is by Catherine MacKinnon, "Are >> Women >> Human?' I've talked about this book on the list before, as I bought >> it >> after hearing MacKinnon, but I would like to read it WITH other >> people. >> has anyone here had experience with leading a book discussion? She >> is a >> lawyer with an international clientele, very lucid speaker, very >> thoughtful, very respectful of audience questions. >> >> What do others think? >> >> Andrea >> On Jun 18, 2006, at 12:14 PM, Bonnie Freeman wrote: >> >>> Andrea, >>> Have you created a book list as yet? >>> Bonnie >>> >>> >>> Bonnie Lash Freeman >>> Director - Training/Special Projects >>> National Center for Family Literacy >>> 325 W Main St Suite 300 >>> Louisville, KY 40202 >>> 502 584 1133 ext 115 >>> bfreeman at famlit.org >>> >>> -----Original Message----- >>> From: womenliteracy-bounces at nifl.gov >>> [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Andrea Wilder >>> Sent: Sunday, June 18, 2006 9:27 AM >>> To: The Women and Literacy Discussion List >>> Subject: [WomenLiteracy 325] Re: women and literacy reading group >>> >>> Daphne, >>> >>> I'd sure like to be in a women/literacy group on this list serv. >>> What >> >>> do others think? >>> >>> Andrea >>> >>> >>> On Jun 18, 2006, at 4:03 AM, Cuban, Sondra wrote: >>> >>>> Daphne, I've started a reading group on women writers and >>>> researchers >> >>>> on the topic of women and literacy---so we'll read anything from >>>> Anna >>> >>>> Robinson-Pant's work to Sapphire to the Oakland Readers series on >>>> women. The group includes women lecturers, researchers, doctoral and >>>> masters students from Education, Religious Studies, and, Educational >>>> Research. Everyone in the group is interested in issues related to >>>> women and literacy from different angles. Thats what I mean. The >>>> staff >>> >>>> learning centre at the university offers literacy courses to those >>>> who >>> >>>> want literacy and language instruction. I think your idea of >>>> starting >> >>>> a women and literacy reading group for women literacy learners is a >>>> good one. It would be different than what the staff centre >>>> offers--using a reading group venue might be a lot of fun too. I'll >>>> think about how that could work! Thanks, Sondra -----Original >>>> Message----- >>>> From: womenliteracy-bounces at nifl.gov on behalf of Daphne Greenberg >>>> Sent: Sat 6/17/2006 6:53 PM >>>> To: womenliteracy at nifl.gov >>>> Subject: [WomenLiteracy 323] women and literacy reading group >>>> >>>> Sondra, >>>> When you say that you have started a women and literacy reading >>>> group >> >>>> at your university, what do you mean? Is this a group for women who >>>> have difficulty reading that is held at the university, is it for >>>> faculty/staff? How often does it mean and what happens in the group? >>>> Thanks, >>>> Daphne >>>> >>>> Daphne Greenberg >>>> Assistant Professor >>>> Educational Psych. & Special Ed. >>>> Georgia State University >>>> P.O. Box 3979 >>>> Atlanta, Georgia 30302-3979 >>>> phone: 404-651-0127 >>>> fax:404-651-4901 >>>> dgreenberg at gsu.edu >>>> >>>> Daphne Greenberg >>>> Associate Director >>>> Center for the Study of Adult Literacy Georgia State University P.O. >>>> Box 3977 Atlanta, Georgia 30302-3977 >>>> phone: 404-651-0127 >>>> fax:404-651-4901 >>>> dgreenberg at gsu.edu >>>>>>> s.cuban at lancaster.ac.uk 06/15/06 4:36 AM >>> >>>> Hi Mev, Hi all, >>>> >>>> I was really sorry to miss the women and literacy conference this >>>> past >>> >>>> year, ---- it looked fantastic!!! I am now living in England (and >>>> Ujwala, if you are reading this, please call me!). I have started a >>>> women and literacy reading group at my university, and would like to >>>> do more....Are there others out there who can make some suggestions >>>> about what an academic can do to create more women-literacy >>>> knowledge-generating activities in or around her workplace and >>>> community? Thanks and hope you are doing well! Sondra >>>> >>>> >>>> -----Original Message----- >>>> From: womenliteracy-bounces at nifl.gov on behalf of mev at litwomen.org >>>> Sent: Wed 6/14/2006 7:38 PM >>>> To: NIFL Womenlit >>>> Cc: NIFL Family; AAACE-NLA AAACE; NIFL ESL; nifl-Professional >>>> Development; NIFL Povracelit Povracelit >>>> Subject: [WomenLiteracy 317] WE LEARN Newsletter >>>> >>>> Looking for some good summer reading? >>>> Have a look at the news & updates from WE LEARN...Please be sure to >>>> check out these links... >>>> >>>> April 2006 Newsletter: http://www.litwomen.org/news/06april.pdf >>>> >>>> New titles to our database: >>>> http://www.litwomen.org/learnmats/06new.html >>>> >>>> Annual Conference -- 2006 Report & 2007 early news: >>>> http://www.litwomen.org/conference.html >>>> >>>> Excepts from the 1st issue of Women's Perspectives - Health & >>>> Wellness >>> >>>> student writing Initiative also available: >>>> http://www.litwomen.org/perspectives/2006/06excerpts.pdf >>>> >>>> For complete details about Women's Perspectives go to: >>>> http://www.litwomen.org/perspectives.html >>>> >>>> We also invite you to get involved in our many projects: >>>> http://www.litwomen.org/projects.html >>>> >>>> 2005 Annual Report: http://www.litwomen.org/reports/2005annual.pdf >>>> >>>> Enjoy your summer. >>>> >>>> >>>> WE LEARN >>>> Women Expanding: Literacy Education Action Resource Network >>>> www.litwomen.org/welearn.html >>>> >>>> Mev Miller, Ed.D., Director >>>> 182 Riverside Ave. >>>> Cranston, RI 02910 >>>> 401-383-4374 >>>> welearn at litwomen.org >>>> >>>> ---------------------------------------------------- >>>> National Institute for Literacy >>>> Women and Literacy mailing list >>>> WomenLiteracy at nifl.gov >>>> To unsubscribe or change your subscription settings, please go to >>>> http://www.nifl.gov/mailman/listinfo/womenliteracy >>>> >>>> ---------------------------------------------------- >>>> National Institute for Literacy >>>> Women and Literacy mailing list >>>> WomenLiteracy at nifl.gov >>>> To unsubscribe or change your subscription settings, please go to >>>> http://www.nifl.gov/mailman/listinfo/womenliteracy >>>> ---------------------------------------------------- >>>> National Institute for Literacy >>>> Women and Literacy mailing list >>>> WomenLiteracy at nifl.gov >>>> To unsubscribe or change your subscription settings, please go to >>>> http://www.nifl.gov/mailman/listinfo/womenliteracy >>>> >>> >>> ---------------------------------------------------- >>> National Institute for Literacy >>> Women and Literacy mailing list >>> WomenLiteracy at nifl.gov >>> To unsubscribe or change your subscription settings, please go to >>> http://www.nifl.gov/mailman/listinfo/womenliteracy >>> ---------------------------------------------------- >>> National Institute for Literacy >>> Women and Literacy mailing list >>> WomenLiteracy at nifl.gov >>> To unsubscribe or change your subscription settings, please go to >>> http://www.nifl.gov/mailman/listinfo/womenliteracy >>> >> >> ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/womenliteracy >> ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/womenliteracy >> ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/womenliteracy > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > From enobruwaa at yahoo.com Tue Jun 27 11:45:09 2006 From: enobruwaa at yahoo.com (Evelyn Appiah-Donyina) Date: Tue, 27 Jun 2006 08:45:09 -0700 (PDT) Subject: [WomenLiteracy 388] Re: women and literacy reading group In-Reply-To: <000d01c699f0$c1b87590$4501a8c0@olceb5ac65434b> Message-ID: <20060627154510.52604.qmail@web53013.mail.yahoo.com> Dear Daphne, Could you please let OLC know that if it is Are Women Human written by Dorothy Sayers that she is looking for she can try the following websites (I have found that it is easy to find what you are looking for when you use the author name link): www.eerdmans.com www.amazon.co.uk www.whs.co.uk Greetings from Sunderland. Evelyn OLC wrote: Daphne...I have searched around for this book and have not found it at Borders, Waldenbooks or elsewhere. They all say it is not available. Where can you get it? Reader @wcoil.com Rose Marie ----- Original Message ----- From: "Daphne Greenberg" To: Sent: Tuesday, June 20, 2006 11:39 AM Subject: [WomenLiteracy 344] Re: women and literacy reading group > Bonnie and others- > feel free to look for the book. But if we want to do a book discussion on > this listserv, we will need to go through a process where we figure out > when/how to run it, who will run it, and which book/article we all want to > read. Ideally, I would like to focus on our women and numeracy issue right > now, because we have a guest facilitator who can only be with us for the > next two weeks. I know that many of you have expressed an interest in > discussing numeracy on this listserv with an expert, so here is our > chance. However, if people want to pursue a the idea of a book discussion > now, I am open to that. > Daphne > > >>>> bfreeman at famlit.org 6/20/2006 11:30 AM >>> > I have had experience. Not online however it can't be to difficult. > I'll look for this book. > > > Bonnie Lash Freeman > Director - Training/Special Projects > National Center for Family Literacy > 325 W Main St Suite 300 > Louisville, KY 40202 > 502 584 1133 ext 115 > bfreeman at famlit.org > > -----Original Message----- > From: womenliteracy-bounces at nifl.gov > [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Andrea Wilder > Sent: Sunday, June 18, 2006 5:37 PM > To: The Women and Literacy Discussion List > Subject: [WomenLiteracy 328] Re: women and literacy reading group > > Bonnie et al, > > The first book I'd like to suggest is by Catherine MacKinnon, "Are Women > Human?' I've talked about this book on the list before, as I bought it > after hearing MacKinnon, but I would like to read it WITH other people. > has anyone here had experience with leading a book discussion? She is a > lawyer with an international clientele, very lucid speaker, very > thoughtful, very respectful of audience questions. > > What do others think? > > Andrea > On Jun 18, 2006, at 12:14 PM, Bonnie Freeman wrote: > >> Andrea, >> Have you created a book list as yet? >> Bonnie >> >> >> Bonnie Lash Freeman >> Director - Training/Special Projects >> National Center for Family Literacy >> 325 W Main St Suite 300 >> Louisville, KY 40202 >> 502 584 1133 ext 115 >> bfreeman at famlit.org >> >> -----Original Message----- >> From: womenliteracy-bounces at nifl.gov >> [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Andrea Wilder >> Sent: Sunday, June 18, 2006 9:27 AM >> To: The Women and Literacy Discussion List >> Subject: [WomenLiteracy 325] Re: women and literacy reading group >> >> Daphne, >> >> I'd sure like to be in a women/literacy group on this list serv. What > >> do others think? >> >> Andrea >> >> >> On Jun 18, 2006, at 4:03 AM, Cuban, Sondra wrote: >> >>> Daphne, I've started a reading group on women writers and researchers > >>> on the topic of women and literacy---so we'll read anything from >>> Anna >> >>> Robinson-Pant's work to Sapphire to the Oakland Readers series on >>> women. The group includes women lecturers, researchers, doctoral and >>> masters students from Education, Religious Studies, and, Educational >>> Research. Everyone in the group is interested in issues related to >>> women and literacy from different angles. Thats what I mean. The >>> staff >> >>> learning centre at the university offers literacy courses to those >>> who >> >>> want literacy and language instruction. I think your idea of starting > >>> a women and literacy reading group for women literacy learners is a >>> good one. It would be different than what the staff centre >>> offers--using a reading group venue might be a lot of fun too. I'll >>> think about how that could work! Thanks, Sondra -----Original >>> Message----- >>> From: womenliteracy-bounces at nifl.gov on behalf of Daphne Greenberg >>> Sent: Sat 6/17/2006 6:53 PM >>> To: womenliteracy at nifl.gov >>> Subject: [WomenLiteracy 323] women and literacy reading group >>> >>> Sondra, >>> When you say that you have started a women and literacy reading group > >>> at your university, what do you mean? Is this a group for women who >>> have difficulty reading that is held at the university, is it for >>> faculty/staff? How often does it mean and what happens in the group? >>> Thanks, >>> Daphne >>> >>> Daphne Greenberg >>> Assistant Professor >>> Educational Psych. & Special Ed. >>> Georgia State University >>> P.O. Box 3979 >>> Atlanta, Georgia 30302-3979 >>> phone: 404-651-0127 >>> fax:404-651-4901 >>> dgreenberg at gsu.edu >>> >>> Daphne Greenberg >>> Associate Director >>> Center for the Study of Adult Literacy Georgia State University P.O. >>> Box 3977 Atlanta, Georgia 30302-3977 >>> phone: 404-651-0127 >>> fax:404-651-4901 >>> dgreenberg at gsu.edu >>>>>> s.cuban at lancaster.ac.uk 06/15/06 4:36 AM >>> >>> Hi Mev, Hi all, >>> >>> I was really sorry to miss the women and literacy conference this >>> past >> >>> year, ---- it looked fantastic!!! I am now living in England (and >>> Ujwala, if you are reading this, please call me!). I have started a >>> women and literacy reading group at my university, and would like to >>> do more....Are there others out there who can make some suggestions >>> about what an academic can do to create more women-literacy >>> knowledge-generating activities in or around her workplace and >>> community? Thanks and hope you are doing well! Sondra >>> >>> >>> -----Original Message----- >>> From: womenliteracy-bounces at nifl.gov on behalf of mev at litwomen.org >>> Sent: Wed 6/14/2006 7:38 PM >>> To: NIFL Womenlit >>> Cc: NIFL Family; AAACE-NLA AAACE; NIFL ESL; nifl-Professional >>> Development; NIFL Povracelit Povracelit >>> Subject: [WomenLiteracy 317] WE LEARN Newsletter >>> >>> Looking for some good summer reading? >>> Have a look at the news & updates from WE LEARN...Please be sure to >>> check out these links... >>> >>> April 2006 Newsletter: http://www.litwomen.org/news/06april.pdf >>> >>> New titles to our database: >>> http://www.litwomen.org/learnmats/06new.html >>> >>> Annual Conference -- 2006 Report & 2007 early news: >>> http://www.litwomen.org/conference.html >>> >>> Excepts from the 1st issue of Women's Perspectives - Health & >>> Wellness >> >>> student writing Initiative also available: >>> http://www.litwomen.org/perspectives/2006/06excerpts.pdf >>> >>> For complete details about Women's Perspectives go to: >>> http://www.litwomen.org/perspectives.html >>> >>> We also invite you to get involved in our many projects: >>> http://www.litwomen.org/projects.html >>> >>> 2005 Annual Report: http://www.litwomen.org/reports/2005annual.pdf >>> >>> Enjoy your summer. >>> >>> >>> WE LEARN >>> Women Expanding: Literacy Education Action Resource Network >>> www.litwomen.org/welearn.html >>> >>> Mev Miller, Ed.D., Director >>> 182 Riverside Ave. >>> Cranston, RI 02910 >>> 401-383-4374 >>> welearn at litwomen.org >>> >>> ---------------------------------------------------- >>> National Institute for Literacy >>> Women and Literacy mailing list >>> WomenLiteracy at nifl.gov >>> To unsubscribe or change your subscription settings, please go to >>> http://www.nifl.gov/mailman/listinfo/womenliteracy >>> >>> ---------------------------------------------------- >>> National Institute for Literacy >>> Women and Literacy mailing list >>> WomenLiteracy at nifl.gov >>> To unsubscribe or change your subscription settings, please go to >>> http://www.nifl.gov/mailman/listinfo/womenliteracy >>> ---------------------------------------------------- >>> National Institute for Literacy >>> Women and Literacy mailing list >>> WomenLiteracy at nifl.gov >>> To unsubscribe or change your subscription settings, please go to >>> http://www.nifl.gov/mailman/listinfo/womenliteracy >>> >> >> ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/womenliteracy >> ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/womenliteracy >> > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy --------------------------------- Yahoo! Sports Fantasy Football ?06 - Go with the leader. Start your league today! -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20060627/3ca09e7e/attachment.html From mev at litwomen.org Tue Jun 27 12:06:34 2006 From: mev at litwomen.org (mev at litwomen.org) Date: Tue, 27 Jun 2006 12:06:34 -0400 Subject: [WomenLiteracy 389] Re: data literacy In-Reply-To: <000301c699f4$d1e84d10$6402a8c0@Judy> Message-ID: On Tuesday, June 27, 2006, at 10:20 AM, Judy Ward wrote: > Numeracy is also an empowerment issue for women. It is more than school > math, computation, or solving the word problems at the end of the > chapter. > Is it knowing how to function in society? What do you think? Judy I especially like this observation. and with this "knowing how to function" I want to go back to a question asked in a previous posting ..."... do you have any suggestions for dealing with their wrong answers- ways that will not return them to their silence?" One of the things I've learned through my colleagues at TERC & SABES and through the EmPower program is that there is more than one right way to arrive at an answer. Sure, there may only be one answer -- but exploring all the ways to get to that answer can help with learners' ability to "know what they know" -- help to create a confidence in experimentation, critical thinking, multiple solutions, and problem-solving. Now there may be times when using some options may get the wrong answer -- but this can be an important part of the process as well. And some options may be more complicated (convoluted) or more time consuming than others -- but the answer will still be the same. Isn't that sometimes the way life is?? We all learn and do differently and I think being able to do this through numeracy can help us to not be so anxious about math. sometimes I think the pressure about math is that we have been made to believe that there is only one right answer and only one way to get to it...so if you don't do it right, then you fail. and i think that's how women's lives get presented to us as times as well. Having the assertiveness, and confidence (and the "permission to make mistakes and start over) helps us all to function in our various contexts. I think "literacy" has tended to show how this can happen through reading and writing -- but pursuing these "life lessons" through numeracy - especially for women -- can lead to some very powerful results. Mev WE LEARN Women Expanding: Literacy Education Action Resource Network www.litwomen.org/welearn.html Mev Miller, Ed.D., Director 182 Riverside Ave. Cranston, RI 02910 401-383-4374 welearn at litwomen.org From haydens at wvlc.lib.wv.us Tue Jun 27 12:46:12 2006 From: haydens at wvlc.lib.wv.us (Susan Hayden) Date: Tue, 27 Jun 2006 12:46:12 -0400 Subject: [WomenLiteracy 390] Re: women and literacy reading group References: <000d01c699f0$c1b87590$4501a8c0@olceb5ac65434b> Message-ID: <009b01c69a09$32dc2830$85f0630a@hayden> Catherine MacKinnon, "Are Women Human?' this book is not listed in Books-In-Print, therefore it must be out-of-print. The group may be interested in reading the following book: When Dad Hurts Mom: Helping Your Children Heal the Wounds of Witnessing Abuse by Lundy Bancroft -- Library Journal (August 1, 2004; 0-399-15110-9; 978-0-399-15110-1) The author of Why Does He Do That? (see above) counsels battered mothers on how to rebuild their lives and heal the damage done to their victimized children. Especially notable are suggestions for repairing the mother/child relationship and valuable and shrewd advice on dealing with abusive fathers and the social institutions that impact their lives. (LJ 4/1/04). Copyright 2004 Reed Business Information. A book title dealing with women and numeracy that is affordable may be more difficult for interested persons to find. Susan Hayden Adult Services Library Consultant West Virginia Library Commission 1900 Kanawha BLVD, East Charleston, WV 25305 haydens at wvlc.lib.wv.us 304-558-3978, ext. 2014 FAX: 304-558-1612 "What makes a book great, a so-called classic, is its quality of always being modern, of its author, though he be long dead, continuing to speak to each new generation." - Lawrence Clark Powell ----- Original Message ----- From: "OLC" To: "The Women and Literacy Discussion List" Sent: Tuesday, June 27, 2006 9:51 AM Subject: [WomenLiteracy 384] Re: women and literacy reading group > Daphne...I have searched around for this book and have not found it at > Borders, Waldenbooks or elsewhere. They all say it is not available. Where > can you get it? Reader @wcoil.com Rose Marie > ----- Original Message ----- > From: "Daphne Greenberg" > To: > Sent: Tuesday, June 20, 2006 11:39 AM > Subject: [WomenLiteracy 344] Re: women and literacy reading group > > >> Bonnie and others- >> feel free to look for the book. But if we want to do a book discussion on >> this listserv, we will need to go through a process where we figure out >> when/how to run it, who will run it, and which book/article we all want >> to >> read. Ideally, I would like to focus on our women and numeracy issue >> right >> now, because we have a guest facilitator who can only be with us for the >> next two weeks. I know that many of you have expressed an interest in >> discussing numeracy on this listserv with an expert, so here is our >> chance. However, if people want to pursue a the idea of a book discussion >> now, I am open to that. >> Daphne >> >> >>>>> bfreeman at famlit.org 6/20/2006 11:30 AM >>> >> I have had experience. Not online however it can't be to difficult. >> I'll look for this book. >> >> >> Bonnie Lash Freeman >> Director - Training/Special Projects >> National Center for Family Literacy >> 325 W Main St Suite 300 >> Louisville, KY 40202 >> 502 584 1133 ext 115 >> bfreeman at famlit.org >> >> -----Original Message----- >> From: womenliteracy-bounces at nifl.gov >> [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Andrea Wilder >> Sent: Sunday, June 18, 2006 5:37 PM >> To: The Women and Literacy Discussion List >> Subject: [WomenLiteracy 328] Re: women and literacy reading group >> >> Bonnie et al, >> >> The first book I'd like to suggest is by Catherine MacKinnon, "Are Women >> Human?' I've talked about this book on the list before, as I bought it >> after hearing MacKinnon, but I would like to read it WITH other people. >> has anyone here had experience with leading a book discussion? She is a >> lawyer with an international clientele, very lucid speaker, very >> thoughtful, very respectful of audience questions. >> >> What do others think? >> >> Andrea >> On Jun 18, 2006, at 12:14 PM, Bonnie Freeman wrote: >> >>> Andrea, >>> Have you created a book list as yet? >>> Bonnie >>> >>> >>> Bonnie Lash Freeman >>> Director - Training/Special Projects >>> National Center for Family Literacy >>> 325 W Main St Suite 300 >>> Louisville, KY 40202 >>> 502 584 1133 ext 115 >>> bfreeman at famlit.org >>> >>> -----Original Message----- >>> From: womenliteracy-bounces at nifl.gov >>> [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Andrea Wilder >>> Sent: Sunday, June 18, 2006 9:27 AM >>> To: The Women and Literacy Discussion List >>> Subject: [WomenLiteracy 325] Re: women and literacy reading group >>> >>> Daphne, >>> >>> I'd sure like to be in a women/literacy group on this list serv. What >> >>> do others think? >>> >>> Andrea >>> >>> >>> On Jun 18, 2006, at 4:03 AM, Cuban, Sondra wrote: >>> >>>> Daphne, I've started a reading group on women writers and researchers >> >>>> on the topic of women and literacy---so we'll read anything from >>>> Anna >>> >>>> Robinson-Pant's work to Sapphire to the Oakland Readers series on >>>> women. The group includes women lecturers, researchers, doctoral and >>>> masters students from Education, Religious Studies, and, Educational >>>> Research. Everyone in the group is interested in issues related to >>>> women and literacy from different angles. Thats what I mean. The >>>> staff >>> >>>> learning centre at the university offers literacy courses to those >>>> who >>> >>>> want literacy and language instruction. I think your idea of starting >> >>>> a women and literacy reading group for women literacy learners is a >>>> good one. It would be different than what the staff centre >>>> offers--using a reading group venue might be a lot of fun too. I'll >>>> think about how that could work! Thanks, Sondra -----Original >>>> Message----- >>>> From: womenliteracy-bounces at nifl.gov on behalf of Daphne Greenberg >>>> Sent: Sat 6/17/2006 6:53 PM >>>> To: womenliteracy at nifl.gov >>>> Subject: [WomenLiteracy 323] women and literacy reading group >>>> >>>> Sondra, >>>> When you say that you have started a women and literacy reading group >> >>>> at your university, what do you mean? Is this a group for women who >>>> have difficulty reading that is held at the university, is it for >>>> faculty/staff? How often does it mean and what happens in the group? >>>> Thanks, >>>> Daphne >>>> >>>> Daphne Greenberg >>>> Assistant Professor >>>> Educational Psych. & Special Ed. >>>> Georgia State University >>>> P.O. Box 3979 >>>> Atlanta, Georgia 30302-3979 >>>> phone: 404-651-0127 >>>> fax:404-651-4901 >>>> dgreenberg at gsu.edu >>>> >>>> Daphne Greenberg >>>> Associate Director >>>> Center for the Study of Adult Literacy Georgia State University P.O. >>>> Box 3977 Atlanta, Georgia 30302-3977 >>>> phone: 404-651-0127 >>>> fax:404-651-4901 >>>> dgreenberg at gsu.edu >>>>>>> s.cuban at lancaster.ac.uk 06/15/06 4:36 AM >>> >>>> Hi Mev, Hi all, >>>> >>>> I was really sorry to miss the women and literacy conference this >>>> past >>> >>>> year, ---- it looked fantastic!!! I am now living in England (and >>>> Ujwala, if you are reading this, please call me!). I have started a >>>> women and literacy reading group at my university, and would like to >>>> do more....Are there others out there who can make some suggestions >>>> about what an academic can do to create more women-literacy >>>> knowledge-generating activities in or around her workplace and >>>> community? Thanks and hope you are doing well! Sondra >>>> >>>> >>>> -----Original Message----- >>>> From: womenliteracy-bounces at nifl.gov on behalf of mev at litwomen.org >>>> Sent: Wed 6/14/2006 7:38 PM >>>> To: NIFL Womenlit >>>> Cc: NIFL Family; AAACE-NLA AAACE; NIFL ESL; nifl-Professional >>>> Development; NIFL Povracelit Povracelit >>>> Subject: [WomenLiteracy 317] WE LEARN Newsletter >>>> >>>> Looking for some good summer reading? >>>> Have a look at the news & updates from WE LEARN...Please be sure to >>>> check out these links... >>>> >>>> April 2006 Newsletter: http://www.litwomen.org/news/06april.pdf >>>> >>>> New titles to our database: >>>> http://www.litwomen.org/learnmats/06new.html >>>> >>>> Annual Conference -- 2006 Report & 2007 early news: >>>> http://www.litwomen.org/conference.html >>>> >>>> Excepts from the 1st issue of Women's Perspectives - Health & >>>> Wellness >>> >>>> student writing Initiative also available: >>>> http://www.litwomen.org/perspectives/2006/06excerpts.pdf >>>> >>>> For complete details about Women's Perspectives go to: >>>> http://www.litwomen.org/perspectives.html >>>> >>>> We also invite you to get involved in our many projects: >>>> http://www.litwomen.org/projects.html >>>> >>>> 2005 Annual Report: http://www.litwomen.org/reports/2005annual.pdf >>>> >>>> Enjoy your summer. >>>> >>>> >>>> WE LEARN >>>> Women Expanding: Literacy Education Action Resource Network >>>> www.litwomen.org/welearn.html >>>> >>>> Mev Miller, Ed.D., Director >>>> 182 Riverside Ave. >>>> Cranston, RI 02910 >>>> 401-383-4374 >>>> welearn at litwomen.org >>>> >>>> ---------------------------------------------------- >>>> National Institute for Literacy >>>> Women and Literacy mailing list >>>> WomenLiteracy at nifl.gov >>>> To unsubscribe or change your subscription settings, please go to >>>> http://www.nifl.gov/mailman/listinfo/womenliteracy >>>> >>>> ---------------------------------------------------- >>>> National Institute for Literacy >>>> Women and Literacy mailing list >>>> WomenLiteracy at nifl.gov >>>> To unsubscribe or change your subscription settings, please go to >>>> http://www.nifl.gov/mailman/listinfo/womenliteracy >>>> ---------------------------------------------------- >>>> National Institute for Literacy >>>> Women and Literacy mailing list >>>> WomenLiteracy at nifl.gov >>>> To unsubscribe or change your subscription settings, please go to >>>> http://www.nifl.gov/mailman/listinfo/womenliteracy >>>> >>> >>> ---------------------------------------------------- >>> National Institute for Literacy >>> Women and Literacy mailing list >>> WomenLiteracy at nifl.gov >>> To unsubscribe or change your subscription settings, please go to >>> http://www.nifl.gov/mailman/listinfo/womenliteracy >>> ---------------------------------------------------- >>> National Institute for Literacy >>> Women and Literacy mailing list >>> WomenLiteracy at nifl.gov >>> To unsubscribe or change your subscription settings, please go to >>> http://www.nifl.gov/mailman/listinfo/womenliteracy >>> >> >> ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/womenliteracy >> ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/womenliteracy >> ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/womenliteracy > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > From mev at litwomen.org Tue Jun 27 13:23:21 2006 From: mev at litwomen.org (mev at litwomen.org) Date: Tue, 27 Jun 2006 13:23:21 -0400 Subject: [WomenLiteracy 391] Re: women and literacy reading group In-Reply-To: <009b01c69a09$32dc2830$85f0630a@hayden> Message-ID: Are Women Human - no - not out of print - was just published in April 2006. see my previous message [387] oh, and thanks for the reminder -- I've been meaning to pass along this resource and keep forgetting (sorry, aging!) anyway - I really like this video/dvd series that comes with a printed curriculum and they have a specific one on Math for women which I think is quite good Women in Nontraditional Careers: An Introduction Video 15 minutes; $95.00 (with public performance rights); order #23001; ISBN #1-877933-68-6. Resource guide 114 pages, $45.00; order #23002; ISBN #1-877933-69-4. Highlights forty-six women from a wide variety of backgrounds, including welders, firefighters, construction workers, machinists, a helicopter pilot, a dump-truck driver, police officers, dentists, athletic coaches, a service mechanic, a mason, and a mold-making apprentice. Nontraditional careers are those in which women make up less than 25 percent of the workforce. The pay, benefits and job satisfaction can be much higher than in traditional female occupations. These fourteen videos, produced by Jocelyn Riley, are available from HER OWN WORDS?, PO BOX 5264, Madison, WI 53705-0264; phone 608-271-7083; fax 608-271-0209; email herownword at aol.com "Powerful videos on women in nontraditional careers" (Tradeswomen Tools for Change). For more information on the videos below, go to: www.NontraditionalCareers.com and specifically -- Math at Work http://members.aol.com/ntocareers/html/math_at_work.html Mev On Tuesday, June 27, 2006, at 12:46 PM, Susan Hayden wrote: > Catherine MacKinnon, "Are Women Human?' this book is not listed in > Books-In-Print, therefore it must be out-of-print. > > The group may be interested in reading the following book: > When Dad Hurts Mom: Helping Your Children Heal the Wounds of > Witnessing > Abuse by Lundy Bancroft -- > Library Journal > (August 1, 2004; 0-399-15110-9; 978-0-399-15110-1) > > The author of Why Does He Do That? (see above) counsels battered > mothers on > how to rebuild their lives and heal the damage done to their victimized > children. Especially notable are suggestions for repairing the > mother/child > relationship and valuable and shrewd advice on dealing with abusive > fathers > and the social institutions that impact their lives. (LJ 4/1/04). > Copyright > 2004 Reed Business Information. > > A book title dealing with women and numeracy that is affordable may be > more > difficult for interested persons to find. > > Susan Hayden > Adult Services Library Consultant > West Virginia Library Commission > 1900 Kanawha BLVD, East > Charleston, WV 25305 > haydens at wvlc.lib.wv.us > 304-558-3978, ext. 2014 > FAX: 304-558-1612 > > "What makes a book great, a so-called classic, is its quality of always > being modern, of its author, though he be long dead, continuing to > speak to > each new generation." > - Lawrence Clark Powell > > ----- Original Message ----- > From: "OLC" > To: "The Women and Literacy Discussion List" > Sent: Tuesday, June 27, 2006 9:51 AM > Subject: [WomenLiteracy 384] Re: women and literacy reading group > > >> Daphne...I have searched around for this book and have not found it at >> Borders, Waldenbooks or elsewhere. They all say it is not available. >> Where >> can you get it? Reader @wcoil.com Rose Marie >> ----- Original Message ----- >> From: "Daphne Greenberg" >> To: >> Sent: Tuesday, June 20, 2006 11:39 AM >> Subject: [WomenLiteracy 344] Re: women and literacy reading group >> >> >>> Bonnie and others- >>> feel free to look for the book. But if we want to do a book >>> discussion on >>> this listserv, we will need to go through a process where we figure >>> out >>> when/how to run it, who will run it, and which book/article we all >>> want >>> to >>> read. Ideally, I would like to focus on our women and numeracy issue >>> right >>> now, because we have a guest facilitator who can only be with us for >>> the >>> next two weeks. I know that many of you have expressed an interest in >>> discussing numeracy on this listserv with an expert, so here is our >>> chance. However, if people want to pursue a the idea of a book >>> discussion >>> now, I am open to that. >>> Daphne >>> >>> >>>>>> bfreeman at famlit.org 6/20/2006 11:30 AM >>> >>> I have had experience. Not online however it can't be to difficult. >>> I'll look for this book. >>> >>> >>> Bonnie Lash Freeman >>> Director - Training/Special Projects >>> National Center for Family Literacy >>> 325 W Main St Suite 300 >>> Louisville, KY 40202 >>> 502 584 1133 ext 115 >>> bfreeman at famlit.org >>> >>> -----Original Message----- >>> From: womenliteracy-bounces at nifl.gov >>> [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Andrea Wilder >>> Sent: Sunday, June 18, 2006 5:37 PM >>> To: The Women and Literacy Discussion List >>> Subject: [WomenLiteracy 328] Re: women and literacy reading group >>> >>> Bonnie et al, >>> >>> The first book I'd like to suggest is by Catherine MacKinnon, "Are >>> Women >>> Human?' I've talked about this book on the list before, as I bought >>> it >>> after hearing MacKinnon, but I would like to read it WITH other >>> people. >>> has anyone here had experience with leading a book discussion? She >>> is a >>> lawyer with an international clientele, very lucid speaker, very >>> thoughtful, very respectful of audience questions. >>> >>> What do others think? >>> >>> Andrea >>> On Jun 18, 2006, at 12:14 PM, Bonnie Freeman wrote: >>> >>>> Andrea, >>>> Have you created a book list as yet? >>>> Bonnie >>>> >>>> >>>> Bonnie Lash Freeman >>>> Director - Training/Special Projects >>>> National Center for Family Literacy >>>> 325 W Main St Suite 300 >>>> Louisville, KY 40202 >>>> 502 584 1133 ext 115 >>>> bfreeman at famlit.org >>>> >>>> -----Original Message----- >>>> From: womenliteracy-bounces at nifl.gov >>>> [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Andrea Wilder >>>> Sent: Sunday, June 18, 2006 9:27 AM >>>> To: The Women and Literacy Discussion List >>>> Subject: [WomenLiteracy 325] Re: women and literacy reading group >>>> >>>> Daphne, >>>> >>>> I'd sure like to be in a women/literacy group on this list serv. >>>> What >>> >>>> do others think? >>>> >>>> Andrea >>>> >>>> >>>> On Jun 18, 2006, at 4:03 AM, Cuban, Sondra wrote: >>>> >>>>> Daphne, I've started a reading group on women writers and >>>>> researchers >>> >>>>> on the topic of women and literacy---so we'll read anything from >>>>> Anna >>>> >>>>> Robinson-Pant's work to Sapphire to the Oakland Readers series on >>>>> women. The group includes women lecturers, researchers, doctoral >>>>> and >>>>> masters students from Education, Religious Studies, and, >>>>> Educational >>>>> Research. Everyone in the group is interested in issues related to >>>>> women and literacy from different angles. Thats what I mean. The >>>>> staff >>>> >>>>> learning centre at the university offers literacy courses to those >>>>> who >>>> >>>>> want literacy and language instruction. I think your idea of >>>>> starting >>> >>>>> a women and literacy reading group for women literacy learners is a >>>>> good one. It would be different than what the staff centre >>>>> offers--using a reading group venue might be a lot of fun too. I'll >>>>> think about how that could work! Thanks, Sondra -----Original >>>>> Message----- >>>>> From: womenliteracy-bounces at nifl.gov on behalf of Daphne Greenberg >>>>> Sent: Sat 6/17/2006 6:53 PM >>>>> To: womenliteracy at nifl.gov >>>>> Subject: [WomenLiteracy 323] women and literacy reading group >>>>> >>>>> Sondra, >>>>> When you say that you have started a women and literacy reading >>>>> group >>> >>>>> at your university, what do you mean? Is this a group for women who >>>>> have difficulty reading that is held at the university, is it for >>>>> faculty/staff? How often does it mean and what happens in the >>>>> group? >>>>> Thanks, >>>>> Daphne >>>>> >>>>> Daphne Greenberg >>>>> Assistant Professor >>>>> Educational Psych. & Special Ed. >>>>> Georgia State University >>>>> P.O. Box 3979 >>>>> Atlanta, Georgia 30302-3979 >>>>> phone: 404-651-0127 >>>>> fax:404-651-4901 >>>>> dgreenberg at gsu.edu >>>>> >>>>> Daphne Greenberg >>>>> Associate Director >>>>> Center for the Study of Adult Literacy Georgia State University >>>>> P.O. >>>>> Box 3977 Atlanta, Georgia 30302-3977 >>>>> phone: 404-651-0127 >>>>> fax:404-651-4901 >>>>> dgreenberg at gsu.edu >>>>>>>> s.cuban at lancaster.ac.uk 06/15/06 4:36 AM >>> >>>>> Hi Mev, Hi all, >>>>> >>>>> I was really sorry to miss the women and literacy conference this >>>>> past >>>> >>>>> year, ---- it looked fantastic!!! I am now living in England (and >>>>> Ujwala, if you are reading this, please call me!). I have started a >>>>> women and literacy reading group at my university, and would like >>>>> to >>>>> do more....Are there others out there who can make some suggestions >>>>> about what an academic can do to create more women-literacy >>>>> knowledge-generating activities in or around her workplace and >>>>> community? Thanks and hope you are doing well! Sondra >>>>> >>>>> >>>>> -----Original Message----- >>>>> From: womenliteracy-bounces at nifl.gov on behalf of mev at litwomen.org >>>>> Sent: Wed 6/14/2006 7:38 PM >>>>> To: NIFL Womenlit >>>>> Cc: NIFL Family; AAACE-NLA AAACE; NIFL ESL; nifl-Professional >>>>> Development; NIFL Povracelit Povracelit >>>>> Subject: [WomenLiteracy 317] WE LEARN Newsletter >>>>> >>>>> Looking for some good summer reading? >>>>> Have a look at the news & updates from WE LEARN...Please be sure to >>>>> check out these links... >>>>> >>>>> April 2006 Newsletter: http://www.litwomen.org/news/06april.pdf >>>>> >>>>> New titles to our database: >>>>> http://www.litwomen.org/learnmats/06new.html >>>>> >>>>> Annual Conference -- 2006 Report & 2007 early news: >>>>> http://www.litwomen.org/conference.html >>>>> >>>>> Excepts from the 1st issue of Women's Perspectives - Health & >>>>> Wellness >>>> >>>>> student writing Initiative also available: >>>>> http://www.litwomen.org/perspectives/2006/06excerpts.pdf >>>>> >>>>> For complete details about Women's Perspectives go to: >>>>> http://www.litwomen.org/perspectives.html >>>>> >>>>> We also invite you to get involved in our many projects: >>>>> http://www.litwomen.org/projects.html >>>>> >>>>> 2005 Annual Report: http://www.litwomen.org/reports/2005annual.pdf >>>>> >>>>> Enjoy your summer. >>>>> >>>>> >>>>> WE LEARN >>>>> Women Expanding: Literacy Education Action Resource Network >>>>> www.litwomen.org/welearn.html >>>>> >>>>> Mev Miller, Ed.D., Director >>>>> 182 Riverside Ave. >>>>> Cranston, RI 02910 >>>>> 401-383-4374 >>>>> welearn at litwomen.org >>>>> >>>>> ---------------------------------------------------- >>>>> National Institute for Literacy >>>>> Women and Literacy mailing list >>>>> WomenLiteracy at nifl.gov >>>>> To unsubscribe or change your subscription settings, please go to >>>>> http://www.nifl.gov/mailman/listinfo/womenliteracy >>>>> >>>>> ---------------------------------------------------- >>>>> National Institute for Literacy >>>>> Women and Literacy mailing list >>>>> WomenLiteracy at nifl.gov >>>>> To unsubscribe or change your subscription settings, please go to >>>>> http://www.nifl.gov/mailman/listinfo/womenliteracy >>>>> ---------------------------------------------------- >>>>> National Institute for Literacy >>>>> Women and Literacy mailing list >>>>> WomenLiteracy at nifl.gov >>>>> To unsubscribe or change your subscription settings, please go to >>>>> http://www.nifl.gov/mailman/listinfo/womenliteracy >>>>> >>>> >>>> ---------------------------------------------------- >>>> National Institute for Literacy >>>> Women and Literacy mailing list >>>> WomenLiteracy at nifl.gov >>>> To unsubscribe or change your subscription settings, please go to >>>> http://www.nifl.gov/mailman/listinfo/womenliteracy >>>> ---------------------------------------------------- >>>> National Institute for Literacy >>>> Women and Literacy mailing list >>>> WomenLiteracy at nifl.gov >>>> To unsubscribe or change your subscription settings, please go to >>>> http://www.nifl.gov/mailman/listinfo/womenliteracy >>>> >>> >>> ---------------------------------------------------- >>> National Institute for Literacy >>> Women and Literacy mailing list >>> WomenLiteracy at nifl.gov >>> To unsubscribe or change your subscription settings, please go to >>> http://www.nifl.gov/mailman/listinfo/womenliteracy >>> ---------------------------------------------------- >>> National Institute for Literacy >>> Women and Literacy mailing list >>> WomenLiteracy at nifl.gov >>> To unsubscribe or change your subscription settings, please go to >>> http://www.nifl.gov/mailman/listinfo/womenliteracy >>> ---------------------------------------------------- >>> National Institute for Literacy >>> Women and Literacy mailing list >>> WomenLiteracy at nifl.gov >>> To unsubscribe or change your subscription settings, please go to >>> http://www.nifl.gov/mailman/listinfo/womenliteracy >> >> ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/womenliteracy >> > > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > From haydens at wvlc.lib.wv.us Tue Jun 27 16:54:13 2006 From: haydens at wvlc.lib.wv.us (Susan Hayden) Date: Tue, 27 Jun 2006 16:54:13 -0400 Subject: [WomenLiteracy 392] Re: women and literacy reading group References: Message-ID: <014001c69a2b$d8ecd9f0$85f0630a@hayden> Title: Are Women Human?: And Other International Dialogues Author: Catharine A. MacKinnon Publication Date: April 2006 Publisher: Harvard University Press Imprint: Belknap Press Country of Publication: United States Market: United States ISBN: 0-674-02187-8 ISBN 13: 978-0-674-02187-7 Item Status: Active Record (Readily Available) Binding Format: Trade Cloth Edition: illustrated Pages: 432 Price: $35.00(USD) Retail (Publisher) Also Available Through: Alibris ;Baker & Taylor Books;Bertrams Books;Blackwell North America;Bookazine Company, Incorporated;Brodart Company;Gardners Books Limited;NACSCORP, Incorporated;Powells.com Language: English It is in BIP, but I didn't spell author's name correctly. Here is all the information one needs to order the book from a bookstore or public library. Susan Hayden haydens at wvlc.lib.wv.us ----- Original Message ----- From: To: "The Women and Literacy Discussion List" Cc: Sent: Tuesday, June 27, 2006 11:50 AM Subject: [WomenLiteracy 387] Re: women and literacy reading group > ahhh - I worked in bookstores for 20+ years before I came to adult ad > -- so I know a good many tricks. > > Are Women Human?: And Other International Dialogues > By MacKinnon, Catharine A. > 2006/04 - Hardcover > Belknap Press > 0674021878 > Our Price $35.00 > (full description below) > > Step 1: check our your local feminist bookstore ! -- or your local > independent bookstore -- I know it's a rare breed now but they tend to > be better than your average chain bookstore option. > (want a list of women's bookstores? go to: > http://www.litwomen.org/WIP/stores.html -- it's a little out of date > and I'm hoping to update it over the summer -- many of these places do > mail order.) My personal favorite is Amazon Bookstores Cooperative in > Minneapolis (oldest feminist bookstore in US - 36 years - and NOT > related to the dot.com that stole it name - I used to be a cooperative > owner)-- http://www.amazonbookstorecoop.com/ > > Step 2: get the isbn - any bookstore worth its name will be able to > track on the isbn (international standard book number) > > hint: if they are telling you they can't get it, they sometimes may not > know what they're talking about -- or are too lazy to look for it or to > order it! This book just came out in April so should still be around. > This is a smaller academic press -- associated with Harvard -- so it > may be more difficult to get than most - but not impossible. I checked > with my colleagues in Minneapolis http://www.amazonbookstorecoop.com/ > - they don't have it in stock but were willing to order it for me. > > Hope this all helps! > Mev > WE LEARN > > > Are Women Human?: And Other International Dialogues > By MacKinnon, Catharine A. > > Publisher Comments > > More than half a century after the Universal Declaration of Human > Rights defined what a human being is and is entitled to, Catharine > MacKinnon asks: Are women human yet? If women were regarded as human, > would they be sold into sexual slavery worldwide; veiled, silenced, and > imprisoned in homes; bred, and worked as menials for little or no pay; > stoned for sex outside marriage or burned within it; mutilated > genitally, impoverished economically, and mired in illiteracy--all as a > matter of course and without effective recourse? > > The cutting edge is where law and culture hurts, which is where > MacKinnon operates in these essays on the transnational status and > treatment of women. Taking her gendered critique of the state to the > international plane, ranging widely intellectually and concretely, she > exposes the consequences and significance of the systematic > maltreatment of women and its systemic condonation. And she points > toward fresh ways--social, legal, and political--of targeting its toxic > orthodoxies. > > MacKinnon takes us inside the workings of nation-states, where the > oppression of women defines community life and distributes power in > society and government. She takes us to Bosnia-Herzogovina for a > harrowing look at how the wholesale rape and murder of women and girls > there was an act of genocide, not a side effect of war. She takes us > into the heart of the international law of conflict to ask--and > reveal--why the international community can rally against terrorists' > violence, but not against violence against women. A critique of the > transnational status quo that also envisions the transforming > possibilities of human rights, this bracing book makes us look as never > before at anongoing war too long undeclared. > > > On Tuesday, June 27, 2006, at 09:51 AM, OLC wrote: > >> Daphne...I have searched around for this book and have not found it at >> Borders, Waldenbooks or elsewhere. They all say it is not available. >> Where >> can you get it? Reader @wcoil.com Rose Marie >> ----- Original Message ----- >> From: "Daphne Greenberg" >> To: >> Sent: Tuesday, June 20, 2006 11:39 AM >> Subject: [WomenLiteracy 344] Re: women and literacy reading group >> >> >>> Bonnie and others- >>> feel free to look for the book. But if we want to do a book >>> discussion on >>> this listserv, we will need to go through a process where we figure >>> out >>> when/how to run it, who will run it, and which book/article we all >>> want to >>> read. Ideally, I would like to focus on our women and numeracy issue >>> right >>> now, because we have a guest facilitator who can only be with us for >>> the >>> next two weeks. I know that many of you have expressed an interest in >>> discussing numeracy on this listserv with an expert, so here is our >>> chance. However, if people want to pursue a the idea of a book >>> discussion >>> now, I am open to that. >>> Daphne >>> >>> >>>>>> bfreeman at famlit.org 6/20/2006 11:30 AM >>> >>> I have had experience. Not online however it can't be to difficult. >>> I'll look for this book. >>> >>> >>> Bonnie Lash Freeman >>> Director - Training/Special Projects >>> National Center for Family Literacy >>> 325 W Main St Suite 300 >>> Louisville, KY 40202 >>> 502 584 1133 ext 115 >>> bfreeman at famlit.org >>> >>> -----Original Message----- >>> From: womenliteracy-bounces at nifl.gov >>> [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Andrea Wilder >>> Sent: Sunday, June 18, 2006 5:37 PM >>> To: The Women and Literacy Discussion List >>> Subject: [WomenLiteracy 328] Re: women and literacy reading group >>> >>> Bonnie et al, >>> >>> The first book I'd like to suggest is by Catherine MacKinnon, "Are >>> Women >>> Human?' I've talked about this book on the list before, as I bought >>> it >>> after hearing MacKinnon, but I would like to read it WITH other >>> people. >>> has anyone here had experience with leading a book discussion? She >>> is a >>> lawyer with an international clientele, very lucid speaker, very >>> thoughtful, very respectful of audience questions. >>> >>> What do others think? >>> >>> Andrea >>> On Jun 18, 2006, at 12:14 PM, Bonnie Freeman wrote: >>> >>>> Andrea, >>>> Have you created a book list as yet? >>>> Bonnie >>>> >>>> >>>> Bonnie Lash Freeman >>>> Director - Training/Special Projects >>>> National Center for Family Literacy >>>> 325 W Main St Suite 300 >>>> Louisville, KY 40202 >>>> 502 584 1133 ext 115 >>>> bfreeman at famlit.org >>>> >>>> -----Original Message----- >>>> From: womenliteracy-bounces at nifl.gov >>>> [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Andrea Wilder >>>> Sent: Sunday, June 18, 2006 9:27 AM >>>> To: The Women and Literacy Discussion List >>>> Subject: [WomenLiteracy 325] Re: women and literacy reading group >>>> >>>> Daphne, >>>> >>>> I'd sure like to be in a women/literacy group on this list serv. >>>> What >>> >>>> do others think? >>>> >>>> Andrea >>>> >>>> >>>> On Jun 18, 2006, at 4:03 AM, Cuban, Sondra wrote: >>>> >>>>> Daphne, I've started a reading group on women writers and >>>>> researchers >>> >>>>> on the topic of women and literacy---so we'll read anything from >>>>> Anna >>>> >>>>> Robinson-Pant's work to Sapphire to the Oakland Readers series on >>>>> women. The group includes women lecturers, researchers, doctoral and >>>>> masters students from Education, Religious Studies, and, Educational >>>>> Research. Everyone in the group is interested in issues related to >>>>> women and literacy from different angles. Thats what I mean. The >>>>> staff >>>> >>>>> learning centre at the university offers literacy courses to those >>>>> who >>>> >>>>> want literacy and language instruction. I think your idea of >>>>> starting >>> >>>>> a women and literacy reading group for women literacy learners is a >>>>> good one. It would be different than what the staff centre >>>>> offers--using a reading group venue might be a lot of fun too. I'll >>>>> think about how that could work! Thanks, Sondra -----Original >>>>> Message----- >>>>> From: womenliteracy-bounces at nifl.gov on behalf of Daphne Greenberg >>>>> Sent: Sat 6/17/2006 6:53 PM >>>>> To: womenliteracy at nifl.gov >>>>> Subject: [WomenLiteracy 323] women and literacy reading group >>>>> >>>>> Sondra, >>>>> When you say that you have started a women and literacy reading >>>>> group >>> >>>>> at your university, what do you mean? Is this a group for women who >>>>> have difficulty reading that is held at the university, is it for >>>>> faculty/staff? How often does it mean and what happens in the group? >>>>> Thanks, >>>>> Daphne >>>>> >>>>> Daphne Greenberg >>>>> Assistant Professor >>>>> Educational Psych. & Special Ed. >>>>> Georgia State University >>>>> P.O. Box 3979 >>>>> Atlanta, Georgia 30302-3979 >>>>> phone: 404-651-0127 >>>>> fax:404-651-4901 >>>>> dgreenberg at gsu.edu >>>>> >>>>> Daphne Greenberg >>>>> Associate Director >>>>> Center for the Study of Adult Literacy Georgia State University P.O. >>>>> Box 3977 Atlanta, Georgia 30302-3977 >>>>> phone: 404-651-0127 >>>>> fax:404-651-4901 >>>>> dgreenberg at gsu.edu >>>>>>>> s.cuban at lancaster.ac.uk 06/15/06 4:36 AM >>> >>>>> Hi Mev, Hi all, >>>>> >>>>> I was really sorry to miss the women and literacy conference this >>>>> past >>>> >>>>> year, ---- it looked fantastic!!! I am now living in England (and >>>>> Ujwala, if you are reading this, please call me!). I have started a >>>>> women and literacy reading group at my university, and would like to >>>>> do more....Are there others out there who can make some suggestions >>>>> about what an academic can do to create more women-literacy >>>>> knowledge-generating activities in or around her workplace and >>>>> community? Thanks and hope you are doing well! Sondra >>>>> >>>>> >>>>> -----Original Message----- >>>>> From: womenliteracy-bounces at nifl.gov on behalf of mev at litwomen.org >>>>> Sent: Wed 6/14/2006 7:38 PM >>>>> To: NIFL Womenlit >>>>> Cc: NIFL Family; AAACE-NLA AAACE; NIFL ESL; nifl-Professional >>>>> Development; NIFL Povracelit Povracelit >>>>> Subject: [WomenLiteracy 317] WE LEARN Newsletter >>>>> >>>>> Looking for some good summer reading? >>>>> Have a look at the news & updates from WE LEARN...Please be sure to >>>>> check out these links... >>>>> >>>>> April 2006 Newsletter: http://www.litwomen.org/news/06april.pdf >>>>> >>>>> New titles to our database: >>>>> http://www.litwomen.org/learnmats/06new.html >>>>> >>>>> Annual Conference -- 2006 Report & 2007 early news: >>>>> http://www.litwomen.org/conference.html >>>>> >>>>> Excepts from the 1st issue of Women's Perspectives - Health & >>>>> Wellness >>>> >>>>> student writing Initiative also available: >>>>> http://www.litwomen.org/perspectives/2006/06excerpts.pdf >>>>> >>>>> For complete details about Women's Perspectives go to: >>>>> http://www.litwomen.org/perspectives.html >>>>> >>>>> We also invite you to get involved in our many projects: >>>>> http://www.litwomen.org/projects.html >>>>> >>>>> 2005 Annual Report: http://www.litwomen.org/reports/2005annual.pdf >>>>> >>>>> Enjoy your summer. >>>>> >>>>> >>>>> WE LEARN >>>>> Women Expanding: Literacy Education Action Resource Network >>>>> www.litwomen.org/welearn.html >>>>> >>>>> Mev Miller, Ed.D., Director >>>>> 182 Riverside Ave. >>>>> Cranston, RI 02910 >>>>> 401-383-4374 >>>>> welearn at litwomen.org >>>>> >>>>> ---------------------------------------------------- >>>>> National Institute for Literacy >>>>> Women and Literacy mailing list >>>>> WomenLiteracy at nifl.gov >>>>> To unsubscribe or change your subscription settings, please go to >>>>> http://www.nifl.gov/mailman/listinfo/womenliteracy >>>>> >>>>> ---------------------------------------------------- >>>>> National Institute for Literacy >>>>> Women and Literacy mailing list >>>>> WomenLiteracy at nifl.gov >>>>> To unsubscribe or change your subscription settings, please go to >>>>> http://www.nifl.gov/mailman/listinfo/womenliteracy >>>>> ---------------------------------------------------- >>>>> National Institute for Literacy >>>>> Women and Literacy mailing list >>>>> WomenLiteracy at nifl.gov >>>>> To unsubscribe or change your subscription settings, please go to >>>>> http://www.nifl.gov/mailman/listinfo/womenliteracy >>>>> >>>> >>>> ---------------------------------------------------- >>>> National Institute for Literacy >>>> Women and Literacy mailing list >>>> WomenLiteracy at nifl.gov >>>> To unsubscribe or change your subscription settings, please go to >>>> http://www.nifl.gov/mailman/listinfo/womenliteracy >>>> ---------------------------------------------------- >>>> National Institute for Literacy >>>> Women and Literacy mailing list >>>> WomenLiteracy at nifl.gov >>>> To unsubscribe or change your subscription settings, please go to >>>> http://www.nifl.gov/mailman/listinfo/womenliteracy >>>> >>> >>> ---------------------------------------------------- >>> National Institute for Literacy >>> Women and Literacy mailing list >>> WomenLiteracy at nifl.gov >>> To unsubscribe or change your subscription settings, please go to >>> http://www.nifl.gov/mailman/listinfo/womenliteracy >>> ---------------------------------------------------- >>> National Institute for Literacy >>> Women and Literacy mailing list >>> WomenLiteracy at nifl.gov >>> To unsubscribe or change your subscription settings, please go to >>> http://www.nifl.gov/mailman/listinfo/womenliteracy >>> ---------------------------------------------------- >>> National Institute for Literacy >>> Women and Literacy mailing list >>> WomenLiteracy at nifl.gov >>> To unsubscribe or change your subscription settings, please go to >>> http://www.nifl.gov/mailman/listinfo/womenliteracy >> >> ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/womenliteracy >> > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: image/gif Size: 1318 bytes Desc: not available Url : http://www.nifl.gov/pipermail/womenliteracy/attachments/20060627/4049ddc0/attachment.gif From j.e.ward at cox.net Tue Jun 27 21:23:40 2006 From: j.e.ward at cox.net (Judy Ward) Date: Tue, 27 Jun 2006 20:23:40 -0500 Subject: [WomenLiteracy 393] Re: data literacy In-Reply-To: Message-ID: <003001c69a51$7daee440$6402a8c0@Judy> Mev, Thank you for bringing up the point that "there is more than one right way to arrive at an answer". In fact everything you said in this posting is so true and insightful. And your last paragraph is both wonderful and powerful. I have nothing more to add but to thank you again. Judy -----Original Message----- From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of mev at litwomen.org Sent: Tuesday, June 27, 2006 11:07 AM To: The Women and Literacy Discussion List Subject: [WomenLiteracy 389] Re: data literacy On Tuesday, June 27, 2006, at 10:20 AM, Judy Ward wrote: > Numeracy is also an empowerment issue for women. It is more than school > math, computation, or solving the word problems at the end of the > chapter. > Is it knowing how to function in society? What do you think? Judy I especially like this observation. and with this "knowing how to function" I want to go back to a question asked in a previous posting ..."... do you have any suggestions for dealing with their wrong answers- ways that will not return them to their silence?" One of the things I've learned through my colleagues at TERC & SABES and through the EmPower program is that there is more than one right way to arrive at an answer. Sure, there may only be one answer -- but exploring all the ways to get to that answer can help with learners' ability to "know what they know" -- help to create a confidence in experimentation, critical thinking, multiple solutions, and problem-solving. Now there may be times when using some options may get the wrong answer -- but this can be an important part of the process as well. And some options may be more complicated (convoluted) or more time consuming than others -- but the answer will still be the same. Isn't that sometimes the way life is?? We all learn and do differently and I think being able to do this through numeracy can help us to not be so anxious about math. sometimes I think the pressure about math is that we have been made to believe that there is only one right answer and only one way to get to it...so if you don't do it right, then you fail. and i think that's how women's lives get presented to us as times as well. Having the assertiveness, and confidence (and the "permission to make mistakes and start over) helps us all to function in our various contexts. I think "literacy" has tended to show how this can happen through reading and writing -- but pursuing these "life lessons" through numeracy - especially for women -- can lead to some very powerful results. Mev WE LEARN Women Expanding: Literacy Education Action Resource Network www.litwomen.org/welearn.html Mev Miller, Ed.D., Director 182 Riverside Ave. Cranston, RI 02910 401-383-4374 welearn at litwomen.org ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy From j.e.ward at cox.net Tue Jun 27 21:28:48 2006 From: j.e.ward at cox.net (Judy Ward) Date: Tue, 27 Jun 2006 20:28:48 -0500 Subject: [WomenLiteracy 394] Re: Manipulatives In-Reply-To: <44A13783.1020208@rci.rutgers.edu> Message-ID: <003101c69a52$37fe8260$6402a8c0@Judy> Lynda, What a great example of a numeracy activity! It addresses so many concepts while in the context of a real life experience and it is very inexpensive. Can someone suggest another numeracy activity? Judy -----Original Message----- From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Lynda Ginsburg Sent: Tuesday, June 27, 2006 8:50 AM To: The Women and Literacy Discussion List Subject: [WomenLiteracy 383] Re: Manipulatives Colleagues, I have also used rulers (both inches and centimeters) and measuring tapes extensively for work with fractions. I have even had learners create measuring "ribbons" with inches marked off. As we measure windows for shades, it becomes apparent soon that there is a need to have more exact measurements, and we get into fractions, starting with adding halves to the ribbons, and then later, fourths, etc. These also function as a number line and give meaning to adding and subtracting fractions as well as estimating. Centimeters work for understanding decimals. These tools can be used for area and perimeter as well. Using these tools does not seem "babyish" to learners, has real-life practical applications, and you would be amazed at how many people don't know how to measure. Lynda -- Lynda Ginsburg Senior Research Associate, MetroMath Rutgers University 118 Frelinghuysen Road Piscataway, NJ 08854 Tel: 732-445-1409 Fax: 732-445-2894 Judy Ward wrote: >The research supporting use of manipulatives is the concrete to semi >concrete (or representation) to abstract sequence. All of that research was >done with children and, to my knowledge none has been done using adults in >ABE/GED/Literacy programs. There were a couple of studies completed during >the late 1990's with community college algebra students. > >The CSA sequence begins with the concrete (blocks, fraction rods, etc) so >the concept can be seen and handled. Using beans or chips for counting is an >example. The semi concrete or representation is the use of a drawing of the >concept or problem to find an answer (drawing sticks for counting). The >abstract is the step taken when the student can perform the operation or >solve the problem with out the first two steps. Adult students tend to go >back and forth between the first and second step and then "leap" to the >third. > >Adult students have gaps in their knowledge of mathematics. Those gaps can >be concepts like place value, multiplication, fractions, etc. The use of >manipulatives can help the adult student "see the why" and fill in those >gap(s). There are many success stories told by instructors who took the >knowledge of how to use manipulatives back to their students. Those students >became more confident in their math ability by "seeing the why". > >Mev and Susan pointed out that manipulatives can be made out of construction >paper and other items found around the home and school. The cutting and >tearing of construction paper, paper plates, rulers, etc are wonderful >activities from which the student learns many things and can be used as an >assessment technique. But, if you think differently and look closely there >are things all around you that can be used. > >I looked in many $1 stores in small Arkansas towns as well as Wal Mart for >geometry "things". Guess what? Look in the cosmetic section of Wal Mart, >Walgreens, Kmart, Target and most grocery stores and you will find cosmetic >sponges that are very inexpensive and are great for teaching geometry >concepts. They come in circles, rectangles and wedges (some of them are very >nice prisms) of different sizes that can be cut, stacked and colored. > >The manipulatives that are "store bought" are not expensive because only one >set is usually all that's required. The Cuisenaire Rods come in sets for 1 >to 4 people and cost around $10. There several reasons why I like using the >CR. 1. the student learns that "1" can be anything. When using fraction >circles one is always 360 degrees. 2. the student can see immediately what >an equivalent fraction is and it makes sense. 3. that "reducing" a fraction, >which doesn't make sense, is actually "exchanging for fewer parts". > >I use a great paper back book with the CR titled "Everything's Coming Up >Fractions". The adult instructors and students that I have worked with love >manipulatives. They work and they make sense! > >Judy > > > >Judy Ward, Ed.D. >6886 Young Farm Avenue >Springdale, AR 72762 >Phone: 479.361.2223 >Fax: 479.361.2223 >Email: j.e.ward at cox.net > >Arkansas Adult Numeracy Campaign >Teaching Mathematics Effectively to Adult Learners > > > > >---------------------------------------------------- >National Institute for Literacy >Women and Literacy mailing list >WomenLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy > > > ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy From andreawilder at comcast.net Tue Jun 27 21:31:38 2006 From: andreawilder at comcast.net (Andrea Wilder) Date: Tue, 27 Jun 2006 21:31:38 -0400 Subject: [WomenLiteracy 395] Re: women and literacy reading group In-Reply-To: <009b01c69a09$32dc2830$85f0630a@hayden> References: <000d01c699f0$c1b87590$4501a8c0@olceb5ac65434b> <009b01c69a09$32dc2830$85f0630a@hayden> Message-ID: <4f3c91234f2e9603f9619f5ea4737ec2@comcast.net> I checked on amazon.com and there it is. Not the Dorothy Sayers one. Andrea On Jun 27, 2006, at 12:46 PM, Susan Hayden wrote: > Catherine MacKinnon, "Are Women Human?' this book is not listed in > Books-In-Print, therefore it must be out-of-print. > > The group may be interested in reading the following book: > When Dad Hurts Mom: Helping Your Children Heal the Wounds of > Witnessing > Abuse by Lundy Bancroft -- > Library Journal > (August 1, 2004; 0-399-15110-9; 978-0-399-15110-1) > > The author of Why Does He Do That? (see above) counsels battered > mothers on > how to rebuild their lives and heal the damage done to their victimized > children. Especially notable are suggestions for repairing the > mother/child > relationship and valuable and shrewd advice on dealing with abusive > fathers > and the social institutions that impact their lives. (LJ 4/1/04). > Copyright > 2004 Reed Business Information. > > A book title dealing with women and numeracy that is affordable may be > more > difficult for interested persons to find. > > Susan Hayden > Adult Services Library Consultant > West Virginia Library Commission > 1900 Kanawha BLVD, East > Charleston, WV 25305 > haydens at wvlc.lib.wv.us > 304-558-3978, ext. 2014 > FAX: 304-558-1612 > > "What makes a book great, a so-called classic, is its quality of always > being modern, of its author, though he be long dead, continuing to > speak to > each new generation." > - Lawrence Clark Powell > > ----- Original Message ----- > From: "OLC" > To: "The Women and Literacy Discussion List" > Sent: Tuesday, June 27, 2006 9:51 AM > Subject: [WomenLiteracy 384] Re: women and literacy reading group > > >> Daphne...I have searched around for this book and have not found it at >> Borders, Waldenbooks or elsewhere. They all say it is not available. >> Where >> can you get it? Reader @wcoil.com Rose Marie >> ----- Original Message ----- >> From: "Daphne Greenberg" >> To: >> Sent: Tuesday, June 20, 2006 11:39 AM >> Subject: [WomenLiteracy 344] Re: women and literacy reading group >> >> >>> Bonnie and others- >>> feel free to look for the book. But if we want to do a book >>> discussion on >>> this listserv, we will need to go through a process where we figure >>> out >>> when/how to run it, who will run it, and which book/article we all >>> want >>> to >>> read. Ideally, I would like to focus on our women and numeracy issue >>> right >>> now, because we have a guest facilitator who can only be with us for >>> the >>> next two weeks. I know that many of you have expressed an interest in >>> discussing numeracy on this listserv with an expert, so here is our >>> chance. However, if people want to pursue a the idea of a book >>> discussion >>> now, I am open to that. >>> Daphne >>> >>> >>>>>> bfreeman at famlit.org 6/20/2006 11:30 AM >>> >>> I have had experience. Not online however it can't be to difficult. >>> I'll look for this book. >>> >>> >>> Bonnie Lash Freeman >>> Director - Training/Special Projects >>> National Center for Family Literacy >>> 325 W Main St Suite 300 >>> Louisville, KY 40202 >>> 502 584 1133 ext 115 >>> bfreeman at famlit.org >>> >>> -----Original Message----- >>> From: womenliteracy-bounces at nifl.gov >>> [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Andrea Wilder >>> Sent: Sunday, June 18, 2006 5:37 PM >>> To: The Women and Literacy Discussion List >>> Subject: [WomenLiteracy 328] Re: women and literacy reading group >>> >>> Bonnie et al, >>> >>> The first book I'd like to suggest is by Catherine MacKinnon, "Are >>> Women >>> Human?' I've talked about this book on the list before, as I bought >>> it >>> after hearing MacKinnon, but I would like to read it WITH other >>> people. >>> has anyone here had experience with leading a book discussion? She >>> is a >>> lawyer with an international clientele, very lucid speaker, very >>> thoughtful, very respectful of audience questions. >>> >>> What do others think? >>> >>> Andrea >>> On Jun 18, 2006, at 12:14 PM, Bonnie Freeman wrote: >>> >>>> Andrea, >>>> Have you created a book list as yet? >>>> Bonnie >>>> >>>> >>>> Bonnie Lash Freeman >>>> Director - Training/Special Projects >>>> National Center for Family Literacy >>>> 325 W Main St Suite 300 >>>> Louisville, KY 40202 >>>> 502 584 1133 ext 115 >>>> bfreeman at famlit.org >>>> >>>> -----Original Message----- >>>> From: womenliteracy-bounces at nifl.gov >>>> [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Andrea Wilder >>>> Sent: Sunday, June 18, 2006 9:27 AM >>>> To: The Women and Literacy Discussion List >>>> Subject: [WomenLiteracy 325] Re: women and literacy reading group >>>> >>>> Daphne, >>>> >>>> I'd sure like to be in a women/literacy group on this list serv. >>>> What >>> >>>> do others think? >>>> >>>> Andrea >>>> >>>> >>>> On Jun 18, 2006, at 4:03 AM, Cuban, Sondra wrote: >>>> >>>>> Daphne, I've started a reading group on women writers and >>>>> researchers >>> >>>>> on the topic of women and literacy---so we'll read anything from >>>>> Anna >>>> >>>>> Robinson-Pant's work to Sapphire to the Oakland Readers series on >>>>> women. The group includes women lecturers, researchers, doctoral >>>>> and >>>>> masters students from Education, Religious Studies, and, >>>>> Educational >>>>> Research. Everyone in the group is interested in issues related to >>>>> women and literacy from different angles. Thats what I mean. The >>>>> staff >>>> >>>>> learning centre at the university offers literacy courses to those >>>>> who >>>> >>>>> want literacy and language instruction. I think your idea of >>>>> starting >>> >>>>> a women and literacy reading group for women literacy learners is a >>>>> good one. It would be different than what the staff centre >>>>> offers--using a reading group venue might be a lot of fun too. I'll >>>>> think about how that could work! Thanks, Sondra -----Original >>>>> Message----- >>>>> From: womenliteracy-bounces at nifl.gov on behalf of Daphne Greenberg >>>>> Sent: Sat 6/17/2006 6:53 PM >>>>> To: womenliteracy at nifl.gov >>>>> Subject: [WomenLiteracy 323] women and literacy reading group >>>>> >>>>> Sondra, >>>>> When you say that you have started a women and literacy reading >>>>> group >>> >>>>> at your university, what do you mean? Is this a group for women who >>>>> have difficulty reading that is held at the university, is it for >>>>> faculty/staff? How often does it mean and what happens in the >>>>> group? >>>>> Thanks, >>>>> Daphne >>>>> >>>>> Daphne Greenberg >>>>> Assistant Professor >>>>> Educational Psych. & Special Ed. >>>>> Georgia State University >>>>> P.O. Box 3979 >>>>> Atlanta, Georgia 30302-3979 >>>>> phone: 404-651-0127 >>>>> fax:404-651-4901 >>>>> dgreenberg at gsu.edu >>>>> >>>>> Daphne Greenberg >>>>> Associate Director >>>>> Center for the Study of Adult Literacy Georgia State University >>>>> P.O. >>>>> Box 3977 Atlanta, Georgia 30302-3977 >>>>> phone: 404-651-0127 >>>>> fax:404-651-4901 >>>>> dgreenberg at gsu.edu >>>>>>>> s.cuban at lancaster.ac.uk 06/15/06 4:36 AM >>> >>>>> Hi Mev, Hi all, >>>>> >>>>> I was really sorry to miss the women and literacy conference this >>>>> past >>>> >>>>> year, ---- it looked fantastic!!! I am now living in England (and >>>>> Ujwala, if you are reading this, please call me!). I have started a >>>>> women and literacy reading group at my university, and would like >>>>> to >>>>> do more....Are there others out there who can make some suggestions >>>>> about what an academic can do to create more women-literacy >>>>> knowledge-generating activities in or around her workplace and >>>>> community? Thanks and hope you are doing well! Sondra >>>>> >>>>> >>>>> -----Original Message----- >>>>> From: womenliteracy-bounces at nifl.gov on behalf of mev at litwomen.org >>>>> Sent: Wed 6/14/2006 7:38 PM >>>>> To: NIFL Womenlit >>>>> Cc: NIFL Family; AAACE-NLA AAACE; NIFL ESL; nifl-Professional >>>>> Development; NIFL Povracelit Povracelit >>>>> Subject: [WomenLiteracy 317] WE LEARN Newsletter >>>>> >>>>> Looking for some good summer reading? >>>>> Have a look at the news & updates from WE LEARN...Please be sure to >>>>> check out these links... >>>>> >>>>> April 2006 Newsletter: http://www.litwomen.org/news/06april.pdf >>>>> >>>>> New titles to our database: >>>>> http://www.litwomen.org/learnmats/06new.html >>>>> >>>>> Annual Conference -- 2006 Report & 2007 early news: >>>>> http://www.litwomen.org/conference.html >>>>> >>>>> Excepts from the 1st issue of Women's Perspectives - Health & >>>>> Wellness >>>> >>>>> student writing Initiative also available: >>>>> http://www.litwomen.org/perspectives/2006/06excerpts.pdf >>>>> >>>>> For complete details about Women's Perspectives go to: >>>>> http://www.litwomen.org/perspectives.html >>>>> >>>>> We also invite you to get involved in our many projects: >>>>> http://www.litwomen.org/projects.html >>>>> >>>>> 2005 Annual Report: http://www.litwomen.org/reports/2005annual.pdf >>>>> >>>>> Enjoy your summer. >>>>> >>>>> >>>>> WE LEARN >>>>> Women Expanding: Literacy Education Action Resource Network >>>>> www.litwomen.org/welearn.html >>>>> >>>>> Mev Miller, Ed.D., Director >>>>> 182 Riverside Ave. >>>>> Cranston, RI 02910 >>>>> 401-383-4374 >>>>> welearn at litwomen.org >>>>> >>>>> ---------------------------------------------------- >>>>> National Institute for Literacy >>>>> Women and Literacy mailing list >>>>> WomenLiteracy at nifl.gov >>>>> To unsubscribe or change your subscription settings, please go to >>>>> http://www.nifl.gov/mailman/listinfo/womenliteracy >>>>> >>>>> ---------------------------------------------------- >>>>> National Institute for Literacy >>>>> Women and Literacy mailing list >>>>> WomenLiteracy at nifl.gov >>>>> To unsubscribe or change your subscription settings, please go to >>>>> http://www.nifl.gov/mailman/listinfo/womenliteracy >>>>> ---------------------------------------------------- >>>>> National Institute for Literacy >>>>> Women and Literacy mailing list >>>>> WomenLiteracy at nifl.gov >>>>> To unsubscribe or change your subscription settings, please go to >>>>> http://www.nifl.gov/mailman/listinfo/womenliteracy >>>>> >>>> >>>> ---------------------------------------------------- >>>> National Institute for Literacy >>>> Women and Literacy mailing list >>>> WomenLiteracy at nifl.gov >>>> To unsubscribe or change your subscription settings, please go to >>>> http://www.nifl.gov/mailman/listinfo/womenliteracy >>>> ---------------------------------------------------- >>>> National Institute for Literacy >>>> Women and Literacy mailing list >>>> WomenLiteracy at nifl.gov >>>> To unsubscribe or change your subscription settings, please go to >>>> http://www.nifl.gov/mailman/listinfo/womenliteracy >>>> >>> >>> ---------------------------------------------------- >>> National Institute for Literacy >>> Women and Literacy mailing list >>> WomenLiteracy at nifl.gov >>> To unsubscribe or change your subscription settings, please go to >>> http://www.nifl.gov/mailman/listinfo/womenliteracy >>> ---------------------------------------------------- >>> National Institute for Literacy >>> Women and Literacy mailing list >>> WomenLiteracy at nifl.gov >>> To unsubscribe or change your subscription settings, please go to >>> http://www.nifl.gov/mailman/listinfo/womenliteracy >>> ---------------------------------------------------- >>> National Institute for Literacy >>> Women and Literacy mailing list >>> WomenLiteracy at nifl.gov >>> To unsubscribe or change your subscription settings, please go to >>> http://www.nifl.gov/mailman/listinfo/womenliteracy >> >> ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/womenliteracy >> > > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > From j.e.ward at cox.net Tue Jun 27 21:32:31 2006 From: j.e.ward at cox.net (Judy Ward) Date: Tue, 27 Jun 2006 20:32:31 -0500 Subject: [WomenLiteracy 396] Re: Numeracy In-Reply-To: <4DA696749F7F4B4F85E67688BF659E82A7CD64@sidney.capitan.mala.bc.ca> Message-ID: <003201c69a52$bcf582c0$6402a8c0@Judy> Kate, Your suggestions are good and I hope others will use them. Thank you for your input. Judy -----Original Message----- From: Kate Nonesuch [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Kate Nonesuch Sent: Tuesday, June 27, 2006 9:06 AM To: The Women and Literacy Discussion List Subject: RE: [WomenLiteracy 380] Re: Numeracy Thanks for the questions, Ryan--I'll answer each separately: Can you talk a little bit about how you move these women from quiet observers of your instruction to active participants who actually take initiative and offer suggestions for solving math problems? I notice out loud that sitting back is a strategy that works in some places, but is usually less fruitful in math classes. I acknowledge that I am asking them to do something difficult, i.e., be more active, but that I am confident that they can do it and I am confident it will make a difference in their ability to learn math. I notice and encourage very small steps they take, and get them to talk about how/why/what they are feeling as they work in math. I teach math in a group, so they can encourage each other and follow each other's lead. I work with them on learning styles and multiple intelligences, so they know themselves better, and then invite them to make some choices about what kind of assignments or studying they will do. Also, do you have any suggestions for dealing with their wrong answers- ways that will not return them to their silence? Primarily I like to use manipulatives, because it is hard to get the wrong answers when you use manipulatives--for example, 3/8 plus 1/4 never turns out to be 4/12 when you use manipulatives. I've been working on writing up some things about teaching math, and I have written a little piece exactly about dealing with wrong answers--I'll attach it here, and would appreciate feedback from anyone who reads it. Kate Nonesuch Career and Academic Preparation Malaspina University-College, Cowichan Campus 222 Cowichan Way Duncan, BC V9L 6P4 nonesuch at mala.ca phone: (250) 746-3565 Fax: (250) 746-3563 _____ From: womenliteracy-bounces at nifl.gov on behalf of Ryan Hall Sent: Mon 26-Jun-06 5:33 PM To: The Women and Literacy Discussion List Subject: [WomenLiteracy 380] Re: Numeracy Kate, Can you talk a little bit about how you move these women from quiet observers of your instruction to active participants who actually take initiative and offer suggestions for solving math problems? Also, do you have any suggestions for dealing with their wrong answers- ways that will not return them to their silence? Thanks, Ryan On 6/25/06 3:29 PM, "Kate Nonesuch" wrote: > Mev writes: > "I often wonder -- Are there keys in women's learning theory or specific > gender-based concerns that can help us to understand women's > relationship to numeracy/math, especially in ABE? > I wonder if is has to do more with socialization and structures of > power -- than anything to do directly with math..." > > In my observation, some women who have survived violence in their past or are > dealing with it in their present, have learned not to express an opinion, > because they have not been allowed to have opinions, or have had dire > consequences to expressing an opinion. > > Yet, you cannot do math without expressing an opinion. "I think ________ > would be the best way to tackle this problem." "I'm going to move the decimal > two places to the right." "The answer is ___." > > Such women are caught--if they are to do math, they must jettison a survival > tactic that has served them well. As an instructor, I have to take this into > consideration as I teach math--I cannot just expect women to jump in. > > > Kate Nonesuch > Career and Academic Preparation > Malaspina University-College, Cowichan Campus > 222 Cowichan Way > Duncan, BC > V9L 6P4 > > nonesuch at mala.ca > phone: (250) 746-3565 > Fax: (250) 746-3563 > > ________________________________ > > From: womenliteracy-bounces at nifl.gov on behalf of mev at litwomen.org > Sent: Fri 23-Jun-06 8:14 AM > To: The Women and Literacy Discussion List > Subject: [WomenLiteracy 366] Re: Numeracy > > > > hmmm... > about manipulatives...though some commercial products were named, and > the suggestion that "cost" was a reason for why they are not used in > ABE.... > I think the point of manipulatives is to make numeracy-related concepts > both visual and kinesthetic. So once we have a sense of what a specific > manipulative might be used for, I think we could be creative about how > to acquire them....perhaps learners could help make them (to explain > the why) and they could be left in the classroom for future > use...colored paper cut in shapes, clean leftover plastic food > containers of all sizes, children's building blocks, deck of cards, > various grains and beans of differing shapes and sizes -- heck, even a > bag of M&Ms or different kinds of cookies could be used -- in this > regard, I think we're only limited by our imagination! > > as this conversation progresses, though, I find myself asking what it > has to specifically do with women and literacy? Several suggestions > seem fairly generic - not particularly gender-specific to women. > > Andrea offered one suggestion -- women have typically not been > encouraged to consider financial or money management issues in the way > that men might be. The overwhelming (or assumed?) sense that math > anxiety is typical among women (more so than among men) could be > another connection. Does the suggestion to use manipulatives correspond > to women's learning theory or does it have more to do with multiple > intelligences contexts for learning? > > I often wonder -- Are there keys in women's learning theory or specific > gender-based concerns that can help us to understand women's > relationship to numeracy/math, especially in ABE? > I wonder if is has to do more with socialization and structures of > power -- than anything to do directly with math... > > why do I say that... well, here's my own theory (for what it's worth). > Think about what has considered to be "typically" women's work....and > how math-related they all are... > cooking -- need to understand relationships of amounts, volumes, > measurements -- how much of what to use, when, to feed how many....etc. > fabric arts -- counting stitches, how much thread, yards, how big is > ther person being sewn for...etc. > gardening -- how much space will something take in relation to other > plants, how much water, food, length of growing time > astrology, farming, childcare, transportation, home repair, food > storage, bargain shopping, bartering (how much is something worth > really) -- so much of common "women's work" and everyday survival DOES > depend on a certain familiarity with "figuring." > > I think that as math became more associated with money management > (class / power) and abstract theoretical "higher" problem-solving, the > more it became removed from women's hands -- "closed" and made > "mysterious - even frightening for women. And I do believe it has to do > with power and access -- basically, women's self-sustainability and > self-sufficiently. > > that's my rant for the day > > also, I'd venture to guess that math may be a great "equalizer" for > women ABE learners as well as ABE teachers -- in this subject area, we > may be most like our students in comfort and expertise, than not! > > by the way - check out these websites on women mathematicians... > http://womenshistory.about.com/cs/sciencemath1/tp/aatpmathwomen.htm > > http://www.agnesscott.edu/lriddle/women/ > > http://www.nwhp.org/tlp/links/links.html#math > > > Mev > > > > WE LEARN > Women Expanding: Literacy Education Action Resource Network > www.litwomen.org/welearn.html > > Mev Miller, Ed.D., Director > 182 Riverside Ave. > Cranston, RI 02910 > 401-383-4374 > welearn at litwomen.org > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy -------------- next part -------------- A non-text attachment was scrubbed... Name: winmail.dat Type: application/ms-tnef Size: 14024 bytes Desc: not available Url : http://www.nifl.gov/pipermail/womenliteracy/attachments/20060627/3e04ffa4/attachment.bin From j.e.ward at cox.net Tue Jun 27 22:20:15 2006 From: j.e.ward at cox.net (Judy Ward) Date: Tue, 27 Jun 2006 21:20:15 -0500 Subject: [WomenLiteracy 397] New Math Panel Message-ID: <004301c69a59$67f3b6f0$6402a8c0@Judy> This came to me recently and I thought all might be interested. As you may know, the president of the United States has created a National Mathematics Advisory Panel. According to the Executive Order, the Panel is to "foster greater knowledge of and improved performance in mathematics among American students." More information about the panel, its charge, and its members is available at: http://www.ed.gov/about/bdscomm/list/mathpanel/index.html. The Vice-chair of the Panel is Camilla Benbow, who is best known for the hypothesis that there are intrinsic gender differences in favor of males at the highest level of mathematical performance. The Association for Women in Mathematics has urged the removal of Dr. Benbow from the Panel in order to avoid actual or perceived bias against women and girls in the Panel's recommendations. If you are interested in reading a rather lengthy paper about this-here it is: 1980, 1983, 1988 Work In 1980, Camilla Benbow and Julian Stanley published an article in Science reporting large gender differences in "mathematical reasoning ability."(1) Their evidence was scores on the SAT taken by seventh graders as part of a talent search for a program at Johns Hopkins University. In their conclusion Benbow and Stanley explicitly favored (their word) "the hypothesis that sex differences in achievement in and attitude towards mathematics result from superior male mathematical ability . . . [which] is probably an expression of a combination of both endogenous and exogenous variables."(1) In 1983, Benbow and Stanley reported that the male to female ratio of Hopkins talent search participants with scores over 700 was 13 to 1.(2) In 1988, Benbow reported, "the ratio is 12.9 to 1 for the 278 cases reported in Benbow and Stanley (1983b). When in November 1983 SMPY had temporarily completed its national search . . . the ratio remained around 12 to 1." On page 219, she states, "From 1980, the [talent search] samples, have indeed been selected by the same criteria. During this time period there is no evidence for a decrease [in sex difference], rather the opposite." She concluded, "it is clear after the testing of several hundred thousand intellectually talented 12- to 13-year-old students nationwide over a 15-year period that there are consistent [emphasis added] sex differences favoring males in mathematical reasoning ability (or more specifically in SAT-M scores). These differences are pronounced at the highest levels of that ability."(3) The male to female ratio for students scoring over 700 during the 15-year period was not given explicitly. However, some have interpreted this article as stating that the ratio has remained unchanged for fifteen years.(4),(5) Critiques of Methodology Used in 1980s Work Benbow's 14-page article in Behavioral and Brain Sciences is followed by 34 pages of commentary, mainly from psychologists, that includes critiques of methodology.(6) Eccles and Jacobs discuss Benbow and Stanley's assumptions about students' formal mathematical experiences in light of empirical studies of SAT performance and course taking. (7) Ruskai notes also that the Hopkins Center practice of sending students brochures stating that boys outperform girls on the mathematics SAT could bias results.(8) New Findings Since 1983: Changes in Talent Search Ratios and Other Measures Researchers at the Hopkins Center reported that between 1984 and 1991 the average for this ratio was 5.7 to 1.(9) The Hopkins Center brochures for 1988 and 1989 reported ratios of 4 to 1 and 8 to 1 respectively.(4) In 1997, Julian Stanley wrote that the ratio was 4 to 1.(10) In 2005, the Chronicle of Higher Education reported this ratio was 2.8 to 1.(11) The Duke University Talent Identification Program (TIP) is a talent search that follows the Hopkins model. TIP was established in 1980. Its regional talent search covers sixteen states in the southeastern, midwestern, and southwestern United States. TIP talent search ratios are shown in the table below. The TIP researchers wrote in 1994, "These findings clearly indicate that the gender gap in mathematical ability is markedly smaller than the data from Benbow's recent articles would suggest."(12) The decline in talent search ratios is consistent with changes in other measures: 48% of the undergraduate mathematics degrees in the U.S. now go to women, up from 40% in the 1970s; (13) about one third of the PhDs in mathematics going to U.S. citizens go to women (this percentage has more than doubled since the 1970s); (14) women have even begun to make inroads into the rarified air of the prestigious Putman competition: for decades no woman placed in the top fifteen, but in 2004 there were four women in this exceptional group. (15) Recent Talent Search Ratios Not Cited By Benbow and Colleagues In 1992, Lubinski and Benbow gave the 13 to 1 ratio. Part of an endnote says that "In American samples, these ratios have been fluctuating over the past decade at least partly as a function of increasing numbers of Asian students entering talent searches. For example, in Asian samples, the proportion of males/females with SAT-M = 700 is 4/1 (this ratio has also been observed in China); in Caucasian samples, the ratio is closer to 16/1."(16) In 2000, although Stanley had stated the ratio was 4 to 1 three years earlier,(8) Benbow et al. cited the 1983 ratio of 13 to 1 without mention of later changes.(17) Recent Talent Search Ratios Not Cited By Psychologists Psychologists and others have used the 13 to 1 ratio. In his 1998 book, Male, Female: The Evolution of Human Sex Differences, the psychologist David Geary wrote, "The consequences of the sex differences in intrasexual variability are more dramatic for mathematics than for reading and are most extreme in samples of highly gifted people" and gave the 13 to 1 ratio without discussion of any fluctuations. (18) (Geary is a member of the National Mathematics Advisory Panel.) In 2002, psychologist Steven Pinker's 2002 prize-winning book,(19) The Blank Slate, also gave the 13 to 1 ratio--again, without discussion of later changes.(20) Pinker wrote, "At the right tail, one finds that in a sample of talented students who score above 700 (out of 800) on the mathematics section of the Scholastic Assessment Test, boys outnumber girls by thirteen to one, even though the scores of boys and girls are similar within the bulk of the curve." Pinker cites Lubinski and Benbow's 1992 article but apparently did not read the endnote that accompanied the 13 to 1 ratio. Also in 2002, psychologist Doreen Kimura wrote in Scientific American, "Benbow and her colleagues have reported consistent [emphasis added] sex differences in mathematical reasoning ability that favor males. In mathematically talented youth, the differences were especially sharp at the upper end of the distribution, where males vastly outnumbered females. The same has been found for the Putnam competition, a very demanding mathematics examination. Benbow argues that these differences are not readily explained by socialization."(21) (Two years after Kimura's article was published, as noted previously, four women were among the top fifteen Putnam competitors.) Recent Talent Search Ratios Not Cited in National Media In 2005, during discussion of the remarks of Lawrence Summers, the 13 to 1 ratio, as well as Benbow's subsequent work, were cited in the national media, e.g., U.S. News and World Report(22) and Commentary. (23) The Harvard Crimson said, "Summers said the evidence for his speculative hypothesis that biological differences may partially account for this gender gap comes instead from scholars cited in Johnstone Family Professor of Psychology Steven Pinker's bestselling 2002 book The Blank Slate: The Modern Denial of Human Nature."(24) ________________________________________ 1. C. P. Benbow and J. Stanley, "Sex Differences in Mathematical Ability: Fact or Artifact?," Science, 210, no. 12 (1980): 1262-1264, http://www.vanderbilt.edu/Peabody/SMPY/ScienceFactOrArtifact.pdf 2. C. P. Benbow and J. Stanley, "Sex Differences in Mathematical Reasoning Ability: More Facts, Science, 222 (1983): 1029-1031, http://www.vanderbilt.edu/Peabody/SMPY/ScienceMoreFacts.pdf 3. C. P. Benbow, "Sex Differences in Mathematical Reasoning Ability Intellectually Talented Preadolescents: Their Nature, Effects, and Possible Causes," Behavioral and Brain Sciences, 11 (1988): 169-232, http://www.vanderbilt.edu/Peabody/SMPY/BBSBenbow.pdf . See pp. 172, 182. 4. D. Halpern, J. Wai, and A. Saw, "A Psychobiosocial Model: Why Females Are Sometimes Greater Than and Sometimes Less Than Males in Math Achievement," in Gender Differences in Mathematics: An Integrative Psychological Approach, ed. A. M. Gallagher and J. C. Kaufman (Cambridge: Cambridge University Press), p. 66. Halpern et al. write that the ratio is 17:1, probably a typographical error and 13 is meant. 5. M. B. Ruskai, "Guest Comment: Are There Innate Cognitive Gender Differences? Some Comments on the Evidence in Response to a Letter from M. Levin," American Journal of Physics, 59, no. 1 (1991): 11-14, http://www.aps.org/educ/cswp/gender.pdf. See p. 11. 6. C. P. Benbow, "Sex Differences in Mathematical Reasoning Ability Intellectually Talented Preadolescents: Their Nature, Effects, and Possible Causes," Behavioral and Brain Sciences, 11 (1988): 169-232, http://www.vanderbilt.edu/Peabody/SMPY/BBSBenbow.pdf 7. J. Eccles and J. Jacobs, "Social Forces Shape Math Attitudes and Performance," Signs, 11, no. 2 (1986): 367-380. 8. M. B. Ruskai, "Guest Comment: Are There Innate Cognitive Gender Differences? Some Comments on the Evidence in Response to a Letter from M. Levin," American Journal of Physics, 59, no. 1 (1991): 11-14, http://www.aps.org/educ/cswp/gender.pdf. 9. L. E. Brody, L. B. Barnett, and C. J. Mills, "Gender Differences Among Talented Adolescents: Research Studies by SMPY and CTY at Johns Hopkins," in Competence and Responsibility: The Third European Conference of the European Council for High Ability, ed. K. A. Heller and E. A. Hany (Seattle: Hogrefe & Huber, 1994). 10. J. Stanley, Letter to the editor, Johns Hopkins Magazine, September, 1997, http://www.jhu.edu/~jhumag/0997web/letters.html 11. R. Monastersky, "Primed for Numbers?" Chronicle of Higher Education, 51, no. 26 (2005): A1, http://chronicle.com/free/v51/i26/26a00102.htm 12. D. Goldstein and V. Stocking, "TIP Studies of Gender Differences in Talented Adolescents," in Competence and Responsibility: The Third European Conference of the European Council for High Ability, ed. K. A. Heller and E. A. Hany (Seattle: Hogrefe & Huber, 1994). 13. National Science Board, Science and Engineering Indicators 2004 (Vol. 1, NSB 04-1; Vol. 2, NSB 04-1A), (Arlington, VA: National Science Foundation). http://www.nsf.gov/statistics/seind04/ 14. "Annual Survey of the Mathematical Sciences (AMS-ASA-IMS-MAA), Report On The 2004-2005 New Doctoral Recipients," Notices of the American Mathematical Society (2006), http://www.ams.org/employment/2005Survey-DG.pdf. See p. 236. 15. S. Olson, "Nurturing Mathematical Talent: Views from the Top Finishers in the William Lowell Putnam Mathematical Competition," http://www.msri.org/activities/pastprojects/jir/Summary_report.pdf. See p. 5. 16. Lubinski and Benbow, "Gender Differences in Abilities and Preferences Among the Gifted: Implications for the Math-Science Pipeline," Current Directions in Psychological Science, 1(1992): 61-66, http://www.vanderbilt.edu/Peabody/SMPY/CurrentDirections.pdf 17. C. P. Benbow, D. Lubinski, D. Shea, and H. Eftekhari-Sanjani, "Sex Differences in Mathematical Ability at Age 13: Their Status 20 Years Later," Psychological Scientist, 11, no. 6 (2000): 474-487, p. 474, http://www.vanderbilt.edu/Peabody/SMPY/SexDiffs.pdf 18. D. Geary, Male, Female: The Evolution of Human Sex Differences (Washington, DC: American Psychological Association), pp. 314-315 cites Benbow, 1988, Benbow & Stanley, 1980; Stanley, 1993. 19. See list of prizes at http://pinker.wjh.harvard.edu/books/tbs/prizes.html 20. S. Pinker, The Blank Slate: The Modern Denial of Human Nature (New York: Viking, 2002), pp. 344-345. The citations for this statement are: Hedges and Nowell, "Sex Differences in Mental Test Scores, Variability, and Numbers of High-scoring Individuals," Science, 269 (1995): 41-45; Lubinski and Benbow, "Gender Differences in Abilities and Preferences Among the Gifted: Implications for the Math-Science Pipeline," Current Directions in Psychological Science, 1(1992): 61-66, http://www.vanderbilt.edu/Peabody/SMPY/CurrentDirections.pdf.) 21. D. Kimura, "Sex Differences in the Brain," Scientific American, May 13, 2002, http://www.sciam.com/article.cfm?articleID=00018E9D-879D-1D06-8E49809EC588EE DF&pageNumber=3&catID=9 The article does not give a reference for this statement. 22. J. Leo, "What Larry Summers Meant to Say," U.S. News and World Report, February 14, 2005, http://www.usnews.com/usnews/opinion/articles/050214/14john.htm 23. C. Murray, "The Inequality Taboo," Commentary, September 2005, http://www.commentarymagazine.com/production/files/murray0905.html 24. http://www.thecrimson.com/article.aspx?ref=505363 Judy Ward, Ed.D. 6886 Young Farm Avenue Springdale, AR 72762 Phone: 479.361.2223 Fax: 479.361.2223 Email: j.e.ward at cox.net Arkansas Adult Numeracy Campaign Teaching Mathematics Effectively to Adult Learners From ALCDGG at langate.gsu.edu Wed Jun 28 10:09:07 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Wed, 28 Jun 2006 10:09:07 -0400 Subject: [WomenLiteracy 398] Job Announcement Message-ID: JOB ANNOUNCEMENT COLLEGE TRANSITION CO-DIRECTOR The New England Literacy Resource Center (NELRC)/ World Education is looking to hire a full-time College Transition Co-Director to work as a member our College Transition Leadership Team. NELRC is part of World Education, Inc., a Boston non-profit organization that provides training and technical assistance in adult education. See www.nelrc.org, www.collegetransition.org and www.worlded.org for more information. Responsibilities With the support of the NELRC Director and Administrative Assistant, and in coordination with the College Transition Leadership Team: * Provide leadership and technical assistance to build agreements and align practices between adult and postsecondary education institutions and systems * Provide training and technical assistance to adult educators on preparing adult learners for postsecondary education and training * Plan and help implement regional and national training events * Help identify and document promising practices * Co-manage the New England ABE-to-College Transition Project * Prepare reports and occasional presentations to funders and NELRC Board * Work closely with the Nellie Mae Education Foundation * Contribute to ongoing strategic planning and new program development at NELRC and the Literacy Division. * Participate in the World Education Literacy Division staff meetings, committees and activities Qualifications * Expertise in one or more content areas of college preparation * Knowledge of or work experience in adult education preferred * Knowledge of postsecondary education and training systems * Demonstrated ability to organize and manage multifaceted projects, meet deadlines and be self directed * Proven experience in designing and facilitating training * Excellent communication and interpersonal skills; ability to work well as a member of a team * Strong writing skills * Strong computer skills: Microsoft Word, Excel * This job requires travel within the New England region and nationally, access to a car required. * Master's degree or higher Compensation: $55,000 - $60,000 based on experience, plus excellent benefits. Please send a cover letter and resume by August 15, 2006 to Ben Bruno, Administrative Assistant, NELRC/World Education, 44 Farnsworth Street, Boston, MA 02210. Fax: 617-482-0617. Email: bbruno at worlded.org No calls, please. World Education is an equal opportunity/ affirmative action employer with a strong commitment to workforce diversity. Voluntary information in this regard is welcome. M/F/V/H/D 6/2006 From ELeonelli at aol.com Wed Jun 28 10:29:16 2006 From: ELeonelli at aol.com (ELeonelli at aol.com) Date: Wed, 28 Jun 2006 10:29:16 EDT Subject: [WomenLiteracy 399] Re: New Math Panel Message-ID: <2e4.8e09b7f.31d3ec3c@aol.com> Hello, Judy - this is very interesting. Do you know whether the panel is charged with looking at the performance of adult math learners or just K-12? I noticed at least two names of people from NCTM circles (Deborah Ball and the president of NCTM). It is interesting also because much of the educational data that I've seen that has come out recently on K-12 lists has had to do with girls outperforming boys at the secondary level and in going on to college and participation in college. Apparently there is concern that in the push for equity for girls in access to college, something has happened to the boys. Esther In a message dated 6/28/2006 7:11:42 A.M. Eastern Daylight Time, j.e.ward at cox.net writes: This came to me recently and I thought all might be interested. As you may know, the president of the United States has created a National Mathematics Advisory Panel. According to the Executive Order, the Panel is to "foster greater knowledge of and improved performance in mathematics among American students." More information about the panel, its charge, and its members is available at: http://www.ed.gov/about/bdscomm/list/mathpanel/index.html. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20060628/702d0e69/attachment.html From mnguyen at nifl.gov Wed Jun 28 11:43:05 2006 From: mnguyen at nifl.gov (My Linh Nguyen) Date: Wed, 28 Jun 2006 11:43:05 -0400 (EDT) Subject: [WomenLiteracy 400] National Institute for Literacy Appoints New Staff Message-ID: <20060628154305.58B1D46555@dev.nifl.gov> Hello everyone, My name is My Linh Nguyen, and I am the new Associated Director of Communications for the National Institute for Literacy. I would like to take this opportunity to introduce myself along with three other new hires at the Institute. The press release below introduces each of the four new hires and identifies our roles and backgrounds. Thank you, and I look forward to working with all of you. National Institute for Literacy Appoints New Staff The National Institute for Literacy has appointed four new staff members to expand its capacity to contribute to improvements in adult, adolescent, childhood and early childhood literacy. Andrea Grimaldi has joined the Institute as Senior Project Officer in Early Childhood Literacy. She will be responsible for planning and managing the Institute's work on early childhood literacy. She will also oversee dissemination of the National Early Literacy Panel Report, expected to be released in late 2006. My Linh Nguyen has joined the Institute as Associate Director of Communications. In this capacity, she will plan and manage communications activities designed raise awareness of literacy issues and the Institute's products and services. The two other new staffers will join the Institute in July. Susan Boorse, who will serve as Executive Officer, will have responsibility for budgetary and financial management activities as well as administrative functions. Heather Wright has been selected to serve as Dissemination Specialist. In this capacity, she will plan and oversee implementation of the Institute's print and electronic products to ensure that they are widely and easily available. "The arrival of these four individuals signals an exciting new era for the National Institute for Literacy," said Dr. Sandra Baxter, the Institute's Director. "Each of them brings fresh ideas and new perspectives along with their diverse backgrounds and expertise. Their presence will reenergize our existing programs and help us carry out new efforts to better serve the adult and childhood literacy communities." All four new appointees have a wide variety of experience in their fields. Ms. Grimaldi has more than a decade of experience as an early childhood education teacher, program manager, and trainer. Most recently, she served as the training manager for professional development with the Public Broadcasting Service's (PBS) five-year Ready To Learn Initiative to prepare young children for success in school through educational television, web-based media and training for parents and teachers. Ms. Nguyen comes to the Institute from the Delaware River Port Authority of Pennsylvania and New Jersey, where she served as manager of corporate communications and public information officer. She is a former general assignment reporter and copy editor for the St. Louis Post-Dispatch. Ms. Boorse served in the Peace Corps for eight years as an administrative and budget officer. She also served four years as a VISTA volunteer, working with a literacy program in Philadelphia, a rural school district in Mississippi, and a fledgling Philadelphia Habitat for Humanity affiliate. Ms. Wright comes to the Institute from the Montgomery County Department of Public Libraries in Maryland, where, as Children's Librarian, she was involved in early literacy programs for babies, toddlers, preschoolers and elementary-school children. Her previous professional background is in the field of marketing research, where she conducted many research studies to measure the needs of customers and target markets, both in the library setting and in the private sector. The National Institute for Literacy provides leadership on literacy issues, including the improvement of reading instruction for children, youth, and adults. In consultation with the U.S. Departments of Education, Labor, and Health and Human Services, the Institute serves as a national resource on current, comprehensive literacy research, practice, and policy. My Linh Nguyen Associate Director of Communications National Institute for Literacy (202) 233-2041 fax (202) 233-2050 mnguyen at nifl.gov From laurie_sheridan at worlded.org Wed Jun 28 11:44:59 2006 From: laurie_sheridan at worlded.org (Laurie Sheridan) Date: Wed, 28 Jun 2006 11:44:59 -0400 Subject: [WomenLiteracy 401] Re: New Math Panel Message-ID: I just received the following article from the Washington Post that has bearing on boys potentially falling behind in math (and other school subjects). I found it really interesting. It might be worth looking at the actual NAEP study, too. For a few years I have been worrying quite a lot about whether boys were hitting some significant barriers in school and post-secondary education, and as the mother and grandmother of two sons and a grandson, this has been of particular concern to me. After reading this article, I continue to think that boys are experiencing social problems and dificulties in entering the workforce and society, as well as performing in school, that are worth looking into very seriously. But it's interesting to learn that perhaps girls are just doing better than before, with some signiifcant obstacles having been reduced or removed for them, rather than males doing worse. Laurie Sheridan Study Casts Doubt On the 'Boy Crisis' Improving Test Scores Cut Into Girls' Lead By Jay Mathews Washington Post Staff Writer Monday, June 26, 2006; A01 A study to be released today looking at long-term trends in test scores and academic success argues that widespread reports of U.S. boys being in crisis are greatly overstated and that young males in school are in many ways doing better than ever. Using data compiled from the National Assessment of Educational Progress, a federally funded accounting of student achievement since 1971, the Washington-based think tank Education Sector found that, over the past three decades, boys' test scores are mostly up, more boys are going to college and more are getting bachelor's degrees. Although low-income boys, like low-income girls, are lagging behind middle-class students, boys are scoring significant gains in elementary and middle school and are much better prepared for college, the report says. It concludes that much of the pessimism about young males seems to derive from inadequate research, sloppy analysis and discomfort with the fact that although the average boy is doing better, the average girl has gotten ahead of him. "The real story is not bad news about boys doing worse," the report says, "it's good news about girls doing better. A number of articles have been written over the past year lamenting how boys have fallen behind. The new report, "The Truth About Boys and Girls," explains why some educators think this emphasis is misplaced and why some fear a focus on sex differences could sidetrack federal, state and private efforts to put more resources into inner-city and rural schools, where both boys and girls need better instruction. "There's no doubt that some groups of boys -- particularly Hispanic and black boys and boys from low-income homes -- are in real trouble," Education Sector senior policy analyst Sara Mead says in the report. "But the predominant issues for them are race and class, not gender." Black and Hispanic boys test far below white boys, the report notes. The difference between white and black boys in fourth-grade reading last year was 10 times as great as the improvement for all boys on that test since 1992. Still, the report notes, the performance of black and Hispanic boys is not getting worse. The average fourth-grade reading scores for black boys improved more than those of whites and Hispanics of both sexes. Craig Jerald, an educational consultant who has analyzed trends for the federal government and the newspaper Education Week, said that "Ed Sector is right to call foul on all the crisis rhetoric, and we should stop using that word, though there are a few troubling statistics and trends that deserve further investigation." He noted a huge gap in writing skills between girls and boys, bad results in reading among older boys, and a sharp drop in high school seniors' positive feelings toward school that is worse among girls than boys. Michael Gurian, a best-selling author who says boys are in trouble, said in reaction to the report: "I truly don't mind if everyone took the word 'crisis' out of the dialogue." But he said he thought the report "missed the cumulative nature of the problems boys face." The federal education data it cites, he said, are "just a small piece of the puzzle." According to the report, reading achievement by 9-year-old boys increased 15 points on a 500-point scale between 1971 and 2004, and girls that age increased seven points, remaining five points ahead of boys. Reading achievement for 13-year-olds improved four points for boys and three points for girls, with girls 10 points ahead. Among 17-year-olds, there was almost no change in reading achievement, with girls up one point, boys down one point and girls 14 points ahead. In mathematics achievement between 1973 and 2004, 9-year-old boys gained 25 points and girls gained 20 points, with boys ending up three points ahead. Thirteen-year-old boys increased 18 points and girls 12 points, with boys three points ahead. Among 17-year-olds, boys lost one point, girls gained four and boys were three points ahead. The report notes that boys are far more likely to be diagnosed with learning disabilities. Two-thirds of students in special education classes are male. But, it notes, "the number of girls with disabilities has also grown rapidly in recent decades, meaning this is not just a boy issue." To some, however, it's all about the boys. "At every level of education, they're falling behind," Newsweek reported. Esquire proclaimed: "We're faced with the accrual of a significant population of boys who aren't well prepared for either school or work." The Detroit News said that "every year, women increase their presence on campuses nationwide, while men do not." Some of today's focus on boys might be backlash to legal remedies such as the 1972 Title IX law set up to ensure equality in education for girls, critics say. For several decades, school systems have worked to steer girls into more skilled math and science classes. Now girls in high school appear to be better prepared for college than boys, the report said. But, it adds, both sexes are taking more college-level courses, such as calculus, than ever. More men are enrolling in college, and the share of men ages 25 to 29 with a college degree, 22 percent, is significantly higher than that of older men. The study did note that women are enrolling and graduating from college at higher rates than men. The "boy crisis," the report says, has been used by conservative authors who accuse "misguided feminists" of lavishing resources on female students at the expense of males and by liberal authors who say schools are "forcing all children into a teacher-led pedagogical box that is particularly ill-suited to boys' interests and learning styles." "Yet there is not sufficient evidence -- or the right kind of evidence -- available to draw firm conclusions," the report says. "As a result, there is a sort of free market for theories about why boys are underperforming girls in school, with parents, educators, media, and the public choosing to give credence to the explanations that are the best marketed and that most appeal to their pre-existing preferences." ? 2006 The Washington Post Company From j.e.ward at cox.net Wed Jun 28 17:25:50 2006 From: j.e.ward at cox.net (Judy Ward) Date: Wed, 28 Jun 2006 16:25:50 -0500 Subject: [WomenLiteracy 402] Re: New Math Panel In-Reply-To: <2e4.8e09b7f.31d3ec3c@aol.com> Message-ID: <000b01c69af9$718d2ed0$6402a8c0@Judy> Hi, All the information I have seen indicates that it is only for K-12. Yes, there is information/research that shows boys are falling behind. According to what I have read, more women are entering college and going into medicine, engineering, math, sciences. When I taught 7th grade it was obvious that girls were more goal oriented (as were and are my daughters). You have probably seen the information about more young men 17-20 entering adult ed, many times as part of their probation. I think there are many things in our society that now put boys more at risk than girls. But, I am no expert. Judy -----Original Message----- From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of ELeonelli at aol.com Sent: Wednesday, June 28, 2006 9:29 AM To: womenliteracy at nifl.gov Subject: [WomenLiteracy 399] Re: New Math Panel Hello, Judy - this is very interesting. Do you know whether the panel is charged with looking at the performance of adult math learners or just K-12? I noticed at least two names of people from NCTM circles (Deborah Ball and the president of NCTM). It is interesting also because much of the educational data that I've seen that has come out recently on K-12 lists has had to do with girls outperforming boys at the secondary level and in going on to college and participation in college. Apparently there is concern that in the push for equity for girls in access to college, something has happened to the boys. Esther In a message dated 6/28/2006 7:11:42 A.M. Eastern Daylight Time, j.e.ward at cox.net writes: This came to me recently and I thought all might be interested. As you may know, the president of the United States has created a National Mathematics Advisory Panel. According to the Executive Order, the Panel is to "foster greater knowledge of and improved performance in mathematics among American students." More information about the panel, its charge, and its members is available at: http://www.ed.gov/about/bdscomm/list/mathpanel/index.html. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20060628/ced40798/attachment.html From j.e.ward at cox.net Wed Jun 28 18:41:29 2006 From: j.e.ward at cox.net (Judy Ward) Date: Wed, 28 Jun 2006 17:41:29 -0500 Subject: [WomenLiteracy 403] Numeracy Message-ID: <001801c69b03$ffb0ecb0$6402a8c0@Judy> Good afternoon everyone, I would like to make a couple of comments about Mev's and Lynda's important postings yesterday. I encourage you to read them because they illustrate the crux of numeracy. Hopefully they answer many questions but, at the same time, may open more. Mev said, Sure, there may only be one answer -- but exploring all the ways to get to that answer can help with learners' ability to "know what they know" -- help to create a confidence in experimentation, critical thinking, multiple solutions, and problem-solving. Now there may be times when using some options may get the wrong answer -- but this can be an important part of the process as well. And some options may be more complicated (convoluted) or more time consuming than others -- but the answer will still be the same. Isn't that sometimes the way life is?? Lynda described a measurement activity she uses that involves critical thinking, problem solving, communication, decision making and many more skills and concepts all while working with measurement in the context of a real life experience. With this activity some explanation in the beginning from the teacher may be required, but the students can work together on a solution of the problem. The teacher becomes a facilitator rather than an expert dispensing knowledge. Meanwhile the students, "by exploring all the ways to get to that answer can help with learner's ability to 'know what they know' - help to create a confidence in experimentation..." This activity is an example of "numeracy" and allows the student to achieve power over their own learning and success. There is a time and place for paper and pencil drill and practice but using it as the main teaching and learning tool does not provide an environment that allows for the student to "know what they know". Most do math everyday but since it isn't "school math" they don't consider that what they do everyday is math and, therefore, don't have the confidence to do math. This discussion runs until noon central time on Friday, June 30. I hope there will be more discussion and or comments. Judy Judy Ward, Ed.D. 6886 Young Farm Avenue Springdale, AR 72762 Phone: 479.361.2223 Fax: 479.361.2223 Email: j.e.ward at cox.net Arkansas Adult Numeracy Campaign Teaching Mathematics Effectively to Adult Learners From ginsburg at rci.rutgers.edu Thu Jun 29 11:10:08 2006 From: ginsburg at rci.rutgers.edu (Lynda Ginsburg) Date: Thu, 29 Jun 2006 11:10:08 -0400 Subject: [WomenLiteracy 404] Re: Numeracy In-Reply-To: <001801c69b03$ffb0ecb0$6402a8c0@Judy> References: <001801c69b03$ffb0ecb0$6402a8c0@Judy> Message-ID: <44A3ED50.7020604@rci.rutgers.edu> We usually think about emotion/feelings/affect related to math as "math anxiety" -- that fear of engaging with anything that has to do with numbers. But Mev's description of mathematical exploration addresses another kind of math related emotion that is rarely addressed -- frustration. Many people seem to believe that when others try to solve math problems (whether "typical" word problems or more complex, real problems) they immediately know what to do and how to do it. Maybe this comes from years of teachers standing at the board presenting problems from beginning to end, never showing students a process that may include false starts, selecting a strategy that is non-productive, having to start over, having to work backwards, etc. And watching the students who get or "see" those particular answers right away just emphasizes the notion that the answer or methodology should just pop into your head. But what really happens often is a feeling of frustration when you hit a wall, or at least a stumbling block. And this, for absolutely everyone, even research mathematicians studying arcane theoretical math, leads to feelings of frustration. The issue is, what do you do with that frustration? Learners, and everyone for that matter, need to realize that there are alternative responses to that feeling of frustration. Some people cut and run, and then say, "I can't do this and never will be able to." Others might say, "I will just start again and try something different this time." Others might really get fired up in response to the frustration, and say, "I will figure this out if it's the last thing I do!" Talking about frustration and alternative responses to it is probably at least as important as talking about "math anxiety." Best, Lynda -- Lynda Ginsburg Senior Research Associate, MetroMath Rutgers University 118 Frelinghuysen Road Piscataway, NJ 08854 Tel: 732-445-1409 Fax: 732-445-2894 Judy Ward wrote: >Good afternoon everyone, > >I would like to make a couple of comments about Mev's and Lynda's important >postings yesterday. I encourage you to read them because they illustrate the >crux of numeracy. Hopefully they answer many questions but, at the same >time, may open more. > >Mev said, >Sure, there may only be one answer -- but exploring all the ways to get to >that answer can help with learners' ability to "know what they know" -- help >to create a confidence in experimentation, critical thinking, multiple >solutions, and problem-solving. Now there may be times when using some >options may get the wrong answer -- but this can be an important part of the >process as well. And some options may be more complicated (convoluted) or >more time consuming than others -- but the answer will still be the same. >Isn't that sometimes the way life is?? > >Lynda described a measurement activity she uses that involves critical >thinking, problem solving, communication, decision making and many more >skills and concepts all while working with measurement in the context of a >real life experience. With this activity some explanation in the beginning >from the teacher may be required, but the students can work together on a >solution of the problem. The teacher becomes a facilitator rather than an >expert dispensing knowledge. Meanwhile the students, "by exploring all the >ways to get to that answer can help with learner's ability to 'know what >they know' - help to create a confidence in experimentation..." This >activity is an example of "numeracy" and allows the student to achieve power >over their own learning and success. > >There is a time and place for paper and pencil drill and practice but using >it as the main teaching and learning tool does not provide an environment >that allows for the student to "know what they know". Most do math everyday >but since it isn't "school math" they don't consider that what they do >everyday is math and, therefore, don't have the confidence to do math. > >This discussion runs until noon central time on Friday, June 30. I hope >there will be more discussion and or comments. > >Judy > > > > >Judy Ward, Ed.D. >6886 Young Farm Avenue >Springdale, AR 72762 >Phone: 479.361.2223 >Fax: 479.361.2223 >Email: j.e.ward at cox.net > >Arkansas Adult Numeracy Campaign >Teaching Mathematics Effectively to Adult Learners > > > > >---------------------------------------------------- >National Institute for Literacy >Women and Literacy mailing list >WomenLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy > > > From andreawilder at comcast.net Thu Jun 29 10:01:57 2006 From: andreawilder at comcast.net (Andrea Wilder) Date: Thu, 29 Jun 2006 10:01:57 -0400 Subject: [WomenLiteracy 405] Financial forms Message-ID: <93596a30ac7e6fa2a117db8e568cefad@comcast.net> Income --salary and wages --self-employment (net income (net income less expenses) --pension --retirement Unearned income --interest and dividends (not reinvested) --income from annuities or trusts --partnership or S Corp distributions Other income --social security benefits --disability --other sources of income total income: you, spouse Expenses Housing expenses --mortgage --mortgage--second home --PMI (private mortgage insurance) --condo fees --real estate taxes --real estate taxes, second home --rent --utilities: electricity/gas/oil/water/sewer --telephone: base and long distance --cell phone --cable/Satellite TV --Internet access --home security system --maintenance and repairs --home improvements --grounds maintenance --cleaning/domestic help --household supplies --other: parking fees/swimming pool, etc. total housing Automobile and transportation expenses --loan or lease payments --gas and oil --license/registration --excise taxes --maintenance and repairs --parking fees/tolls --autoclub ex: AAA --train and bus fares --other Total automobile and transportation Insurance premiums --Life --medical --dental (include amounts deducted from pay) --disability --long-term care --homeowner's/rental --auto --umbrella liability --other total insurance premiums Medical Expenses (excluding insurance premiums) --doctors --dentist/orthodontist --drugs, prescriptions/medications --others, ex: deductibles total medical Living Expenses --food/groceries --clothing --child care --education --alimony --child support/dependent care support --dry cleaning/laundry --tailor/shoe repair --personal care/grooming --pet care --gifts --charitable contributions --safe deposit box --other Total living expenses Entertainment and recreation --lunches --dining out --theater/movies/sporting events --membershp and club dues --videos/DVD rentals --vacations --weekend trips --hobbies --subscriptions --other total entertainment and recreation Professional Expenses --accountant --lawyer --financial planner --investment advisor --dues, books, periodicals --business organizations --other total professional expenses Debt payments --Credit card 1 --credit card 2 --credit cart 3 --investment debt (margin loans for example) --personal loan --other long-term debt total debt payments Income taxes --federal tax withholding --state tax withholding --social security tax withholding --medicare tax withholding --federal estimated tax payments --state estimated tax payments total expenses Savings --bank/credit unin savings --non-retirement savings --retirements savings --deferred compensation --education savings --other total savings Planned giving --family --charity total planned giving NET CASH IN/OUT ************************************************************************ ******* 1) Personal and family information Your name, place of birth, social security number, date of birth 2) spouse's full name, place of birth, social security number, date of birth 3) home address 4) home phone/fax number 5) work phone, you and spouse 6) mobil number 7) email 8) us citizen? 9) spouse US citizen? 10) date of marriage 11) prior marriages 12) children 13) children 13) grandchildren 14) significant health problems? 15) parents 16) financial support to parents? 17) Does anyone other than your children or your parents depend on you or spouse? 18) Other advisors: investment --attorney --banker --insurance agent --accountant 19) current employment you--(company, position, years employed) spouse ("") 20) Are you or your spouse engaged in any professional activities, paid or unpaid, outside of your main employment (ex: board memberships, volunteer work, professional association memberships, etc.0 Part 2--financial planning goals and objectives 1) Financial planning goals --indicate specific financial planning goals and indicate their relative importance to you and to your spouse --very/somewhat important 2) personal objectives indicate relative importance of each of the following personal objectives to you and your spouse 1 saving regularly 2 making a major purchase 3 home renovations 4 taking a dream vacation 5 minimizing personal income taxes 6 developing or revising your investment strategy 7 investing for a comfortable retirement income 8 providing for your children's education 9 providing for your grandchildren's education 10 making gifts to relatives 11 making gifts to charity 12 minimizing estate taxes 13 determining how your estate assets will be distributed 14 avoiding probate costs 15 minimizing the burden of health care costs 16 providing for your family in the event of your/spouse's death 17 providing for your family in the event of your/your spouse's disability 18 changing or modifying careers 19 other 3. Investment objectives rank the relative importance of each of the following objectives to you and your spouse --current income--dividends or interest to spend --liquidity--ability to quickly convert investments into cash --safety--little or no danger of losing the investment --ca[pital appreciation--possibility ot original investment gaining in value over time --tax shelter--current and/or long-term tax advantages please describe sany significant investments planned in the near future Indicate if the following statements sumamrize your and yur spouse's financial attitudes or bwliefs - --optimistic about financial future --comfortable with aggressive investments --rather work longer than reduce my standard of living in retirement --concerned about protecting my assets than about growth --I feel I can reduce my current living expenses to save money for retirement --my immediate concern is for income rather than growth --i prefer a predictable steady return on my investments, even if the return is low Part 3--Assets Cash accounts --type: checking account, saving accounts, money market funds, CD's, treasury securities, US savings bonds other --who controls? you, your spouse, together? Brokerage/Investment Accounts (non-retirement) --name of institution/ownership/ current market value Stocks, bonds, mutual funds--direct ownership with company name of security/ ownership/number of shares/current market value part 4. retirement accounts --type/description/ 5. employer stock purchase plans --amount each pay period 6. stock options --company/ownership/date nd type of grant/ # of options granted, number of optoins vested, stock price, current market value 7. Real Estate--personal use ownership/cost/market value/outstanding mortgages and home equity loans/interest rate/term of loan/ years left/monthly payment 8. annuities institution/ownership/contract date/type (fixed variable) basis/current market value 9. receivables description/loan amounts/interest rate/payments/maturity date 10, Real estate--investment (categories same as above for personal real estate) 11. Limited partnership Interest --description/ownership/date acquired/capital contribution/ 12. Closely held business interests description/date acquired/percent owned/estimated fair market value THIS IS IT FOR TODAY--I HAVE TO GO TO THE LIBRARY- From andreawilder at comcast.net Thu Jun 29 12:04:35 2006 From: andreawilder at comcast.net (Andrea Wilder) Date: Thu, 29 Jun 2006 12:04:35 -0400 Subject: [WomenLiteracy 406] Re: Numeracy In-Reply-To: <44A3ED50.7020604@rci.rutgers.edu> References: <001801c69b03$ffb0ecb0$6402a8c0@Judy> <44A3ED50.7020604@rci.rutgers.edu> Message-ID: <4e3e3bc69a482e282b1aa89f4c1d29af@comcast.net> I have to reply to this one. When frustration occurs in problem solving, the student goes back to the concrete, and works up again to competence. So any problem solving can be charted/graphed, and what will come out is a series of ups and downs and eventually a stable up. Also, performance depends on context, that is, how the skill is to be displayed/ used. Think bicycle riding on a road and bicycle riding on a dirt path. Competence is constructed. Andrea On Jun 29, 2006, at 11:10 AM, Lynda Ginsburg wrote: > We usually think about emotion/feelings/affect related to math as "math > anxiety" -- that fear of engaging with anything that has to do with > numbers. But Mev's description of mathematical exploration addresses > another kind of math related emotion that is rarely addressed -- > frustration. > > Many people seem to believe that when others try to solve math problems > (whether "typical" word problems or more complex, real problems) they > immediately know what to do and how to do it. Maybe this comes from > years of teachers standing at the board presenting problems from > beginning to end, never showing students a process that may include > false starts, selecting a strategy that is non-productive, having to > start over, having to work backwards, etc. And watching the students > who > get or "see" those particular answers right away just emphasizes the > notion that the answer or methodology should just pop into your head. > > But what really happens often is a feeling of frustration when you hit > a > wall, or at least a stumbling block. And this, for absolutely everyone, > even research mathematicians studying arcane theoretical math, leads to > feelings of frustration. The issue is, what do you do with that > frustration? Learners, and everyone for that matter, need to realize > that there are alternative responses to that feeling of frustration. > Some people cut and run, and then say, "I can't do this and never will > be able to." Others might say, "I will just start again and try > something different this time." Others might really get fired up in > response to the frustration, and say, "I will figure this out if it's > the last thing I do!" > > Talking about frustration and alternative responses to it is probably > at > least as important as talking about "math anxiety." > > Best, > Lynda > -- > > Lynda Ginsburg > Senior Research Associate, MetroMath > Rutgers University > 118 Frelinghuysen Road > Piscataway, NJ 08854 > Tel: 732-445-1409 Fax: 732-445-2894 > > > > Judy Ward wrote: > >> Good afternoon everyone, >> >> I would like to make a couple of comments about Mev's and Lynda's >> important >> postings yesterday. I encourage you to read them because they >> illustrate the >> crux of numeracy. Hopefully they answer many questions but, at the >> same >> time, may open more. >> >> Mev said, >> Sure, there may only be one answer -- but exploring all the ways to >> get to >> that answer can help with learners' ability to "know what they know" >> -- help >> to create a confidence in experimentation, critical thinking, multiple >> solutions, and problem-solving. Now there may be times when using some >> options may get the wrong answer -- but this can be an important part >> of the >> process as well. And some options may be more complicated >> (convoluted) or >> more time consuming than others -- but the answer will still be the >> same. >> Isn't that sometimes the way life is?? >> >> Lynda described a measurement activity she uses that involves critical >> thinking, problem solving, communication, decision making and many >> more >> skills and concepts all while working with measurement in the context >> of a >> real life experience. With this activity some explanation in the >> beginning >> from the teacher may be required, but the students can work together >> on a >> solution of the problem. The teacher becomes a facilitator rather >> than an >> expert dispensing knowledge. Meanwhile the students, "by exploring >> all the >> ways to get to that answer can help with learner's ability to 'know >> what >> they know' - help to create a confidence in experimentation..." This >> activity is an example of "numeracy" and allows the student to >> achieve power >> over their own learning and success. >> >> There is a time and place for paper and pencil drill and practice but >> using >> it as the main teaching and learning tool does not provide an >> environment >> that allows for the student to "know what they know". Most do math >> everyday >> but since it isn't "school math" they don't consider that what they do >> everyday is math and, therefore, don't have the confidence to do math. >> >> This discussion runs until noon central time on Friday, June 30. I >> hope >> there will be more discussion and or comments. >> >> Judy >> >> >> >> >> Judy Ward, Ed.D. >> 6886 Young Farm Avenue >> Springdale, AR 72762 >> Phone: 479.361.2223 >> Fax: 479.361.2223 >> Email: j.e.ward at cox.net >> >> Arkansas Adult Numeracy Campaign >> Teaching Mathematics Effectively to Adult Learners >> >> >> >> >> ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/womenliteracy >> >> >> > > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > From andreawilder at comcast.net Thu Jun 29 12:23:09 2006 From: andreawilder at comcast.net (Andrea Wilder) Date: Thu, 29 Jun 2006 12:23:09 -0400 Subject: [WomenLiteracy 407] The financial forms Message-ID: Friends, I have sent in an almost complete copy of the forms I mentioned. They are designed to cover every financial eventuality you can think of, I think. This means that someone with a minute income can use them as well as a person with a gigantic income. I think the expenses side is very useful, also the places where it is possible to prioritize what you want and what you feel comfortable with. Still the best idea is to itemize everything, write it down. As for making a will--you can actually get forms from the web, just be sure to write everything out in your own hand. Andrea Wilder From mwaddell at famlit.org Thu Jun 29 13:26:45 2006 From: mwaddell at famlit.org (Margo Waddell) Date: Thu, 29 Jun 2006 13:26:45 -0400 Subject: [WomenLiteracy 408] Re: The financial forms Message-ID: <8D8B65FFAE8EE34FB7CF3BFBFAE94DE401A8A8F7@SYNNODE2> The National Center for Family Literacy has been exploring and creating strategies for bsic intergenerational financial literacy. You can explore some of the online resources we have used with adult learners and their children. There are some interactive materials for adults here that are very helpful and fun! www.literacycampus.org/campus/library.asp We will post some new resources in July that will include an interactive game for adults to play with pre-school children. I will put a message out when it is available. Margo Waddell -----Original Message----- From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Andrea Wilder Sent: Thursday, June 29, 2006 12:23 PM To: The Women and Literacy Discussion List Subject: [WomenLiteracy 407] The financial forms Friends, I have sent in an almost complete copy of the forms I mentioned. They are designed to cover every financial eventuality you can think of, I think. This means that someone with a minute income can use them as well as a person with a gigantic income. I think the expenses side is very useful, also the places where it is possible to prioritize what you want and what you feel comfortable with. Still the best idea is to itemize everything, write it down. As for making a will--you can actually get forms from the web, just be sure to write everything out in your own hand. Andrea Wilder ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy From j.e.ward at cox.net Thu Jun 29 15:54:38 2006 From: j.e.ward at cox.net (Judy Ward) Date: Thu, 29 Jun 2006 14:54:38 -0500 Subject: [WomenLiteracy 409] Re: Numeracy In-Reply-To: <4e3e3bc69a482e282b1aa89f4c1d29af@comcast.net> Message-ID: <001801c69bb5$dafa7230$6402a8c0@Judy> Frustration is an impediment to solving any problem and going back to the concrete may or may not help. It depends on the individual. I have a tendency to perseverate on what ever is frustrating me. Discussing the problem or situation with someone is just about the only way I can get around the frustration and the wall. If it is a math/numeracy problem, working with a group is best for me. Judy -----Original Message----- From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Andrea Wilder Sent: Thursday, June 29, 2006 11:05 AM To: The Women and Literacy Discussion List Subject: [WomenLiteracy 406] Re: Numeracy I have to reply to this one. When frustration occurs in problem solving, the student goes back to the concrete, and works up again to competence. So any problem solving can be charted/graphed, and what will come out is a series of ups and downs and eventually a stable up. Also, performance depends on context, that is, how the skill is to be displayed/ used. Think bicycle riding on a road and bicycle riding on a dirt path. Competence is constructed. Andrea On Jun 29, 2006, at 11:10 AM, Lynda Ginsburg wrote: > We usually think about emotion/feelings/affect related to math as "math > anxiety" -- that fear of engaging with anything that has to do with > numbers. But Mev's description of mathematical exploration addresses > another kind of math related emotion that is rarely addressed -- > frustration. > > Many people seem to believe that when others try to solve math problems > (whether "typical" word problems or more complex, real problems) they > immediately know what to do and how to do it. Maybe this comes from > years of teachers standing at the board presenting problems from > beginning to end, never showing students a process that may include > false starts, selecting a strategy that is non-productive, having to > start over, having to work backwards, etc. And watching the students > who > get or "see" those particular answers right away just emphasizes the > notion that the answer or methodology should just pop into your head. > > But what really happens often is a feeling of frustration when you hit > a > wall, or at least a stumbling block. And this, for absolutely everyone, > even research mathematicians studying arcane theoretical math, leads to > feelings of frustration. The issue is, what do you do with that > frustration? Learners, and everyone for that matter, need to realize > that there are alternative responses to that feeling of frustration. > Some people cut and run, and then say, "I can't do this and never will > be able to." Others might say, "I will just start again and try > something different this time." Others might really get fired up in > response to the frustration, and say, "I will figure this out if it's > the last thing I do!" > > Talking about frustration and alternative responses to it is probably > at > least as important as talking about "math anxiety." > > Best, > Lynda > -- > > Lynda Ginsburg > Senior Research Associate, MetroMath > Rutgers University > 118 Frelinghuysen Road > Piscataway, NJ 08854 > Tel: 732-445-1409 Fax: 732-445-2894 > > > > Judy Ward wrote: > >> Good afternoon everyone, >> >> I would like to make a couple of comments about Mev's and Lynda's >> important >> postings yesterday. I encourage you to read them because they >> illustrate the >> crux of numeracy. Hopefully they answer many questions but, at the >> same >> time, may open more. >> >> Mev said, >> Sure, there may only be one answer -- but exploring all the ways to >> get to >> that answer can help with learners' ability to "know what they know" >> -- help >> to create a confidence in experimentation, critical thinking, multiple >> solutions, and problem-solving. Now there may be times when using some >> options may get the wrong answer -- but this can be an important part >> of the >> process as well. And some options may be more complicated >> (convoluted) or >> more time consuming than others -- but the answer will still be the >> same. >> Isn't that sometimes the way life is?? >> >> Lynda described a measurement activity she uses that involves critical >> thinking, problem solving, communication, decision making and many >> more >> skills and concepts all while working with measurement in the context >> of a >> real life experience. With this activity some explanation in the >> beginning >> from the teacher may be required, but the students can work together >> on a >> solution of the problem. The teacher becomes a facilitator rather >> than an >> expert dispensing knowledge. Meanwhile the students, "by exploring >> all the >> ways to get to that answer can help with learner's ability to 'know >> what >> they know' - help to create a confidence in experimentation..." This >> activity is an example of "numeracy" and allows the student to >> achieve power >> over their own learning and success. >> >> There is a time and place for paper and pencil drill and practice but >> using >> it as the main teaching and learning tool does not provide an >> environment >> that allows for the student to "know what they know". Most do math >> everyday >> but since it isn't "school math" they don't consider that what they do >> everyday is math and, therefore, don't have the confidence to do math. >> >> This discussion runs until noon central time on Friday, June 30. I >> hope >> there will be more discussion and or comments. >> >> Judy >> >> >> >> >> Judy Ward, Ed.D. >> 6886 Young Farm Avenue >> Springdale, AR 72762 >> Phone: 479.361.2223 >> Fax: 479.361.2223 >> Email: j.e.ward at cox.net >> >> Arkansas Adult Numeracy Campaign >> Teaching Mathematics Effectively to Adult Learners >> >> >> >> >> ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/womenliteracy >> >> >> > > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy From andreawilder at comcast.net Thu Jun 29 15:08:09 2006 From: andreawilder at comcast.net (Andrea Wilder) Date: Thu, 29 Jun 2006 15:08:09 -0400 Subject: [WomenLiteracy 410] Re: The financial forms In-Reply-To: <8D8B65FFAE8EE34FB7CF3BFBFAE94DE401A8A8F7@SYNNODE2> References: <8D8B65FFAE8EE34FB7CF3BFBFAE94DE401A8A8F7@SYNNODE2> Message-ID: Thanks, Margo-- i want to reiterate that I went to other financial people before I got to the one who gave me the forms. The others were worthless, selling a product, "trust us"--no I didn't want to. This last one actually got down to business. Until I met her, i thought i was going loony...no kidding. Andrea On Jun 29, 2006, at 1:26 PM, Margo Waddell wrote: > The National Center for Family Literacy has been exploring and creating > strategies for bsic intergenerational financial literacy. You can > explore some of the online resources we have used with adult learners > and their children. There are some interactive materials for adults > here > that are very helpful and fun! > www.literacycampus.org/campus/library.asp > We will post some new resources in July that will include an > interactive > game for adults to play with pre-school children. I will put a message > out when it is available. > Margo Waddell > > -----Original Message----- > From: womenliteracy-bounces at nifl.gov > [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Andrea Wilder > Sent: Thursday, June 29, 2006 12:23 PM > To: The Women and Literacy Discussion List > Subject: [WomenLiteracy 407] The financial forms > > Friends, > > I have sent in an almost complete copy of the forms I mentioned. They > are designed to cover every financial eventuality you can think of, I > think. This means that someone with a minute income can use them as > well as a person with a gigantic income. > > I think the expenses side is very useful, also the places where it is > possible to prioritize what you want and what you feel comfortable > with. > Still the best idea is to itemize everything, write it down. > > As for making a will--you can actually get forms from the web, just be > sure to write everything out in your own hand. > > Andrea Wilder > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > From j.e.ward at cox.net Thu Jun 29 17:44:24 2006 From: j.e.ward at cox.net (Judy Ward) Date: Thu, 29 Jun 2006 16:44:24 -0500 Subject: [WomenLiteracy 411] Adult Numeracy Network Message-ID: <002701c69bc5$338ed8a0$6402a8c0@Judy> Since noon central time tomorrow is the end of this particular discussion I thought providing some information about ANN would be appropriate. In April 1990 a group of Adult Basic Education teachers addressed the National Council of Teachers of Mathematics (NCTM) General Meeting in Salt Lake City, asking NCTM to "extend its agenda to adults". As a result, in 1992 NCTM agreed to co-sponsor a conference with Adult Education Organizations. In 1994, NCTM, The National Center on Adult Literacy (NCAL) and OVAE co-sponsored "The Working Conference on Adult Mathematical Literacy". The Adult Numeracy Practitioners Network (ANPN) was formed at that meeting. The Math Practitioner, a quarterly newsletter, and the NUMERACY listserv were established. In 1995 a planning grant was awarded to ANPN by NIFL to begin developing Content Standards and a reform plan for the ABE system. This was an early phase of the Equipped for the Future initiative. ANPN submitted the report to NIFL in 1996. The title of the report was "A Framework for Adult Numeracy Standards: The Mathematical Skills and Abilities Adult Need to be Equipped for the Future". In 1998 ANPN changed the name to Adult Numeracy Network (ANN). Ann is an affiliate of both the NCTM and the Commission on Adult Basic Education (COABE). ANN members are active in both state and national organizations by giving presentations and workshops to increase awareness of the need for numeracy instruction in adult education. During the last year, ANN developed Teaching and Learning Principles that address both the curriculum and learning environment for teaching mathematics to the adult learner. In addition Professional Development Principles were developed that address both the design and content of mathematics professional development. Last April ANN presented a Pre Conference session at the COABE meeting in Houston where practitioners from 21 different states attended the day long session. The newly developed teaching and learning principles were successfully integrated into the session. All participants agreed that the activities along with the new principles made for a great day! Next spring ANN will be in Philadelphia for COABE. Plan to be there for our Pre Conference session and presentations during the regular session. Our website is http://literacynet.org/ann. A membership form can be downloaded from the website. Membership provides a newsletter, The Math Practitioner, 3 times a year. The newsletter includes numeracy activities that can be used with your students as well as general news for the adult practitioner. Also, as a member you will be part of a group dedicated to increasing awareness of the importance of numeracy. Judy Judy Ward, Ed.D. 6886 Young Farm Avenue Springdale, AR 72762 Phone: 479.361.2223 Fax: 479.361.2223 Email: j.e.ward at cox.net Arkansas Adult Numeracy Campaign Teaching Mathematics Effectively to Adult Learners From j.e.ward at cox.net Fri Jun 30 11:49:35 2006 From: j.e.ward at cox.net (Judy Ward) Date: Fri, 30 Jun 2006 10:49:35 -0500 Subject: [WomenLiteracy 412] numeracy Message-ID: <000901c69c5c$ccaea640$6402a8c0@Judy> Good morning, Some closing thoughts since discussion will conclude at noon. There were several good topics for discussion that I hope the discussions helped many of you become more familiar with the term "numeracy". As literacy providers you are in a unique position for providing basic math instruction. And remember that just as literacy is more than reading, numeracy is more than computation. Change is difficult and thinking differently about math is extremely difficult because, generally, we were taught math by using drill and practice methods. Several years ago a workshop participant commented that using an activity based curriculum takes longer. My comment to her was that it is like driving to a location where you have never been and on a road you have never driven. It seems like the drive to the location takes forever but the return journey passes very quickly. A second trip to the same location goes much faster and you can pay more attention to the scenery. Just try one simple activity. Once you see the results your second journey will be quicker and better. If you google the term numeracy, you will find thousands of results. But look closely because the large majority of the numeracy sites are in other parts of the world. The US is behind in recognizing the importance of numeracy. Cheryl Keenan, during her presentation at COABE in Houston last April, talked about the importance of numeracy and that it should be elevated to the same level of literacy. ANN's membership is dedicated to the numeracy cause and we hope you will join us at COABE in Philadelphia next spring. Judy Judy Ward, Ed.D. 6886 Young Farm Avenue Springdale, AR 72762 Phone: 479.361.2223 Fax: 479.361.2223 Email: j.e.ward at cox.net Arkansas Adult Numeracy Campaign Teaching Mathematics Effectively to Adult Learners From ALCDGG at langate.gsu.edu Fri Jun 30 13:09:02 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Fri, 30 Jun 2006 13:09:02 -0400 Subject: [WomenLiteracy 413] Re: numeracy Message-ID: On behalf of the subscribers, I would like to thank Judy for facilitating an interesting and thought provoking discussion on numeracy. I also want to thank all of the members who contributed by writing, reading, and/or thinking about the posts. I will collate all of the postings into themes so that they are easy to read as a thread and will let you know when I do that. In the meantime, I will look over the various postings we have had concerning a book discussion on this listserv, and get back to you about this after the 4th. Daphne Daphne Greenberg Assistant Professor Educational Psych. & Special Ed. Georgia State University P.O. Box 3979 Atlanta, Georgia 30302-3979 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu Daphne Greenberg Associate Director Center for the Study of Adult Literacy Georgia State University P.O. Box 3977 Atlanta, Georgia 30302-3977 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu >>> j.e.ward at cox.net 6/30/2006 11:49 AM >>> Good morning, Some closing thoughts since discussion will conclude at noon. There were several good topics for discussion that I hope the discussions helped many of you become more familiar with the term "numeracy". As literacy providers you are in a unique position for providing basic math instruction. And remember that just as literacy is more than reading, numeracy is more than computation. Change is difficult and thinking differently about math is extremely difficult because, generally, we were taught math by using drill and practice methods. Several years ago a workshop participant commented that using an activity based curriculum takes longer. My comment to her was that it is like driving to a location where you have never been and on a road you have never driven. It seems like the drive to the location takes forever but the return journey passes very quickly. A second trip to the same location goes much faster and you can pay more attention to the scenery. Just try one simple activity. Once you see the results your second journey will be quicker and better. If you google the term numeracy, you will find thousands of results. But look closely because the large majority of the numeracy sites are in other parts of the world. The US is behind in recognizing the importance of numeracy. Cheryl Keenan, during her presentation at COABE in Houston last April, talked about the importance of numeracy and that it should be elevated to the same level of literacy. ANN's membership is dedicated to the numeracy cause and we hope you will join us at COABE in Philadelphia next spring. Judy Judy Ward, Ed.D. 6886 Young Farm Avenue Springdale, AR 72762 Phone: 479.361.2223 Fax: 479.361.2223 Email: j.e.ward at cox.net Arkansas Adult Numeracy Campaign Teaching Mathematics Effectively to Adult Learners ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy From alcdgg at langate.gsu.edu Fri Jun 30 22:17:50 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Fri, 30 Jun 2006 22:17:50 -0400 Subject: [WomenLiteracy 414] numeracy listserv Message-ID: For those of you interested in numeracy and adult literacy, you may be interested in the following information cross posted from the Assessment List: To subscribe to the Numeracy list, write to: majordomo at world.std.com In the message area, type: subscribe numeracy Click here now to subscribe. There is also a Numeracy Research and Practice topic section on the ALE Wiki - http://wiki.literacytent.org/index.php/Numeracy_Research_and_Practice I will post a link there to your discussion section and copy some of the Numeracy list discussion there. Esther Moderator, Numeracy list ALE Wikiteer for Numeracy From alcdgg at langate.gsu.edu Wed Jul 5 21:23:20 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Wed, 05 Jul 2006 21:23:20 -0400 Subject: [WomenLiteracy 415] Special Topics Discussion List Announcement Message-ID: The following discussion announcement is posted on behalf of David Rosen, Moderator of the Special Topics Discussion List. To subscribe for the duration of the discussion, visit: http://www.nifl.gov/mailman/listinfo/specialtopics ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Colleagues, On the Special Topics discussion list from July 10th-18th, Dr. John Comings, Director of the National Center for the Study of Adult Learning and Literacy (NCSALL), will be a guest to discuss his research on student persistence in adult literacy education. John introduces the discussion this way: "When a group of us at World Education were preparing to write the proposal for the funds that have supported NCSALL, we surveyed practitioners and policy makers around the country to help us design our research agenda. Almost 500 people participated in the survey. We asked the survey participants to send us the questions that they wanted answered to help them improve practice in ABE, ESOL, and GED programs. One question was at the top of the list for teachers and second on everyone else's list. One teacher phrased it this way, "Just when they begin to make progress, many students leave the program. How can I keep those students long enough that they can meet their educational goals?" That question formed the basis of a three-phase study of persistence. The first two phases are complete. The first phase surveyed the literature, interviewed 150 students in the six New England states, and identified ways that programs were trying to support the persistence of their students. The report of that first phase can be found at: ; In the second phase, 9 library literacy programs were provided with funds to implement interventions that might help improve persistence, and our study team observed the programs and interviewed their staff and students. We also followed a cohort of 180 students for 14 months. The report of that second phase can be found at: ; We are prepared to implement the third phase, but NCSALL no longer has funding to begin a new research project. This next phase would test three interventions. One would add persistence supports to existing classroom programs, one would use a wide range of modes of learning (in programs and through self study on-line and in other ways) that more closely match the way adults manage their learning, and the third would combine these two approaches. I believe the third approach is a promising way to solve the persistence problem, as well as it can be solved. I'm looking forward to your questions, but I would also be interested in practical ideas of how to build support to persistence and how to expand opportunities for learning." ----- Special Topics is an intermittent discussion list. The topics open and close throughout the year, so there are periods where there will be no discussion or postings. You can subscribe to the e-list for a particular topic of interest, and then unsubscribe, or you can stay subscribed throughout the year. To participate in this topic, you can subscribe by going to: http://www.nifl.gov/mailman/listinfo/specialtopics David J. Rosen Special Topics Discussion List Moderator djrosen at comcast.net From ALCDGG at langate.gsu.edu Thu Jul 6 10:27:33 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Thu, 06 Jul 2006 10:27:33 -0400 Subject: [WomenLiteracy 416] book discussion Message-ID: Quite a few of you expressed an interest in exploring the possibility of having a discussion on something that we all read regarding women and literacy. I have collated all the suggestions from previous posts and listed them below. If you are interested, please look at the list, and post which resource you would like to discuss on this listserv. Some possible considerations when deciding: a. Is the material accessible on the Internet-not everyone has equal access to materials not on the Internet. b. Should we do a complete book, chapter, or article? Not everyone has the same amount of time to read. c. Is there a resource not included on this list that you would like to recommend? Once we decide on the reading material, we can decide on the procedure of how we want to go about doing this. By the way, if I have made a mistake in listing a resource, please let us know! Please post your suggestions by Friday the 14th. Daphne Are Women Human? By Catherine A. MacKinnon Something in My Mind Besides the Everyday By J. Horsman Too scared to learn by J. Horsman By Women/For Women Laubach Women's Studies Quarterly #32 (1/2) on Women and Literacy (2004) Lorna Rivera's chapter in Women's Studies Quarterly #32 (1/2) on Women and Literacy (2004) Kathleen Weiler on Freirean pedagogy from a feminist viewpoint Sheryl Gowen and Jennifer Bartlett (1997) Friends in the Kitchen A chapter in Hull's edited book, changing work, changing workers* Change Agent #19 on Women and literacy by teachers and learners Women and literacy related materials found at: http://www.litwomen.org/womlitbiblio.html Disconnecting and sexuality: speaking the unspeakable in the classroom (1993) by Kathleen Rockhill Illiterate woman in women, literacy, and development by Anna Robinson-Pants Chizu Sato's piece in women, literacy, and development by Anna Robinson-Pants bell hooks bell hooks "talking back" chapter 4, or chapters 4-8 Oakland Readers Series on women, enterprising women (Marilyn Martin Jones) A chapter by Jane Mace in her book, playing with time Bonny Norton's chapter on literacy and gender Jean Barr's work on liberating knowledge: research feminism and adult education Canadian Women's Studies issue on Women and Literacy Women and literacy related materials found at: http://www.nald.ca/cclow/search/search_res.asp?s=subject&q=18 Take on the Challenge: A source book from the women, violence, and adult education project: http://www.worlded.org/docs/takeonthechallenge.pdf When Dad hurts Mom: Helping Your Children Heal the Wounds of Witnessing Abuse by Lundy Bancroft Why does he do that? By Lundy Bancroft Daphne Greenberg Assistant Professor Educational Psych. & Special Ed. Georgia State University P.O. Box 3979 Atlanta, Georgia 30302-3979 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu Daphne Greenberg Associate Director Center for the Study of Adult Literacy Georgia State University P.O. Box 3977 Atlanta, Georgia 30302-3977 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu From bertiemo at yahoo.com Thu Jul 6 10:41:31 2006 From: bertiemo at yahoo.com (Bertha Mo) Date: Thu, 6 Jul 2006 07:41:31 -0700 (PDT) Subject: [WomenLiteracy 417] Re: book discussion In-Reply-To: Message-ID: <20060706144131.79748.qmail@web30007.mail.mud.yahoo.com> Thank you for putting the list together. It's a great biography. I'm very intrigued by the title, "Too Scared to Learn." However I'm willing to go with the group. Best, Bertie Mo Daphne Greenberg wrote:Quite a few of you expressed an interest in exploring the possibility of having a discussion on something that we all read regarding women and literacy. I have collated all the suggestions from previous posts and listed them below. If you are interested, please look at the list, and post which resource you would like to discuss on this listserv. Some possible considerations when deciding: a. Is the material accessible on the Internet-not everyone has equal access to materials not on the Internet. b. Should we do a complete book, chapter, or article? Not everyone has the same amount of time to read. c. Is there a resource not included on this list that you would like to recommend? Once we decide on the reading material, we can decide on the procedure of how we want to go about doing this. By the way, if I have made a mistake in listing a resource, please let us know! Please post your suggestions by Friday the 14th. Daphne Are Women Human? By Catherine A. MacKinnon Something in My Mind Besides the Everyday By J. Horsman Too scared to learn by J. Horsman By Women/For Women Laubach Women's Studies Quarterly #32 (1/2) on Women and Literacy (2004) Lorna Rivera's chapter in Women's Studies Quarterly #32 (1/2) on Women and Literacy (2004) Kathleen Weiler on Freirean pedagogy from a feminist viewpoint Sheryl Gowen and Jennifer Bartlett (1997) Friends in the Kitchen A chapter in Hull's edited book, changing work, changing workers* Change Agent #19 on Women and literacy by teachers and learners Women and literacy related materials found at: http://www.litwomen.org/womlitbiblio.html Disconnecting and sexuality: speaking the unspeakable in the classroom (1993) by Kathleen Rockhill Illiterate woman in women, literacy, and development by Anna Robinson-Pants Chizu Sato's piece in women, literacy, and development by Anna Robinson-Pants bell hooks bell hooks "talking back" chapter 4, or chapters 4-8 Oakland Readers Series on women, enterprising women (Marilyn Martin Jones) A chapter by Jane Mace in her book, playing with time Bonny Norton's chapter on literacy and gender Jean Barr's work on liberating knowledge: research feminism and adult education Canadian Women's Studies issue on Women and Literacy Women and literacy related materials found at: http://www.nald.ca/cclow/search/search_res.asp?s=subject&q=18 Take on the Challenge: A source book from the women, violence, and adult education project: http://www.worlded.org/docs/takeonthechallenge.pdf When Dad hurts Mom: Helping Your Children Heal the Wounds of Witnessing Abuse by Lundy Bancroft Why does he do that? By Lundy Bancroft Daphne Greenberg Assistant Professor Educational Psych. & Special Ed. Georgia State University P.O. Box 3979 Atlanta, Georgia 30302-3979 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu Daphne Greenberg Associate Director Center for the Study of Adult Literacy Georgia State University P.O. Box 3977 Atlanta, Georgia 30302-3977 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20060706/8d99dab9/attachment.html From s.cuban at lancaster.ac.uk Thu Jul 6 10:53:06 2006 From: s.cuban at lancaster.ac.uk (Cuban, Sondra) Date: Thu, 6 Jul 2006 15:53:06 +0100 Subject: [WomenLiteracy 418] Re: book discussion In-Reply-To: Message-ID: DAPHNE this looks great and thanks for doing this. I am interested in all of these, although I have to admit, I have less time right now for a whole book. I think access to the material is important. Not everyone can get a copy of these. A number of the items listed here are only in books. I have been photocopying them for free for the folks in my discussion group-- then there is copyright issues with pdf'ing something and distributing it. So I don't know how to get around this in an online venue. Bertha mentioned Jenny Horsman's book, Too Scared to Learn. A lot of people have that book. On the other hand, a number of materials of hers are available on websites (like notes from the book), although not the book itself. Just some thoughts. Thx, Sondra -----Original Message----- From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Daphne Greenberg Sent: 06 July 2006 15:28 To: womenliteracy at nifl.gov Subject: [WomenLiteracy 416] book discussion Quite a few of you expressed an interest in exploring the possibility of having a discussion on something that we all read regarding women and literacy. I have collated all the suggestions from previous posts and listed them below. If you are interested, please look at the list, and post which resource you would like to discuss on this listserv. Some possible considerations when deciding: a. Is the material accessible on the Internet-not everyone has equal access to materials not on the Internet. b. Should we do a complete book, chapter, or article? Not everyone has the same amount of time to read. c. Is there a resource not included on this list that you would like to recommend? Once we decide on the reading material, we can decide on the procedure of how we want to go about doing this. By the way, if I have made a mistake in listing a resource, please let us know! Please post your suggestions by Friday the 14th. Daphne Are Women Human? By Catherine A. MacKinnon Something in My Mind Besides the Everyday By J. Horsman Too scared to learn by J. Horsman By Women/For Women Laubach Women's Studies Quarterly #32 (1/2) on Women and Literacy (2004) Lorna Rivera's chapter in Women's Studies Quarterly #32 (1/2) on Women and Literacy (2004) Kathleen Weiler on Freirean pedagogy from a feminist viewpoint Sheryl Gowen and Jennifer Bartlett (1997) Friends in the Kitchen A chapter in Hull's edited book, changing work, changing workers* Change Agent #19 on Women and literacy by teachers and learners Women and literacy related materials found at: http://www.litwomen.org/womlitbiblio.html Disconnecting and sexuality: speaking the unspeakable in the classroom (1993) by Kathleen Rockhill Illiterate woman in women, literacy, and development by Anna Robinson-Pants Chizu Sato's piece in women, literacy, and development by Anna Robinson-Pants bell hooks bell hooks "talking back" chapter 4, or chapters 4-8 Oakland Readers Series on women, enterprising women (Marilyn Martin Jones) A chapter by Jane Mace in her book, playing with time Bonny Norton's chapter on literacy and gender Jean Barr's work on liberating knowledge: research feminism and adult education Canadian Women's Studies issue on Women and Literacy Women and literacy related materials found at: http://www.nald.ca/cclow/search/search_res.asp?s=subject&q=18 Take on the Challenge: A source book from the women, violence, and adult education project: http://www.worlded.org/docs/takeonthechallenge.pdf When Dad hurts Mom: Helping Your Children Heal the Wounds of Witnessing Abuse by Lundy Bancroft Why does he do that? By Lundy Bancroft Daphne Greenberg Assistant Professor Educational Psych. & Special Ed. Georgia State University P.O. Box 3979 Atlanta, Georgia 30302-3979 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu Daphne Greenberg Associate Director Center for the Study of Adult Literacy Georgia State University P.O. Box 3977 Atlanta, Georgia 30302-3977 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy From bonrob at springfield.k12.il.us Thu Jul 6 13:33:05 2006 From: bonrob at springfield.k12.il.us (Bonnie Roberts) Date: Thu, 06 Jul 2006 10:33:05 -0700 Subject: [WomenLiteracy 419] Re: book discussion In-Reply-To: References: Message-ID: <6.2.1.2.0.20060706101816.038625a8@springfield.k12.il.us> We have successfully utilized two books: A Child Called It The Secret Life of Bees in our newly formed book club for parents enrolled in Family LIteracy Both are small reads and the participants that could not get the whole thing read still benefited and participated in the discussion groups. Check them out. Also look at the discussion questions in the back of the books. Every one of the parents gave rave reviews of the books and were anxious to read more. Only one of the participants had even read an entire book prior to this book club. They were initially reluctant to even start with the club but enjoyed the books so very much that they are loyal participants now. Book clubs are invaluable! Bonnie Roberts Literacy Coordinator At 07:27 AM 7/6/2006, you wrote: >Quite a few of you expressed an interest in exploring the possibility of >having a discussion on something that we all read regarding women and >literacy. I have collated all the suggestions from previous posts and >listed them below. If you are interested, please look at the list, and >post which resource you would like to discuss on this listserv. >Some possible considerations when deciding: >a. Is the material accessible on the Internet-not everyone has equal >access to materials not on the Internet. >b. Should we do a complete book, chapter, or article? Not everyone has the >same amount of time to read. >c. Is there a resource not included on this list that you would like to >recommend? >Once we decide on the reading material, we can decide on the procedure of >how we want to go about doing this. >By the way, if I have made a mistake in listing a resource, please let us >know! >Please post your suggestions by Friday the 14th. >Daphne > > >Are Women Human? By Catherine A. MacKinnon > >Something in My Mind Besides the Everyday By J. Horsman > >Too scared to learn by J. Horsman > >By Women/For Women Laubach > >Women's Studies Quarterly #32 (1/2) on Women and Literacy (2004) > >Lorna Rivera's chapter in Women's Studies Quarterly #32 (1/2) on Women and >Literacy (2004) > >Kathleen Weiler on Freirean pedagogy from a feminist viewpoint > >Sheryl Gowen and Jennifer Bartlett (1997) Friends in the Kitchen A chapter >in Hull's edited book, changing work, changing workers* > >Change Agent #19 on Women and literacy by teachers and learners > >Women and literacy related materials found at: >http://www.litwomen.org/womlitbiblio.html > >Disconnecting and sexuality: speaking the unspeakable in the classroom >(1993) by Kathleen Rockhill > >Illiterate woman in women, literacy, and development by Anna Robinson-Pants > >Chizu Sato's piece in women, literacy, and development by Anna Robinson-Pants > >bell hooks > >bell hooks "talking back" chapter 4, or chapters 4-8 > >Oakland Readers Series on women, enterprising women (Marilyn Martin Jones) > >A chapter by Jane Mace in her book, playing with time > >Bonny Norton's chapter on literacy and gender > >Jean Barr's work on liberating knowledge: research feminism and adult >education > >Canadian Women's Studies issue on Women and Literacy > >Women and literacy related materials found at: >http://www.nald.ca/cclow/search/search_res.asp?s=subject&q=18 > >Take on the Challenge: A source book from the women, violence, and adult >education project: http://www.worlded.org/docs/takeonthechallenge.pdf > >When Dad hurts Mom: Helping Your Children Heal the Wounds of Witnessing >Abuse by Lundy Bancroft > >Why does he do that? By Lundy Bancroft > > >Daphne Greenberg >Assistant Professor >Educational Psych. & Special Ed. >Georgia State University >P.O. Box 3979 >Atlanta, Georgia 30302-3979 >phone: 404-651-0127 >fax:404-651-4901 >dgreenberg at gsu.edu > >Daphne Greenberg >Associate Director >Center for the Study of Adult Literacy >Georgia State University >P.O. Box 3977 >Atlanta, Georgia 30302-3977 >phone: 404-651-0127 >fax:404-651-4901 >dgreenberg at gsu.edu > >---------------------------------------------------- >National Institute for Literacy >Women and Literacy mailing list >WomenLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/womenliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20060706/3d75ce93/attachment.html From ALCDGG at langate.gsu.edu Thu Jul 6 11:41:18 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Thu, 06 Jul 2006 11:41:18 -0400 Subject: [WomenLiteracy 420] Women-Related Email Lists Focused on Sexuality or Sexual Orientation Message-ID: Someone passed on to me the following website, which I thought may be of interest to some of you to share with interested colleagues and learners: http://www-unix.umbc.edu/~korenman/wmst/f_sex.html It is a compilation of email listserv discussions for women interested in joining an email group focusing on sexuality or sexual orientation. Some examples: CANSX-L is a low-volume forum for discussion and resource sharing of information about the study of sexuality and gender. Though the original aim was to provide a forum with a Canadian focus, the list has members from all over the world. clari.news.crime.sex - A "Clarinet" newsgroup that posts articles about crimes having to do with sex, including child and spousal abuse and sexual harassment, from Reuters, the Associated Press, and other mainstream news sources. DD-LL (Deaf Dykes - Lipreading Lesbians) provides a supportive online community for lesbians and bisexual women who have a significant hearing loss. ELLEN is a list devoted to Ellen DeGeneres and her career, but discussion extends to feminist issues in popular culture, especially lesbian identity issues in entertainment. FemPTheoryQueer-aoir.org is a list for all academics, activists, technologists, and others interested in considering how feminist, postcolonial, and queer issues and methods can assist us in understanding the Internet, related cultures, and computer technologies. Some of the list's current concerns are the politics of Internet research; communicating with individuals in related fields; mentoring among women, people of color, and queers in the Internet research areas; developing bibliographies and syllabi; and academic hiring and promotion practices. LGBTSA (Lesbian Gay Bisexual Transgender Straight Alliance list) has as its goal to facilitate the sharing of information among researchers, educators, and practitioners concerned with LGBT people and families. The list grew out of discussions among members of the Feminism and Family Studies section of the National Council on Family Relations. RAPECRISIS is a moderated discussion list for survivors of rape and sexual abuse, and for others interested in these topics SEXNET is an academic list for discussion of sex research. Participants include sexologists, evolutionary biologists, psychiatrists, sociologists, psychologists, anthropologists, and others interested in discussing such issues as genetic determinism, the social construction of sexuality, gender differences, sexual orientation, hormone research, etc. Daphne Greenberg Assistant Professor Educational Psych. & Special Ed. Georgia State University P.O. Box 3979 Atlanta, Georgia 30302-3979 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu Daphne Greenberg Associate Director Center for the Study of Adult Literacy Georgia State University P.O. Box 3977 Atlanta, Georgia 30302-3977 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu From amuro5 at epcc.edu Thu Jul 6 12:11:18 2006 From: amuro5 at epcc.edu (Muro, Andres) Date: Thu, 6 Jul 2006 10:11:18 -0600 Subject: [WomenLiteracy 421] Re: book discussion In-Reply-To: <6.2.1.2.0.20060706101816.038625a8@springfield.k12.il.us> Message-ID: Also, there is the classic stuff by Carol Gilligan that is probably accessible everywhere. The Change Agent is also accessible online. Sheryl Gowen can probably email a copy of Friends from the Kitchen and email it to the group if we ask nicely ;-) Andres ________________________________ From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Bonnie Roberts Sent: Thursday, July 06, 2006 11:33 AM To: The Women and Literacy Discussion List Subject: [WomenLiteracy 419] Re: book discussion We have successfully utilized two books: A Child Called It The Secret Life of Bees in our newly formed book club for parents enrolled in Family LIteracy Both are small reads and the participants that could not get the whole thing read still benefited and participated in the discussion groups. Check them out. Also look at the discussion questions in the back of the books. Every one of the parents gave rave reviews of the books and were anxious to read more. Only one of the participants had even read an entire book prior to this book club. They were initially reluctant to even start with the club but enjoyed the books so very much that they are loyal participants now. Book clubs are invaluable! Bonnie Roberts Literacy Coordinator At 07:27 AM 7/6/2006, you wrote: Quite a few of you expressed an interest in exploring the possibility of having a discussion on something that we all read regarding women and literacy. I have collated all the suggestions from previous posts and listed them below. If you are interested, please look at the list, and post which resource you would like to discuss on this listserv. Some possible considerations when deciding: a. Is the material accessible on the Internet-not everyone has equal access to materials not on the Internet. b. Should we do a complete book, chapter, or article? Not everyone has the same amount of time to read. c. Is there a resource not included on this list that you would like to recommend? Once we decide on the reading material, we can decide on the procedure of how we want to go about doing this. By the way, if I have made a mistake in listing a resource, please let us know! Please post your suggestions by Friday the 14th. Daphne Are Women Human? By Catherine A. MacKinnon Something in My Mind Besides the Everyday By J. Horsman Too scared to learn by J. Horsman By Women/For Women Laubach Women's Studies Quarterly #32 (1/2) on Women and Literacy (2004) Lorna Rivera's chapter in Women's Studies Quarterly #32 (1/2) on Women and Literacy (2004) Kathleen Weiler on Freirean pedagogy from a feminist viewpoint Sheryl Gowen and Jennifer Bartlett (1997) Friends in the Kitchen A chapter in Hull's edited book, changing work, changing workers* Change Agent #19 on Women and literacy by teachers and learners Women and literacy related materials found at: http://www.litwomen.org/womlitbiblio.html Disconnecting and sexuality: speaking the unspeakable in the classroom (1993) by Kathleen Rockhill Illiterate woman in women, literacy, and development by Anna Robinson-Pants Chizu Sato's piece in women, literacy, and development by Anna Robinson-Pants bell hooks bell hooks "talking back" chapter 4, or chapters 4-8 Oakland Readers Series on women, enterprising women (Marilyn Martin Jones) A chapter by Jane Mace in her book, playing with time Bonny Norton's chapter on literacy and gender Jean Barr's work on liberating knowledge: research feminism and adult education Canadian Women's Studies issue on Women and Literacy Women and literacy related materials found at: http://www.nald.ca/cclow/search/search_res.asp?s=subject&q=18 Take on the Challenge: A source book from the women, violence, and adult education project: http://www.worlded.org/docs/takeonthechallenge.pdf When Dad hurts Mom: Helping Your Children Heal the Wounds of Witnessing Abuse by Lundy Bancroft Why does he do that? By Lundy Bancroft Daphne Greenberg Assistant Professor Educational Psych. & Special Ed. Georgia State University P.O. Box 3979 Atlanta, Georgia 30302-3979 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu Daphne Greenberg Associate Director Center for the Study of Adult Literacy Georgia State University P.O. Box 3977 Atlanta, Georgia 30302-3977 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20060706/329962fc/attachment.html From dchlup4 at hotmail.com Thu Jul 6 17:21:45 2006 From: dchlup4 at hotmail.com (Dominique Chlup) Date: Thu, 06 Jul 2006 21:21:45 +0000 Subject: [WomenLiteracy 422] Re: book discussion In-Reply-To: Message-ID: An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20060706/f1c0dafb/attachment.html From andreawilder at comcast.net Thu Jul 6 20:11:21 2006 From: andreawilder at comcast.net (Andrea Wilder) Date: Thu, 6 Jul 2006 20:11:21 -0400 Subject: [WomenLiteracy 423] Re: book discussion In-Reply-To: References: Message-ID: <692caeceff1defbafc947d62c2551e89@comcast.net> OK, here are my two bits: I'd really be happy to read "Too Scared To Learn," along with a group; I have read it, by myself, talking to myself, taking notes by myself, and I'd love to have the opportunity to hear what others say. I think this book is more available than "Are Women Human?" Andrea On Jul 6, 2006, at 5:21 PM, Dominique Chlup wrote: > I really appreciate the suggestions that everyone is making as I think > they are adding beautifully to the great list Daphne compiled.? It's > also serving as a?reminder of all the things out there that I should > read and/or re-read. If I had to vote, though, I'd?be more than happy > if we read any of the articles from the Women's Studies Quarterly or > any of the Jenny Horsman books. > > And if I could add two more recommendations of books to read, I'd add: > > 1) Now We Read, We See, We Speak : Portrait of Literacy Development in > an Adult Freirean-Based Class by Victoria Purcell-Gates and Robin > Waterman > > 2) Other People's Words : The Cycle of Low Literacy??by Victoria > Purcell-Gates? > > And, like Sondra,?I have to admit that right now I am pressed to find > reading time, but I think knowing that there'd be a book discussion > would motivate me to find the time to read whatever work the group > decided upon.? > > Best, > > Dominique Chlup > > Assistant Professor & Director of the Texas Center for the Advancment > of Literacy and Learning (TCALL), Texas A&M University >> From: "Muro, Andres" >> Reply-To: The Women and Literacy Discussion List >> >> To: "The Women and Literacy Discussion List" >> Subject: [WomenLiteracy 421] Re: book discussion >> Date: Thu, 6 Jul 2006 10:11:18 -0600 >> >> Also, there is the classic stuff by Carol Gilligan that is probably >> accessible everywhere. The Change Agent is also accessible online. >> Sheryl Gowen can probably email a copy of Friends from the Kitchen >> and email it to the group if we ask nicely ;-) >> ? >> Andres >> ? >> ? >> >> From: womenliteracy-bounces at nifl.gov >> [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Bonnie Roberts >> Sent: Thursday, July 06, 2006 11:33 AM >> To: The Women and Literacy Discussion List >> Subject: [WomenLiteracy 419] Re: book discussion >> ? >> We have successfully utilized two books: >> >> A Child Called It >> The Secret Life of Bees >> >> in our newly formed book club for parents enrolled in Family LIteracy >> >> Both are small reads and the participants that could not get the >> whole thing read still benefited and participated in the discussion >> groups.? Check them out.? Also look at the discussion questions in >> the back of the books.? Every one of the parents gave rave reviews of >> the books and were anxious to read more.? Only one of the >> participants had even read an entire book prior to this book club.? >> They were initially reluctant to even start with the club but enjoyed >> the books so very much that they are loyal participants now.? Book >> clubs are invaluable! >> >> Bonnie Roberts >> Literacy Coordinator >> >> >> At 07:27 AM 7/6/2006, you wrote: >> >> Quite a few of you expressed an interest in exploring the possibility >> of having a discussion on something that we all read regarding women >> and literacy. I have collated all the suggestions from previous posts >> and listed them below. If you are interested, please look at the >> list, and post which resource you would like to discuss on this >> listserv. >> Some possible considerations when deciding: >> a. Is the material accessible on the Internet-not everyone has equal >> access to materials not on the Internet. >> b. Should we do a complete book, chapter, or article? Not everyone >> has the same amount of time to read. >> c. Is there a resource not included on this list that you would like >> to recommend? >> Once we decide on the reading material, we can decide on the >> procedure of how we want to go about doing this. >> By the way, if I have made a mistake in listing a resource, please >> let us know! >> Please post your suggestions by Friday the 14th. >> Daphne >> >> >> Are Women Human? By Catherine A. MacKinnon >> >> Something in My Mind Besides the Everyday?? By J. Horsman >> >> Too scared to learn by J. Horsman >> >> By Women/For Women Laubach >> >> Women's Studies Quarterly #32 (1/2) on Women and Literacy (2004) >> >> Lorna Rivera's chapter in Women's Studies Quarterly #32 (1/2) on >> Women and Literacy (2004) >> >> Kathleen Weiler on Freirean pedagogy from a feminist viewpoint >> >> Sheryl Gowen and Jennifer Bartlett (1997) Friends in the Kitchen A >> chapter in Hull's edited book, changing work, changing workers* >> >> Change Agent #19 on Women and literacy by teachers and learners >> >> Women and literacy related materials found at: >> http://www.litwomen.org/womlitbiblio.html >> >> Disconnecting and sexuality: speaking the unspeakable in the >> classroom (1993) by Kathleen Rockhill >> >> Illiterate woman in women, literacy, and development by Anna >> Robinson-Pants >> >> Chizu Sato's piece in women, literacy, and development by Anna >> Robinson-Pants >> >> bell hooks >> >> bell hooks "talking back" chapter 4, or chapters 4-8 >> >> Oakland Readers Series on women, enterprising women (Marilyn Martin >> Jones) >> >> A chapter by Jane Mace in her book, playing with time >> >> Bonny Norton's chapter on literacy and gender >> >> Jean Barr's work on liberating knowledge: research feminism and adult >> education >> >> Canadian Women's Studies issue on Women and Literacy >> >> Women and literacy related materials found at: >> http://www.nald.ca/cclow/search/search_res.asp?s=subject&q=18 >> >> Take on the Challenge: A source book from the women, violence, and >> adult education project: >> http://www.worlded.org/docs/takeonthechallenge.pdf >> >> When Dad hurts Mom: Helping Your Children Heal the Wounds of >> Witnessing Abuse by Lundy Bancroft >> >> Why does he do that? By Lundy Bancroft >> >> >> Daphne Greenberg >> Assistant Professor >> Educational Psych. & Special Ed. >> Georgia State University >> P.O. Box 3979 >> Atlanta, Georgia 30302-3979 >> phone: 404-651-0127 >> fax:404-651-4901 >> dgreenberg at gsu.edu >> >> Daphne Greenberg >> Associate Director >> Center for the Study of Adult Literacy >> Georgia State University >> P.O. Box 3977 >> Atlanta, Georgia 30302-3977 >> phone: 404-651-0127 >> fax:404-651-4901 >> dgreenberg at gsu.edu >> >> ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/womenliteracy >> >> >> >---------------------------------------------------- >> >National Institute for Literacy >> >Women and Literacy mailing list >> >WomenLiteracy at nifl.gov >> >To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/womenliteracy >> > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 14486 bytes Desc: not available Url : http://www.nifl.gov/pipermail/womenliteracy/attachments/20060706/1665f2f9/attachment.bin From alcdgg at langate.gsu.edu Thu Jul 6 21:38:55 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Thu, 06 Jul 2006 21:38:55 -0400 Subject: [WomenLiteracy 424] Re: book discussion Message-ID: Tom Sticht asked that I post this on his behalf: The following article is reprinted from the United Kingdom?s Basic Skills Bulletin for June 2006. It has references to books that may be of interest in a book club reading group. Three Black Ladies of Adult Literacy Education Tom Sticht celebrates three early heroines in the struggle for social justice in the United States In the history of the United States nothing is more important than the struggle of slaves, freedmen, and oppressed African-Americans to learn to read and write and to use these literacy skills to obtain their civil rights. In this history, three great African-American ladies stand out from thousands of others because of the remarkable circumstances under which they labored to help African-Americans gain the dignity and confidence they needed to stand up for their rights. Suzie (Baker) King Taylor (1848-unknown) Susie (Baker) King Taylor was born a slave in Savannah, Georgia in 1848. She was raised by her grandmother who sent her to the home of a free women to learn to read and write, even though it was against the law for slaves to learn to read and write. As she explained in her 1902 book, "We went every day with our books wrapped in paper to prevent the police or white persons from seeing them." (Taylor in Lerner, 1972) During the Civil War the Union Army initiated the practice of enlisting freed African-Americans, many of whom were illiterate. In response to these needs, many officers initiated programs of education for the former slaves. One of the people engaged in teaching soldiers to read and write was Susie King Taylor. Describing something of the conditions under which she worked, Taylor said, "Outside of the Fort were many skulls lying about; I have often moved them one side out of the path.The comrades and I would have wondered a bit as to which side of the war the men fought on, some said they were the skulls of our boys; some said they were the enemies; but as there was no definite way to know, it was never decided which could lay claim to them. They were a gruesome sight, those fleshless heads and grinning jaws, but by this time I had become used to worse things and did not feel as I would have earlier in my camp life. *(Taylor in Lerner, 1972) According to Taylor, "I taught a great many of the comrades in Company E to read and write when they were off duty, nearly all were anxious to learn. My husband taught some also when it was convenient for him. I was very happy to know my efforts were successful in camp also very grateful for the appreciation of my services. I gave my services willingly for four years and three months without receiving a dollar." (Taylor in Lerner, 1972) Harriet A. Jacobs (1813-1897) Harriet A. Jacobs was born a slave. But even though it was unlawful to teach slaves to read, Jacob?s mistress, the daughter of her owners, taught her to read and write. As she reached puberty, Jacob?s master started to make moves on her for sexual favors and subjected her to other abuses. So she ran away and hid at her grandmother?s house. She hid in a garret between the ceiling and roof that was about seven feet wide, nine feet in length and only three feet high at the highest point. She hid there for seven years! In 1861, Jacobs wrote a book entitled, "Incidents in the life of a slave girl written by herself." In it she tells the story of her work to help an older black man, a slave like her, learn to read so he could reach for a greater reward for himself at the end of his life. In Jacob?s own words of her time: "I knew an old black man, whose piety and childlike trust in God were beautiful to witness. At fifty-three years old he joined the Baptist church. He had a most earnest desire to learn to read." After teaching Uncle Fred his A, B, C, Jacobs reported, "As soon as he could spell in two syllables he wanted to spell out words in the Bible. The happy smile that illuminated his face put joy into my heart. After spelling out a few words he paused, and said, "Honey, it ?pears when I can read dis good book I shall be nearer to God." Jacobs reports at the end of six months Uncle Fred had read through the New Testament, and could find any text in it. Later, after achieving her freedom, Jacobs taught school for former slaves in the Freedmen?s Schools set up after the Civil War to provide education for freed former slaves. Septima Poinsette Clark (1898-1987) Septima Poinsette Clark has been called the "Queen Mother? of the Civil Rights Movement in the United States. She was an innovator in teaching adult reading and writing in the civil rights movement of the United States. On January 7, 1957, Clark started the first Citizenship School serving adult African-Americans on Johns Island in South Carolina. She recalled that the first thing students wanted to learn was how to write their names * a matter of pride as well as practical need. In teaching students to write their names Clark instructed teachers to carve student?s names into cardboard. Then, according to Clark (1962), "What the student does is trace with his pencil over and over his signature until he gets the feel of writing his name. I suppose his fingers memorize it by doing it over and over; he gets into the habit by repeating the tracing time after time." (p.148). She went on to say, "And perhaps the single greatest thing it accomplishes is the enabling of a man to raise his head a little higher; knowing how to sign their names, many of those men and women told me after they had learned, made them FEEL different. Suddenly they had become a part of the community; they were on their way toward first-class citizenship." (p. 149). Working with Dr. Martin Luther King at the Southern Christian Leadership Conference Clark took the simple adult literacy educator?s method for teaching adults to write their names and eventually trained 10,000 teachers to teach literacy so that African-Americans could gain the vote. Altogether, the Citizenship Schools got nearly 700,000 African-American adults registered to vote in the South, providing political muscle to the Civil Rights Movement of the 1960s! Today the struggle goes on. The National Assessment of Adult Literacy (NAAL) of 2003 showed that 67 percent of African-American adults scored at the Basic or Below Basic literacy levels for prose tasks. But in fiscal year 2003, African-Americans made-up only 20 percent of adults enrolled in the Adult Education and Literacy System (AELS) of the United States. Clearly there is a continuing need for political action to support African-American and other adult literacy educators in their efforts to bring literacy and social justice for all. References Clark, Septima P. (1962). Echo in my soul. New York: E. P. Dutton & C0. Jacobs, H. A. (1987). Incidents in the Life of a Slave Girl: Written by herself. Cambridge, MA: Harvard University Press. (Original work published in 1861). Lerner, G. (Ed.) (1972). Black women in white America: A documentary history. New York: Pantheon Books-Random house. Thomas G. Sticht International Consultant in Adult Education El Cajon, CA 92019-2059 Email: tsticht at aznet.net From ALCDGG at langate.gsu.edu Fri Jul 7 12:53:53 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Fri, 07 Jul 2006 12:53:53 -0400 Subject: [WomenLiteracy 425] book discussion Message-ID: Thanks for all the great replies! We have a few more recommendations added to the list, and I have included them down below (the first 6 are the new ones as of July 6th). Vote results as of July 6th: 3 people have voted for Jenny Horsman's Too Scared to Learn book, or some other writing that she has posted on her website ( http://www.jennyhorsman.com/ ) One vote for: A Child Called It or The Secret Life of Bees One vote for: Work by Carol Gilligan or the Change Agent or Sheryl Gowen's Friends from the Kitchen One vote for: Echo in my soul or Incidents in the Life of a Slave Girl or Black women in white America. Anyone else interested in voicing a vote for what we should read and discuss over this listserv? By the way, if you do not want to post your vote to the whole group, it is fine to send me an email to my personal address: dgreenberg at gsu.edu As you can see from above, I don't name names when I announce the votes. Updated list of printed materials (the first 6 are the new ones): A Child Called It The Secret Life of Bees Work by Carol Gilligan Clark, Septima P. (1962). Echo in my soul. New York: E. P. Dutton & C0. Jacobs, H. A. (1987). Incidents in the Life of a Slave Girl: Written by herself. Cambridge, MA: Harvard University Press. (Original work published in 1861). Lerner, G. (Ed.) (1972). Black women in white America: A documentary history. New York: Pantheon Books-Random house. Are Women Human? By Catherine A. MacKinnon Something in My Mind Besides the Everyday By J. Horsman Too scared to learn by J. Horsman By Women/For Women Laubach Women's Studies Quarterly #32 (1/2) on Women and Literacy (2004) Lorna Rivera's chapter in Women's Studies Quarterly #32 (1/2) on Women and Literacy (2004) Kathleen Weiler on Freirean pedagogy from a feminist viewpoint Sheryl Gowen and Jennifer Bartlett (1997) Friends in the Kitchen A chapter in Hull's edited book, changing work, changing workers* Change Agent #19 on Women and literacy by teachers and learners Women and literacy related materials found at: http://www.litwomen.org/womlitbiblio.html Disconnecting and sexuality: speaking the unspeakable in the classroom (1993) by Kathleen Rockhill Illiterate woman in women, literacy, and development by Anna Robinson-Pants Chizu Sato's piece in women, literacy, and development by Anna Robinson-Pants bell hooks bell hooks "talking back" chapter 4, or chapters 4-8 Oakland Readers Series on women, enterprising women (Marilyn Martin Jones) A chapter by Jane Mace in her book, playing with time Bonny Norton's chapter on literacy and gender Jean Barr's work on liberating knowledge: research feminism and adult education Canadian Women's Studies issue on Women and Literacy Women and literacy related materials found at: http://www.nald.ca/cclow/search/search_res.asp?s=subject&q=18 Take on the Challenge: A source book from the women, violence, and adult education project: http://www.worlded.org/docs/takeonthechallenge.pdf When Dad hurts Mom: Helping Your Children Heal the Wounds of Witnessing Abuse by Lundy Bancroft Why does he do that? By Lundy Bancroft Daphne Greenberg Assistant Professor Educational Psych. & Special Ed. Georgia State University P.O. Box 3979 Atlanta, Georgia 30302-3979 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu Daphne Greenberg Associate Director Center for the Study of Adult Literacy Georgia State University P.O. Box 3977 Atlanta, Georgia 30302-3977 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy From laurie_sheridan at worlded.org Fri Jul 7 13:45:33 2006 From: laurie_sheridan at worlded.org (Laurie Sheridan) Date: Fri, 07 Jul 2006 13:45:33 -0400 Subject: [WomenLiteracy 426] Re: book discussion Message-ID: Well, I would be willing to read and talk about almost any one of these already listed. The one exception might be "A Child Called 'It,'" but only because I think that book has been discredited or at least its truthfulness has been challenged by other family members, I'm not so sure which. And maybe it's the truth, who knows? Past abuse is so often challenged and denied. I would particularly be interested in reading some of the stuff by Carol Gilligan and her colleagues: "Women's Ways of Knowing" comes to mind, as something I read quite a while ago but would love to re-read and discuss in this context. My other "fave" would be "Too Scared to Learn." Ot something else of Jenny's. One more suggestion I might make, if I can find it again (I haven't read this book for years, either): "Coming of Age in Mississippi" by Ann Moody. That book, which is still in print, or her recent account of her experiences as a young high school student in the late '50's or early '60s in sit-ins in the South, at the very beginnings of the Civil Rights movement. Both are extremely moving and powerful accounts. And, that also reminds me of "I Know Why the Caged Bird Sings," by Maya Angelou. These are some of my favorite books, from my "youth" and I would love the opportunity to re-read and discuss them with colleagues. Laurie Sheridan >>> ALCDGG at langate.gsu.edu 07/07 12:53 PM >>> Thanks for all the great replies! We have a few more recommendations added to the list, and I have included them down below (the first 6 are the new ones as of July 6th). Vote results as of July 6th: 3 people have voted for Jenny Horsman's Too Scared to Learn book, or some other writing that she has posted on her website ( http://www.jennyhorsman.com/ ) One vote for: A Child Called It or The Secret Life of Bees One vote for: Work by Carol Gilligan or the Change Agent or Sheryl Gowen's Friends from the Kitchen One vote for: Echo in my soul or Incidents in the Life of a Slave Girl or Black women in white America. Anyone else interested in voicing a vote for what we should read and discuss over this listserv? By the way, if you do not want to post your vote to the whole group, it is fine to send me an email to my personal address: dgreenberg at gsu.edu As you can see from above, I don't name names when I announce the votes. Updated list of printed materials (the first 6 are the new ones): A Child Called It The Secret Life of Bees Work by Carol Gilligan Clark, Septima P. (1962). Echo in my soul. New York: E. P. Dutton & C0. Jacobs, H. A. (1987). Incidents in the Life of a Slave Girl: Written by herself. Cambridge, MA: Harvard University Press. (Original work published in 1861). Lerner, G. (Ed.) (1972). Black women in white America: A documentary history. New York: Pantheon Books-Random house. Are Women Human? By Catherine A. MacKinnon Something in My Mind Besides the Everyday By J. Horsman Too scared to learn by J. Horsman By Women/For Women Laubach Women's Studies Quarterly #32 (1/2) on Women and Literacy (2004) Lorna Rivera's chapter in Women's Studies Quarterly #32 (1/2) on Women and Literacy (2004) Kathleen Weiler on Freirean pedagogy from a feminist viewpoint Sheryl Gowen and Jennifer Bartlett (1997) Friends in the Kitchen A chapter in Hull's edited book, changing work, changing workers* Change Agent #19 on Women and literacy by teachers and learners Women and literacy related materials found at: http://www.litwomen.org/womlitbiblio.html Disconnecting and sexuality: speaking the unspeakable in the classroom (1993) by Kathleen Rockhill Illiterate woman in women, literacy, and development by Anna Robinson-Pants Chizu Sato's piece in women, literacy, and development by Anna Robinson-Pants bell hooks bell hooks "talking back" chapter 4, or chapters 4-8 Oakland Readers Series on women, enterprising women (Marilyn Martin Jones) A chapter by Jane Mace in her book, playing with time Bonny Norton's chapter on literacy and gender Jean Barr's work on liberating knowledge: research feminism and adult education Canadian Women's Studies issue on Women and Literacy Women and literacy related materials found at: http://www.nald.ca/cclow/search/search_res.asp?s=subject&q=18 Take on the Challenge: A source book from the women, violence, and adult education project: http://www.worlded.org/docs/takeonthechallenge.pdf When Dad hurts Mom: Helping Your Children Heal the Wounds of Witnessing Abuse by Lundy Bancroft Why does he do that? By Lundy Bancroft Daphne Greenberg Assistant Professor Educational Psych. & Special Ed. Georgia State University P.O. Box 3979 Atlanta, Georgia 30302-3979 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu Daphne Greenberg Associate Director Center for the Study of Adult Literacy Georgia State University P.O. Box 3977 Atlanta, Georgia 30302-3977 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy From smcgilloway at ccbcmd.edu Fri Jul 7 13:39:32 2006 From: smcgilloway at ccbcmd.edu (McGilloway, Susan) Date: Fri, 7 Jul 2006 13:39:32 -0400 Subject: [WomenLiteracy 427] Re: book discussion Message-ID: <9D909391CB025945BDA19A90B940A0B6033906BF@ccbc-de.ccbc.ccbcmd.edu> I would like to read and discuss Too Scared to Learn. We are just beginning to touch the tip of the iceberg regarding the devastating effects of this topic for women. Many of our female students come from current abusive relationships or are survivors of childhood abuse. Sue McGilloway Counselor Student Support Services Continuing Education & Economic Development The Community College of Baltimore County 410-285-9510, x2194 Phone 410-285-9557 Fax smcgilloway at ccbcmd.edu Well behaved women rarely make history. - Laurel Thatcher Ulrich ________________________________ From: womenliteracy-bounces at nifl.gov on behalf of Daphne Greenberg Sent: Fri 7/7/2006 12:53 PM To: womenliteracy at nifl.gov Subject: [WomenLiteracy 425] book discussion Thanks for all the great replies! We have a few more recommendations added to the list, and I have included them down below (the first 6 are the new ones as of July 6th). Vote results as of July 6th: 3 people have voted for Jenny Horsman's Too Scared to Learn book, or some other writing that she has posted on her website ( http://www.jennyhorsman.com/ ) One vote for: A Child Called It or The Secret Life of Bees One vote for: Work by Carol Gilligan or the Change Agent or Sheryl Gowen's Friends from the Kitchen One vote for: Echo in my soul or Incidents in the Life of a Slave Girl or Black women in white America. Anyone else interested in voicing a vote for what we should read and discuss over this listserv? By the way, if you do not want to post your vote to the whole group, it is fine to send me an email to my personal address: dgreenberg at gsu.edu As you can see from above, I don't name names when I announce the votes. Updated list of printed materials (the first 6 are the new ones): A Child Called It The Secret Life of Bees Work by Carol Gilligan Clark, Septima P. (1962). Echo in my soul. New York: E. P. Dutton & C0. Jacobs, H. A. (1987). Incidents in the Life of a Slave Girl: Written by herself. Cambridge, MA: Harvard University Press. (Original work published in 1861). Lerner, G. (Ed.) (1972). Black women in white America: A documentary history. New York: Pantheon Books-Random house. Are Women Human? By Catherine A. MacKinnon Something in My Mind Besides the Everyday By J. Horsman Too scared to learn by J. Horsman By Women/For Women Laubach Women's Studies Quarterly #32 (1/2) on Women and Literacy (2004) Lorna Rivera's chapter in Women's Studies Quarterly #32 (1/2) on Women and Literacy (2004) Kathleen Weiler on Freirean pedagogy from a feminist viewpoint Sheryl Gowen and Jennifer Bartlett (1997) Friends in the Kitchen A chapter in Hull's edited book, changing work, changing workers* Change Agent #19 on Women and literacy by teachers and learners Women and literacy related materials found at: http://www.litwomen.org/womlitbiblio.html Disconnecting and sexuality: speaking the unspeakable in the classroom (1993) by Kathleen Rockhill Illiterate woman in women, literacy, and development by Anna Robinson-Pants Chizu Sato's piece in women, literacy, and development by Anna Robinson-Pants bell hooks bell hooks "talking back" chapter 4, or chapters 4-8 Oakland Readers Series on women, enterprising women (Marilyn Martin Jones) A chapter by Jane Mace in her book, playing with time Bonny Norton's chapter on literacy and gender Jean Barr's work on liberating knowledge: research feminism and adult education Canadian Women's Studies issue on Women and Literacy Women and literacy related materials found at: http://www.nald.ca/cclow/search/search_res.asp?s=subject&q=18 Take on the Challenge: A source book from the women, violence, and adult education project: http://www.worlded.org/docs/takeonthechallenge.pdf When Dad hurts Mom: Helping Your Children Heal the Wounds of Witnessing Abuse by Lundy Bancroft Why does he do that? By Lundy Bancroft Daphne Greenberg Assistant Professor Educational Psych. & Special Ed. Georgia State University P.O. Box 3979 Atlanta, Georgia 30302-3979 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu Daphne Greenberg Associate Director Center for the Study of Adult Literacy Georgia State University P.O. Box 3977 Atlanta, Georgia 30302-3977 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: application/ms-tnef Size: 8469 bytes Desc: not available Url : http://www.nifl.gov/pipermail/womenliteracy/attachments/20060707/a599c9e6/attachment.bin From Janet_Isserlis at brown.edu Sat Jul 8 11:08:17 2006 From: Janet_Isserlis at brown.edu (Janet Isserlis) Date: Sat, 08 Jul 2006 11:08:17 -0400 Subject: [WomenLiteracy 428] too scared In-Reply-To: Message-ID: All In addition to Jenny Horsman's initial website, and books (Something in my mind beside the everyday and Too Scared to Learn), is a new website, pulling together a range of writings, work and ideas. Janet Isserlis below, a brief description: A new website on Learning and Violence http://www.learningandviolence.net In the aftermath or presence of violence, too many people believe they cannot learn. This innovative interactive site is a resource to support learning. Join us to: Build an Understanding of the scope of the problem and of different forms of violence and their impact on learning; Explore Possibilities to learn differently, help yourself and others learn, and take care of yourself; Create Change by learning about new initiatives in every sector of education and finding others working on this issue; Imagine a Future by dreaming with us about a world without violence and inequality. The website is just beginning. Bookmark it and come back often to watch it evolve. Help build it. Add your voice: share your knowledge from learning, teaching and research in words and images. Contact Jenny Horsman jenny at learningandviolence.net This website is an initiative of Spiral Community Resource Group/ and Parkdale Project Read, developed with start up funding from the Adult Learning Knowledge Centre of the Canadian Council on Learning From ALCDGG at langate.gsu.edu Mon Jul 10 09:06:56 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Mon, 10 Jul 2006 09:06:56 -0400 Subject: [WomenLiteracy 429] book discussion-update Message-ID: We have a few more recommendations added to the list, and I have included them down below (the first few are the new ones as of July 9th). And here are the vote results as of July 9th: 6 people have voted for Jenny Horsman's Too Scared to Learn book, or some other writing that she has posted on her website ( http://www.jennyhorsman.com/ ) or on http://www.learningandviolence.net Two votes for: Work by Carol Gilligan (specifically, one person mentioned Women's Ways of Knowing) One vote for: "Coming of Age in Mississippi" by Ann Moody or her recent account of her experiences as a young high school student in the late '50's or early '60s in sit-ins in the South, at the very beginnings of the Civil Rights movement. One vote for "I Know Why the Caged Bird Sings," by Maya Angelou. One vote for: A Child Called It or The Secret Life of Bees One vote for the Change Agent or Sheryl Gowen's Friends from the Kitchen One vote for: Echo in my soul or Incidents in the Life of a Slave Girl or Black women in white America. Anyone else interested in voicing a vote for what we should read and discuss over this listserv? By the way, if you do not want to post your vote to the whole group, it is fine to send me an email to my personal address: dgreenberg at gsu.edu As you can see from above, I don't name names when I announce the votes. Updated list of printed materials (the first few are the new ones): A new website on Learning and Violence http://www.learningandviolence.net "Coming of Age in Mississippi" by Ann Moody or her recent account of her experiences as a young high school student in the late '50's or early '60s in sit-ins in the South, at the very beginnings of the Civil Rights movement. "I Know Why the Caged Bird Sings," by Maya Angelou Work by Carol Gilligan for example, Women's Ways of Knowing A Child Called It The Secret Life of Bees Clark, Septima P. (1962). Echo in my soul. New York: E. P. Dutton & C0. Jacobs, H. A. (1987). Incidents in the Life of a Slave Girl: Written by herself. Cambridge, MA: Harvard University Press. (Original work published in 1861). Lerner, G. (Ed.) (1972). Black women in white America: A documentary history. New York: Pantheon Books-Random house. Are Women Human? By Catherine A. MacKinnon Something in My Mind Besides the Everyday By J. Horsman Too scared to learn by J. Horsman By Women/For Women Laubach Women's Studies Quarterly #32 (1/2) on Women and Literacy (2004) Lorna Rivera's chapter in Women's Studies Quarterly #32 (1/2) on Women and Literacy (2004) Kathleen Weiler on Freirean pedagogy from a feminist viewpoint Sheryl Gowen and Jennifer Bartlett (1997) Friends in the Kitchen A chapter in Hull's edited book, changing work, changing workers* Change Agent #19 on Women and literacy by teachers and learners Women and literacy related materials found at: http://www.litwomen.org/womlitbiblio.html Disconnecting and sexuality: speaking the unspeakable in the classroom (1993) by Kathleen Rockhill Illiterate woman in women, literacy, and development by Anna Robinson-Pants Chizu Sato's piece in women, literacy, and development by Anna Robinson-Pants bell hooks bell hooks "talking back" chapter 4, or chapters 4-8 Oakland Readers Series on women, enterprising women (Marilyn Martin Jones) A chapter by Jane Mace in her book, playing with time Bonny Norton's chapter on literacy and gender Jean Barr's work on liberating knowledge: research feminism and adult education Canadian Women's Studies issue on Women and Literacy Women and literacy related materials found at: http://www.nald.ca/cclow/search/search_res.asp?s=subject&q=18 Take on the Challenge: A source book from the women, violence, and adult education project: http://www.worlded.org/docs/takeonthechallenge.pdf When Dad hurts Mom: Helping Your Children Heal the Wounds of Witnessing Abuse by Lundy Bancroft Why does he do that? By Lundy Bancroft Daphne Greenberg Assistant Professor Educational Psych. & Special Ed. Georgia State University P.O. Box 3979 Atlanta, Georgia 30302-3979 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu Daphne Greenberg Associate Director Center for the Study of Adult Literacy Georgia State University P.O. Box 3977 Atlanta, Georgia 30302-3977 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu From mccrayg at aol.com Mon Jul 10 09:16:51 2006 From: mccrayg at aol.com (mccrayg at aol.com) Date: Mon, 10 Jul 2006 09:16:51 -0400 Subject: [WomenLiteracy 430] Re: book discussion-update In-Reply-To: References: Message-ID: <8C8723A3DBFF134-10BC-1703@mblk-d34.sysops.aol.com> Women's Ways of Knowing - my vote -----Original Message----- From: Daphne Greenberg To: womenliteracy at nifl.gov Sent: Mon, 10 Jul 2006 09:06:56 -0400 Subject: [WomenLiteracy 429] book discussion-update We have a few more recommendations added to the list, and I have included them down below (the first few are the new ones as of July 9th). And here are the vote results as of July 9th: 6 people have voted for Jenny Horsman's Too Scared to Learn book, or some other writing that she has posted on her website ( http://www.jennyhorsman.com/ ) or on http://www.learningandviolence.net Two votes for: Work by Carol Gilligan (specifically, one person mentioned Women's Ways of Knowing) One vote for: "Coming of Age in Mississippi" by Ann Moody or her recent account of her experiences as a young high school student in the late '50's or early '60s in sit-ins in the South, at the very beginnings of the Civil Rights movement. One vote for "I Know Why the Caged Bird Sings," by Maya Angelou. One vote for: A Child Called It or The Secret Life of Bees One vote for the Change Agent or Sheryl Gowen's Friends from the Kitchen One vote for: Echo in my soul or Incidents in the Life of a Slave Girl or Black women in white America. Anyone else interested in voicing a vote for what we should read and discuss over this listserv? By the way, if you do not want to post your vote to the whole group, it is fine to send me an email to my personal address: dgreenberg at gsu.edu As you can see from above, I don't name names when I announce the votes. Updated list of printed materials (the first few are the new ones): A new website on Learning and Violence http://www.learningandviolence.net "Coming of Age in Mississippi" by Ann Moody or her recent account of her experiences as a young high school student in the late '50's or early '60s in sit-ins in the South, at the very beginnings of the Civil Rights movement. "I Know Why the Caged Bird Sings," by Maya Angelou Work by Carol Gilligan for example, Women's Ways of Knowing A Child Called It The Secret Life of Bees Clark, Septima P. (1962). Echo in my soul. New York: E. P. Dutton & C0. Jacobs, H. A. (1987). Incidents in the Life of a Slave Girl: Written by herself. Cambridge, MA: Harvard University Press. (Original work published in 1861). Lerner, G. (Ed.) (1972). Black women in white America: A documentary history. New York: Pantheon Books-Random house. Are Women Human? By Catherine A. MacKinnon Something in My Mind Besides the Everyday By J. Horsman Too scared to learn by J. Horsman By Women/For Women Laubach Women's Studies Quarterly #32 (1/2) on Women and Literacy (2004) Lorna Rivera's chapter in Women's Studies Quarterly #32 (1/2) on Women and Literacy (2004) Kathleen Weiler on Freirean pedagogy from a feminist viewpoint Sheryl Gowen and Jennifer Bartlett (1997) Friends in the Kitchen A chapter in Hull's edited book, changing work, changing workers* Change Agent #19 on Women and literacy by teachers and learners Women and literacy related materials found at: http://www.litwomen.org/womlitbiblio.html Disconnecting and sexuality: speaking the unspeakable in the classroom (1993) by Kathleen Rockhill Illiterate woman in women, literacy, and development by Anna Robinson-Pants Chizu Sato's piece in women, literacy, and development by Anna Robinson-Pants bell hooks bell hooks "talking back" chapter 4, or chapters 4-8 Oakland Readers Series on women, enterprising women (Marilyn Martin Jones) A chapter by Jane Mace in her book, playing with time Bonny Norton's chapter on literacy and gender Jean Barr's work on liberating knowledge: research feminism and adult education Canadian Women's Studies issue on Women and Literacy Women and literacy related materials found at: http://www.nald.ca/cclow/search/search_res.asp?s=subject&q=18 Take on the Challenge: A source book from the women, violence, and adult education project: http://www.worlded.org/docs/takeonthechallenge.pdf When Dad hurts Mom: Helping Your Children Heal the Wounds of Witnessing Abuse by Lundy Bancroft Why does he do that? By Lundy Bancroft Daphne Greenberg Assistant Professor Educational Psych. & Special Ed. Georgia State University P.O. Box 3979 Atlanta, Georgia 30302-3979 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu Daphne Greenberg Associate Director Center for the Study of Adult Literacy Georgia State University P.O. Box 3977 Atlanta, Georgia 30302-3977 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy ________________________________________________________________________ Check out AOL.com today. Breaking news, video search, pictures, email and IM. All on demand. Always Free. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20060710/d52387a3/attachment.html From kabeall at comcast.net Mon Jul 10 19:21:10 2006 From: kabeall at comcast.net (Kaye Beall) Date: Mon, 10 Jul 2006 19:21:10 -0400 Subject: [WomenLiteracy 431] New from NCSALL--Adult Student Persistence Message-ID: <004701c6a477$87bad630$0202a8c0@your4105e587b6> Study Circle Guide: Adult Student Persistence Newly revised to include the second phase of the NCSALL research on adult student persistence, this guide provides comprehensive instructions for facilitating a 10?-hour study circle. It explores what the research says about adult student persistence and ideas for how to apply what is learned in classrooms and programs. The guide is based on a review of the NCSALL research on adult student persistence conducted by John Comings and others, summarized in an article entitled ?Supporting the Persistence of Adult Basic Education Students? and other studies on student motivation and retention. It includes articles, resources, and action research reports to help practitioners consider strategies for increasing adult student persistence. This guide provides all the necessary materials and clear instructions to plan and facilitate a three-session study circle with an option for a fourth. Each session lasts three-and-a-half hours. To download the study circle guide, visit NCSALL?s Web site: http://www.ncsall.net/?id=896 **************** Kaye Beall Outreach Coordinator/NCSALL Dissemination Project World Education 4401 S. Madison St. Muncie, IN 47302 Tel: 765-717-3942 Fax: 208-694-8262 kaye_beall at worlded.org http://www.ncsall.net -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20060710/a7a9e712/attachment.html From ALCDGG at langate.gsu.edu Tue Jul 11 08:56:53 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Tue, 11 Jul 2006 08:56:53 -0400 Subject: [WomenLiteracy 432] Job Opportunity Message-ID: Program Manager Job Opportunity- ProLiteracy Worldwide is accepting applications for a full-time Program Manager. This position is structured for telecommuting and is responsible for the implementation and ongoing management of the UPS-funded Volunteers in ABE Initiative Project as well as all reporting required for the project. This project runs from mid-September 2006 through March 2008. Bachelor's degree in a relevant field (e.g., ed., mgt, etc.). Graduate degree preferred. A strong background in ESL/adult literacy/adult ed or volunteer program mgt. Experience in the development of resource materials for adult literacy practitioners. Experience with publicly funded Adult Basic Education programs preferred. Effective communication and public presentation/training skills. Send resume to ProLiteracy Worldwide/ HR, 1320 Jamesville Avenue, Syracuse, NY 13210, or e-mail: frontdesk at proliteracy.org. See website for a detailed job description, www.proliteracy.org. Deadline for applications is July 17th. EEO From mev at litwomen.org Wed Jul 12 07:43:36 2006 From: mev at litwomen.org (mev at litwomen.org) Date: Wed, 12 Jul 2006 07:43:36 -0400 Subject: [WomenLiteracy 433] Re: book discussion-update In-Reply-To: Message-ID: My preferences: 1) That since we all have limited time, let's try to read something that will helps us make direct connections to women & literacy 2) Too Scared to learn is very expensive ( academic press) if people don't have access to it -- there' s so much other good stuff available by Jenny Horsman - i'd be happy with any of that -- including "Take on the Challenge" that can also be downloaded. 3) another one I'd like to read: Septima Clark (echo in my soul is out of print but Ready from Within is still available) 4) NOT Gilligan [in a different voice] too old and limited in scope for our population 5) Women's Ways of Knowing is by Mary Belenky et.el. (having read it several times) I'm not as interested in this but would "go with the flow" if that's the consensus. I also saw one vote for Women's Studies Quarterly. If people are really interested in this, I can sell copies for a discount through WE LEARN and I'd be willing to facilitate as "guest editor." another book not on the list yet but very good for this group could be "Women as Learners" edited by Elizabeth Hayes. Mev On Monday, July 10, 2006, at 09:06 AM, Daphne Greenberg wrote: > We have a few more recommendations added to the list, and I have > included them down below (the first few are the new ones as of July > 9th). And here are the vote results as of July 9th: > 6 people have voted for Jenny Horsman's Too Scared to Learn book, or > some other writing that she has posted on her website ( > http://www.jennyhorsman.com/ ) or on > http://www.learningandviolence.net > Two votes for: Work by Carol Gilligan (specifically, one person > mentioned Women's Ways of Knowing) > One vote for: "Coming of Age in Mississippi" by Ann Moody or her > recent account of her experiences as a young high school student in > the late '50's or early '60s in sit-ins in the South, at the very > beginnings of the Civil > Rights movement. > One vote for "I Know Why the Caged Bird Sings," by Maya Angelou. > One vote for: A Child Called It or The Secret Life of Bees > One vote for the Change Agent or Sheryl Gowen's Friends from the > Kitchen > One vote for: Echo in my soul or Incidents in the Life of a Slave > Girl or Black women in white America. > > Anyone else interested in voicing a vote for what we should read and > discuss over this listserv? By the way, if you do not want to post > your vote to the whole group, it is fine to send me an email to my > personal address: dgreenberg at gsu.edu As you can see from above, I > don't name names when I announce the votes. > > > Updated list of printed materials (the first few are the new ones): > > A new website on Learning and Violence > http://www.learningandviolence.net > > "Coming of Age in Mississippi" by Ann Moody or her recent account of > her experiences as a young high school student in the late '50's or > early '60s in sit-ins in the South, at the very beginnings of the > Civil > Rights movement. > > "I Know Why the Caged Bird Sings," by Maya Angelou > > Work by Carol Gilligan for example, Women's Ways of Knowing > > A Child Called It > > The Secret Life of Bees > > > Clark, Septima P. (1962). Echo in my soul. New York: E. P. Dutton & C0. > > Jacobs, H. A. (1987). Incidents in the Life of a Slave Girl: Written > by herself. Cambridge, MA: Harvard University Press. (Original work > published in 1861). > > Lerner, G. (Ed.) (1972). Black women in white America: A documentary > history. New York: Pantheon Books-Random house. > > Are Women Human? By Catherine A. MacKinnon > > Something in My Mind Besides the Everyday By J. Horsman > > Too scared to learn by J. Horsman > > By Women/For Women Laubach > > Women's Studies Quarterly #32 (1/2) on Women and Literacy (2004) > > Lorna Rivera's chapter in Women's Studies Quarterly #32 (1/2) on Women > and Literacy (2004) > > Kathleen Weiler on Freirean pedagogy from a feminist viewpoint > > Sheryl Gowen and Jennifer Bartlett (1997) Friends in the Kitchen A > chapter in Hull's edited book, changing work, changing workers* > > Change Agent #19 on Women and literacy by teachers and learners > > Women and literacy related materials found at: > http://www.litwomen.org/womlitbiblio.html > > Disconnecting and sexuality: speaking the unspeakable in the classroom > (1993) by Kathleen Rockhill > > Illiterate woman in women, literacy, and development by Anna > Robinson-Pants > > Chizu Sato's piece in women, literacy, and development by Anna > Robinson-Pants > > bell hooks > > bell hooks "talking back" chapter 4, or chapters 4-8 > > Oakland Readers Series on women, enterprising women (Marilyn Martin > Jones) > > A chapter by Jane Mace in her book, playing with time > > Bonny Norton's chapter on literacy and gender > > Jean Barr's work on liberating knowledge: research feminism and adult > education > > Canadian Women's Studies issue on Women and Literacy > > Women and literacy related materials found at: > http://www.nald.ca/cclow/search/search_res.asp?s=subject&q=18 > > Take on the Challenge: A source book from the women, violence, and > adult education project: > http://www.worlded.org/docs/takeonthechallenge.pdf > > When Dad hurts Mom: Helping Your Children Heal the Wounds of > Witnessing Abuse by Lundy Bancroft > > Why does he do that? By Lundy Bancroft > > Daphne Greenberg > Assistant Professor > Educational Psych. & Special Ed. > Georgia State University > P.O. Box 3979 > Atlanta, Georgia 30302-3979 > phone: 404-651-0127 > fax:404-651-4901 > dgreenberg at gsu.edu > > Daphne Greenberg > Associate Director > Center for the Study of Adult Literacy > Georgia State University > P.O. Box 3977 > Atlanta, Georgia 30302-3977 > phone: 404-651-0127 > fax:404-651-4901 > dgreenberg at gsu.edu > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > From andreawilder at comcast.net Wed Jul 12 08:07:21 2006 From: andreawilder at comcast.net (Andrea Wilder) Date: Wed, 12 Jul 2006 08:07:21 -0400 Subject: [WomenLiteracy 434] Re: book discussion-update In-Reply-To: References: Message-ID: <2aadd245ab9ad6128f35e9e0de839658@comcast.net> I'd vote NOT Gilligan or Belenky. Both seem dated and limited. I'd still stick with Too Scared....or something else by Horsman. Andrea On Jul 12, 2006, at 7:43 AM, mev at litwomen.org wrote: > My preferences: > 1) That since we all have limited time, let's try to read something > that will helps us make direct connections to women & literacy > > 2) Too Scared to learn is very expensive ( academic press) if people > don't have access to it -- there' s so much other good stuff available > by Jenny Horsman - i'd be happy with any of that -- including "Take on > the Challenge" that can also be downloaded. > > 3) another one I'd like to read: Septima Clark (echo in my soul is out > of print but Ready from Within is still available) > > 4) NOT Gilligan [in a different voice] too old and limited in scope for > our population > > 5) Women's Ways of Knowing is by Mary Belenky et.el. (having read it > several times) I'm not as interested in this but would "go with the > flow" if that's the consensus. > > I also saw one vote for Women's Studies Quarterly. If people are really > interested in this, I can sell copies for a discount through WE LEARN > and I'd be willing to facilitate as "guest editor." > > another book not on the list yet but very good for this group could be > "Women as Learners" edited by Elizabeth Hayes. > > Mev > > On Monday, July 10, 2006, at 09:06 AM, Daphne Greenberg wrote: > >> We have a few more recommendations added to the list, and I have >> included them down below (the first few are the new ones as of July >> 9th). And here are the vote results as of July 9th: >> 6 people have voted for Jenny Horsman's Too Scared to Learn book, or >> some other writing that she has posted on her website ( >> http://www.jennyhorsman.com/ ) or on >> http://www.learningandviolence.net >> Two votes for: Work by Carol Gilligan (specifically, one person >> mentioned Women's Ways of Knowing) >> One vote for: "Coming of Age in Mississippi" by Ann Moody or her >> recent account of her experiences as a young high school student in >> the late '50's or early '60s in sit-ins in the South, at the very >> beginnings of the Civil >> Rights movement. >> One vote for "I Know Why the Caged Bird Sings," by Maya Angelou. >> One vote for: A Child Called It or The Secret Life of Bees >> One vote for the Change Agent or Sheryl Gowen's Friends from the >> Kitchen >> One vote for: Echo in my soul or Incidents in the Life of a Slave >> Girl or Black women in white America. >> >> Anyone else interested in voicing a vote for what we should read and >> discuss over this listserv? By the way, if you do not want to post >> your vote to the whole group, it is fine to send me an email to my >> personal address: dgreenberg at gsu.edu As you can see from above, I >> don't name names when I announce the votes. >> >> >> Updated list of printed materials (the first few are the new ones): >> >> A new website on Learning and Violence >> http://www.learningandviolence.net >> >> "Coming of Age in Mississippi" by Ann Moody or her recent account of >> her experiences as a young high school student in the late '50's or >> early '60s in sit-ins in the South, at the very beginnings of the > >> Civil >> Rights movement. >> >> "I Know Why the Caged Bird Sings," by Maya Angelou >> >> Work by Carol Gilligan for example, Women's Ways of Knowing >> >> A Child Called It >> >> The Secret Life of Bees >> >> >> Clark, Septima P. (1962). Echo in my soul. New York: E. P. Dutton & >> C0. >> >> Jacobs, H. A. (1987). Incidents in the Life of a Slave Girl: Written >> by herself. Cambridge, MA: Harvard University Press. (Original work >> published in 1861). >> >> Lerner, G. (Ed.) (1972). Black women in white America: A documentary >> history. New York: Pantheon Books-Random house. >> >> Are Women Human? By Catherine A. MacKinnon >> >> Something in My Mind Besides the Everyday By J. Horsman >> >> Too scared to learn by J. Horsman >> >> By Women/For Women Laubach >> >> Women's Studies Quarterly #32 (1/2) on Women and Literacy (2004) >> >> Lorna Rivera's chapter in Women's Studies Quarterly #32 (1/2) on Women >> and Literacy (2004) >> >> Kathleen Weiler on Freirean pedagogy from a feminist viewpoint >> >> Sheryl Gowen and Jennifer Bartlett (1997) Friends in the Kitchen A >> chapter in Hull's edited book, changing work, changing workers* >> >> Change Agent #19 on Women and literacy by teachers and learners >> >> Women and literacy related materials found at: >> http://www.litwomen.org/womlitbiblio.html >> >> Disconnecting and sexuality: speaking the unspeakable in the classroom >> (1993) by Kathleen Rockhill >> >> Illiterate woman in women, literacy, and development by Anna >> Robinson-Pants >> >> Chizu Sato's piece in women, literacy, and development by Anna >> Robinson-Pants >> >> bell hooks >> >> bell hooks "talking back" chapter 4, or chapters 4-8 >> >> Oakland Readers Series on women, enterprising women (Marilyn Martin >> Jones) >> >> A chapter by Jane Mace in her book, playing with time >> >> Bonny Norton's chapter on literacy and gender >> >> Jean Barr's work on liberating knowledge: research feminism and adult >> education >> >> Canadian Women's Studies issue on Women and Literacy >> >> Women and literacy related materials found at: >> http://www.nald.ca/cclow/search/search_res.asp?s=subject&q=18 >> >> Take on the Challenge: A source book from the women, violence, and >> adult education project: >> http://www.worlded.org/docs/takeonthechallenge.pdf >> >> When Dad hurts Mom: Helping Your Children Heal the Wounds of >> Witnessing Abuse by Lundy Bancroft >> >> Why does he do that? By Lundy Bancroft >> >> Daphne Greenberg >> Assistant Professor >> Educational Psych. & Special Ed. >> Georgia State University >> P.O. Box 3979 >> Atlanta, Georgia 30302-3979 >> phone: 404-651-0127 >> fax:404-651-4901 >> dgreenberg at gsu.edu >> >> Daphne Greenberg >> Associate Director >> Center for the Study of Adult Literacy >> Georgia State University >> P.O. Box 3977 >> Atlanta, Georgia 30302-3977 >> phone: 404-651-0127 >> fax:404-651-4901 >> dgreenberg at gsu.edu >> ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/womenliteracy >> > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > From MMaralit at NIFL.gov Wed Jul 12 10:09:19 2006 From: MMaralit at NIFL.gov (Maralit, Mary Jo) Date: Wed, 12 Jul 2006 10:09:19 -0400 Subject: [WomenLiteracy 435] Persistence Among Adult Education Students Video and transcript Message-ID: <4062487BDB6029428A763CAEF4E1FE5B0E59BC30@wdcrobe2m03.ed.gov> The National Institute for Literacy and the National Center for the Study of Adult Learning and Literacy present Persistence Among Adult Education Students Panel Discussion This 30 minute video focuses on persistence in ABE, ESOL, and GED programs, and features a NCSALL study entitled, "Supporting the Persistence of Adult Basic Education Students." Dr. John Cummings presentation examines student persistence in adult education programs. He presents a working definition of persistence, examines existing research, and describes NCSALL's three-phase study of the factors that support and inhibit persistence. Other panelist include two practitioners, Kathy Endaya and Ernest Best. You will find the video streamed and transcript by going to: http://www.nifl.gov/nifl/webcasts/persistence/persistence_cast.html You may need to cut and paste the whole web address in your browser, or you could try this shorter version: http://tinyurl.com/s6tcu Macintosh users will need to select the Quicktime format for viewing the presentation. The DVD of the panel will be available within the next two months, for more information, contact info at nifl.gov. Also, it is not too late to join in on the Special Topics list discussion with Dr. Cummings, for more information, go to: http://www.nifl.gov/pipermail/specialtopics/2006/000088.html Jo Maralit National Institute for Literacy mmaralit at nifl.gov http://www.nifl.gov/ From alcdgg at langate.gsu.edu Wed Jul 12 14:52:56 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Wed, 12 Jul 2006 14:52:56 -0400 Subject: [WomenLiteracy 436] PROLITERACY WORLDWIDE JOB OPPORTUNITY Message-ID: PROLITERACY WORLDWIDE JOB OPPORTUNITY Program Manager Full-time position responsible for the implementation and ongoing management of the UPS-funded Volunteers in ABE Initiative Project as well as all reporting required for the project. This project runs from mid-September 2006 through March 2008. Bachelor's degree in a relevant field (e.g., ed., mgt, etc.). Graduate degree preferred. A strong background in ESL/adult literacy/adult ed or volunteer program mgt. Experience in the development of resource materials for adult literacy practitioners. Experience with publicly funded Adult Basic Education programs preferred. Effective communication and public presentation/training skills. Send resume to ProLiteracy Worldwide/ HR, 1320 Jamesville Avenue, Syracuse, NY 13210, or e-mail: frontdesk at proliteracy.org. See website for information about ProLiteracy Worldwide and a detailed job description, www.proliteracy.org. Deadline for applications is July 17th. Daphne Greenberg Assistant Professor Educational Psych. & Special Ed. Georgia State University P.O. Box 3979 Atlanta, Georgia 30302-3979 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu Daphne Greenberg Associate Director Center for the Study of Adult Literacy Georgia State University P.O. Box 3977 Atlanta, Georgia 30302-3977 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu From alcdgg at langate.gsu.edu Wed Jul 12 15:18:12 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Wed, 12 Jul 2006 15:18:12 -0400 Subject: [WomenLiteracy 437] Science and Math Professional Development initiative for ABE, GED, and ESL Message-ID: Oregon has been engaged in a collaborative two year Science and Math professional development initiative for our ABE/GED and ESL teachers. We are thrilled to share with other states that two Oregon adult literacy instructors were chosen to go on Teacher at Sea Expeditions to the Mariana Arc and the Antarctic with the National Oceanic and Atmospheric Administration. These are amazing opportunities for the field of adult education and for our instructors, many of whom are part time. Students, instructors, and the general public can follow the second expedition to the Antarctic from July 3 - August 15, and learn about the scientific research at the Polar Science Station website ; The website includes background information, photos, learning activities, links to other resources about Antarctica, and journal logs sent from the ship during the expedition. You can write to Marian Tyson or other scientists while they are at sea by using the "Contact Marian" button on the Polar Science Station website, or directly to mtyson at literacyworks.org . This project builds a special connection between a trained ABE instructor and all adult education professionals and their students. For more details and to download a flyer on this initiative, go to www.coabe.org From bertiemo at yahoo.com Wed Jul 12 16:53:58 2006 From: bertiemo at yahoo.com (Bertha Mo) Date: Wed, 12 Jul 2006 13:53:58 -0700 (PDT) Subject: [WomenLiteracy 438] Re: Science and Math Professional Development initiative for ABE, GED, and ESL In-Reply-To: Message-ID: <20060712205359.32128.qmail@web30001.mail.mud.yahoo.com> Where can I find out more about Oregon's program. Best, Bertie Mo Daphne Greenberg wrote: Oregon has been engaged in a collaborative two year Science and Math professional development initiative for our ABE/GED and ESL teachers. We are thrilled to share with other states that two Oregon adult literacy instructors were chosen to go on Teacher at Sea Expeditions to the Mariana Arc and the Antarctic with the National Oceanic and Atmospheric Administration. These are amazing opportunities for the field of adult education and for our instructors, many of whom are part time. Students, instructors, and the general public can follow the second expedition to the Antarctic from July 3 - August 15, and learn about the scientific research at the Polar Science Station website ; The website includes background information, photos, learning activities, links to other resources about Antarctica, and journal logs sent from the ship during the expedition. You can write to Marian Tyson or other scientists while they are at sea by using the "Contact Marian" button on the Polar Science Station website, or directly to mtyson at literacyworks.org . This project builds a special connection between a trained ABE instructor and all adult education professionals and their students. For more details and to download a flyer on this initiative, go to www.coabe.org ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20060712/066a5ec4/attachment.html From andreawilder at comcast.net Thu Jul 13 07:56:33 2006 From: andreawilder at comcast.net (Andrea Wilder) Date: Thu, 13 Jul 2006 07:56:33 -0400 Subject: [WomenLiteracy 439] MUST READ! Message-ID: Article in Boston Globe and Wall Street Journal: Gender gap described by man who used to be a woman. The New York Times does not publish the report on today's issue. i suggest a quasi-experiment: both men and women on this list count the number of times they are interrupted by a member of the opposite sex, and also count the number of times you interrupt someone else of the opposite sex. maybe do this for a week? I am going to do this. I also want to say that I like our list servs because no one can interrupt me. Andrea From djgbrian at utk.edu Thu Jul 13 15:38:08 2006 From: djgbrian at utk.edu (Brian, Dr Donna J G) Date: Thu, 13 Jul 2006 15:38:08 -0400 Subject: [WomenLiteracy 440] Website of interest Message-ID: <6A5CE13D731DE249BC61CB8C5C474B0A0796FB4C@UTKFSVS1.utk.tennessee.edu> Hi all, I found a new website that I think will be of interest to this list. It's a Canadian site called Learning and Violence and can be found at It introduces itself this way: This site is a place to examine the impact of violence on learning, to explore ways to support learning in the aftermath of violence, and to find out about who is doing research or creating innovative practice to understand and address this issue. Initially our material is mostly Canadian, and focuses on women and adult literacy. Eventually we hope to become an international resource, and to include information on more diverse experiences and a broad range of educational sites. See what you think. Donna Brian djgbrian at utk.edu From alcdgg at langate.gsu.edu Sun Jul 16 17:19:15 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Sun, 16 Jul 2006 17:19:15 -0400 Subject: [WomenLiteracy 441] update on read and discuss ideas Message-ID: It looks like most people want to read something by Jenny Horsman. 9 people have voted for reviewing something on her website. I will get back to everyone shortly about next steps. Here are the final vote results (and scroll down for correct author for Women's way of Knowing in list and one new reference) 9 people have voted for Jenny Horsman's writing that she has posted on her website ( http://www.jennyhorsman.com/ ) or on http://www.learningandviolence.net 6 people have voted for Jenny Horsman's Too Scared to Learn book. Two votes for Women's Ways of Knowing by Mary Belenky Two votes for: Echo in my soul or Incidents in the Life of a Slave Girl or Black women in white America. One vote for Women as Learners by Elizabeth Hayes One vote for: Work by Carol Gilligan One vote for: "Coming of Age in Mississippi" by Ann Moody or her recent account of her experiences as a young high school student in the late '50's or early '60s in sit-ins in the South, at the very beginnings of the Civil Rights movement. One vote for "I Know Why the Caged Bird Sings," by Maya Angelou. One vote for: A Child Called It or The Secret Life of Bees One vote for the Change Agent or Sheryl Gowen's Friends from the Kitchen Updated list of printed materials (the first two are the new ones): Women as Learners by Elizabeth Hayes Women's Ways of Knowing by Mary Belenky A new website on Learning and Violence http://www.learningandviolence.net "Coming of Age in Mississippi" by Ann Moody or her recent account of her experiences as a young high school student in the late '50's or early '60s in sit-ins in the South, at the very beginnings of the Civil Rights movement. "I Know Why the Caged Bird Sings," by Maya Angelou Work by Carol Gilligan A Child Called It The Secret Life of Bees Clark, Septima P. (1962). Echo in my soul. New York: E. P. Dutton & C0. Jacobs, H. A. (1987). Incidents in the Life of a Slave Girl: Written by herself. Cambridge, MA: Harvard University Press. (Original work published in 1861). Lerner, G. (Ed.) (1972). Black women in white America: A documentary history. New York: Pantheon Books-Random house. Are Women Human? By Catherine A. MacKinnon Something in My Mind Besides the Everyday By J. Horsman Too scared to learn by J. Horsman By Women/For Women Laubach Women's Studies Quarterly #32 (1/2) on Women and Literacy (2004) Lorna Rivera's chapter in Women's Studies Quarterly #32 (1/2) on Women and Literacy (2004) Kathleen Weiler on Freirean pedagogy from a feminist viewpoint Sheryl Gowen and Jennifer Bartlett (1997) Friends in the Kitchen A chapter in Hull's edited book, changing work, changing workers* Change Agent #19 on Women and literacy by teachers and learners Women and literacy related materials found at: http://www.litwomen.org/womlitbiblio.html Disconnecting and sexuality: speaking the unspeakable in the classroom (1993) by Kathleen Rockhill Illiterate woman in women, literacy, and development by Anna Robinson-Pants Chizu Sato's piece in women, literacy, and development by Anna Robinson-Pants bell hooks bell hooks "talking back" chapter 4, or chapters 4-8 Oakland Readers Series on women, enterprising women (Marilyn Martin Jones) A chapter by Jane Mace in her book, playing with time Bonny Norton's chapter on literacy and gender Jean Barr's work on liberating knowledge: research feminism and adult education Canadian Women's Studies issue on Women and Literacy Women and literacy related materials found at: http://www.nald.ca/cclow/search/search_res.asp?s=subject&q=18 Take on the Challenge: A source book from the women, violence, and adult education project: http://www.worlded.org/docs/takeonthechallenge.pdf When Dad hurts Mom: Helping Your Children Heal the Wounds of Witnessing Abuse by Lundy Bancroft Why does he do that? By Lundy Bancroft Daphne Greenberg Assistant Professor Educational Psych. & Special Ed. Georgia State University P.O. Box 3979 Atlanta, Georgia 30302-3979 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu Daphne Greenberg Associate Director Center for the Study of Adult Literacy Georgia State University P.O. Box 3977 Atlanta, Georgia 30302-3977 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu From andreawilder at comcast.net Mon Jul 17 08:20:50 2006 From: andreawilder at comcast.net (Andrea Wilder) Date: Mon, 17 Jul 2006 08:20:50 -0400 Subject: [WomenLiteracy 442] Re: update on read and discuss ideas In-Reply-To: References: Message-ID: <58285b173de6c3cd0e4d9a5437d46365@comcast.net> Daphne, This is a great list! I still hope we do "Too Scared...." Andrea On Jul 16, 2006, at 5:19 PM, Daphne Greenberg wrote: > It looks like most people want to read something by Jenny Horsman. 9 > people have voted for reviewing something on her website. I will get > back to everyone shortly about next steps. > > Here are the final vote results (and scroll down for correct author > for Women's way of Knowing in list and one new reference) > 9 people have voted for Jenny Horsman's writing that she has posted on > her website ( http://www.jennyhorsman.com/ ) or on > http://www.learningandviolence.net > 6 people have voted for Jenny Horsman's Too Scared to Learn book. > Two votes for Women's Ways of Knowing by Mary Belenky > Two votes for: Echo in my soul or Incidents in the Life of a Slave > Girl or Black women in white America. > One vote for Women as Learners by Elizabeth Hayes > One vote for: Work by Carol Gilligan > One vote for: "Coming of Age in Mississippi" by Ann Moody or her > recent account of her experiences as a young high school student in > the late '50's or early '60s in sit-ins in the South, at the very > beginnings of the Civil Rights movement. > One vote for "I Know Why the Caged Bird Sings," by Maya Angelou. > One vote for: A Child Called It or The Secret Life of Bees > One vote for the Change Agent or Sheryl Gowen's Friends from the > Kitchen > > Updated list of printed materials (the first two are the new ones): > > Women as Learners by Elizabeth Hayes > > Women's Ways of Knowing by Mary Belenky > > A new website on Learning and Violence > http://www.learningandviolence.net > > "Coming of Age in Mississippi" by Ann Moody or her recent account of > her experiences as a young high school student in the late '50's or > early '60s in sit-ins in the South, at the very beginnings of the > Civil > Rights movement. > > "I Know Why the Caged Bird Sings," by Maya Angelou > > Work by Carol Gilligan > > A Child Called It > > The Secret Life of Bees > > > Clark, Septima P. (1962). Echo in my soul. New York: E. P. Dutton & C0. > > Jacobs, H. A. (1987). Incidents in the Life of a Slave Girl: Written > by herself. Cambridge, MA: Harvard University Press. (Original work > published in 1861). > > Lerner, G. (Ed.) (1972). Black women in white America: A documentary > history. New York: Pantheon Books-Random house. > > Are Women Human? By Catherine A. MacKinnon > > Something in My Mind Besides the Everyday By J. Horsman > > Too scared to learn by J. Horsman > > By Women/For Women Laubach > > Women's Studies Quarterly #32 (1/2) on Women and Literacy (2004) > > Lorna Rivera's chapter in Women's Studies Quarterly #32 (1/2) on Women > and Literacy (2004) > > Kathleen Weiler on Freirean pedagogy from a feminist viewpoint > > Sheryl Gowen and Jennifer Bartlett (1997) Friends in the Kitchen A > chapter in Hull's edited book, changing work, changing workers* > > Change Agent #19 on Women and literacy by teachers and learners > > Women and literacy related materials found at: > http://www.litwomen.org/womlitbiblio.html > > Disconnecting and sexuality: speaking the unspeakable in the classroom > (1993) by Kathleen Rockhill > > Illiterate woman in women, literacy, and development by Anna > Robinson-Pants > > Chizu Sato's piece in women, literacy, and development by Anna > Robinson-Pants > > bell hooks > > bell hooks "talking back" chapter 4, or chapters 4-8 > > Oakland Readers Series on women, enterprising women (Marilyn Martin > Jones) > > A chapter by Jane Mace in her book, playing with time > > Bonny Norton's chapter on literacy and gender > > Jean Barr's work on liberating knowledge: research feminism and adult > education > > Canadian Women's Studies issue on Women and Literacy > > Women and literacy related materials found at: > http://www.nald.ca/cclow/search/search_res.asp?s=subject&q=18 > > Take on the Challenge: A source book from the women, violence, and > adult education project: > http://www.worlded.org/docs/takeonthechallenge.pdf > > When Dad hurts Mom: Helping Your Children Heal the Wounds of > Witnessing Abuse by Lundy Bancroft > > Why does he do that? By Lundy Bancroft > > > Daphne Greenberg > Assistant Professor > Educational Psych. & Special Ed. > Georgia State University > P.O. Box 3979 > Atlanta, Georgia 30302-3979 > phone: 404-651-0127 > fax:404-651-4901 > dgreenberg at gsu.edu > > Daphne Greenberg > Associate Director > Center for the Study of Adult Literacy > Georgia State University > P.O. Box 3977 > Atlanta, Georgia 30302-3977 > phone: 404-651-0127 > fax:404-651-4901 > dgreenberg at gsu.edu > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > From ALCDGG at langate.gsu.edu Mon Jul 17 11:23:57 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Mon, 17 Jul 2006 11:23:57 -0400 Subject: [WomenLiteracy 443] discussion on assessment list Message-ID: Good morning, afternoon, and evening to you all. I hope this email finds you well. I wanted to let everyone know that during this week, Larry Condelli from AIR (American Institutes of Research), who works with the NRS, and Sarah Young, from CAL (Center for Applied Linguistics) who works with BEST Plus will be available to answer any questions you might have regarding the changes in ESOL Level Descriptors, which go into effect this summer (this month I believe). I also encourage anyone who has questions regarding other ESOL tests (CASAS or EFF for example) to join in this Q&A. Because the Level Descriptors have been adjusted, the tests used to track learning gains also have undergone some shifting and it is important that we understand what these changes are. Larry and Sarah will be present on the List during this week, but perhaps intermittently - replies may not come immediately. I encourage you to post your question to the List, or to send your question to me for posting, if you prefer that. Larry, Sarah, and others working with any of the ESOL tests - feel free to jump in and give us a thumbnail sketch of what the changes are and how they might affect our work in programs and with students. The NRS homepage is located at: http://www.nrsweb.org/ To view information on the NRS Level Descriptors, please go to: http://www.nrsweb.org/reports/NewESLdescriptors.pdf At the bottom of the NRS homepage, see also: NRS Changes for Program Year 2006 Thanks so much - I'm looking forward to understanding this information, and hearing what folks questions are regarding the changes. Marie T. Cora Assessment Discussion List Moderator marie.cora at hotspurpartners.com To subscribe to the Assessment Discussion List, go to: http://www.nifl.gov/mailman/listinfo/Assessment From ryanryanc at yahoo.com Mon Jul 17 11:26:31 2006 From: ryanryanc at yahoo.com (Ryan Hall) Date: Mon, 17 Jul 2006 11:26:31 -0400 Subject: [WomenLiteracy 444] Re: update on read and discuss ideas In-Reply-To: <58285b173de6c3cd0e4d9a5437d46365@comcast.net> Message-ID: Andrea, Mev brought up a good point about Too Scared to Learn, which is the cost. I paid either $42 or $47 for my copy three months ago from amazon.com. I wouldn't have bought it except for the fact that I previewed another copy and knew I really wanted it despite the cost. Many people in this listserv, including myself, are not going to want to pay so much money for a book they aren't sure they'll use OR they simply won't have the money to buy the book. Either way, the cost for this book alone may exclude a lot of people on this listserv who might otherwise participate in the discussion. And, I wonder, too, how easy it would be for people who are not here in the US or Canada to actually get the book. So, potentially there would be more exclusions. I'm wondering if it would be better to discuss something else Jenny Horsman has written (perhaps something on the internet that more people can get) and then use the book as an optional resource for the discussion. What do you think? Do you (or anyone else) have another idea on how this could work? Ryan On 7/17/06 8:20 AM, "Andrea Wilder" wrote: > Daphne, > > This is a great list! > > I still hope we do "Too Scared...." > > Andrea > > > On Jul 16, 2006, at 5:19 PM, Daphne Greenberg wrote: > >> It looks like most people want to read something by Jenny Horsman. 9 >> people have voted for reviewing something on her website. I will get >> back to everyone shortly about next steps. >> >> Here are the final vote results (and scroll down for correct author >> for Women's way of Knowing in list and one new reference) >> 9 people have voted for Jenny Horsman's writing that she has posted on >> her website ( http://www.jennyhorsman.com/ ) or on >> http://www.learningandviolence.net >> 6 people have voted for Jenny Horsman's Too Scared to Learn book. >> Two votes for Women's Ways of Knowing by Mary Belenky >> Two votes for: Echo in my soul or Incidents in the Life of a Slave >> Girl or Black women in white America. >> One vote for Women as Learners by Elizabeth Hayes >> One vote for: Work by Carol Gilligan >> One vote for: "Coming of Age in Mississippi" by Ann Moody or her >> recent account of her experiences as a young high school student in >> the late '50's or early '60s in sit-ins in the South, at the very >> beginnings of the Civil Rights movement. >> One vote for "I Know Why the Caged Bird Sings," by Maya Angelou. >> One vote for: A Child Called It or The Secret Life of Bees >> One vote for the Change Agent or Sheryl Gowen's Friends from the >> Kitchen >> >> Updated list of printed materials (the first two are the new ones): >> >> Women as Learners by Elizabeth Hayes >> >> Women's Ways of Knowing by Mary Belenky >> >> A new website on Learning and Violence >> http://www.learningandviolence.net >> >> "Coming of Age in Mississippi" by Ann Moody or her recent account of >> her experiences as a young high school student in the late '50's or >> early '60s in sit-ins in the South, at the very beginnings of the >> Civil >> Rights movement. >> >> "I Know Why the Caged Bird Sings," by Maya Angelou >> >> Work by Carol Gilligan >> >> A Child Called It >> >> The Secret Life of Bees >> >> >> Clark, Septima P. (1962). Echo in my soul. New York: E. P. Dutton & C0. >> >> Jacobs, H. A. (1987). Incidents in the Life of a Slave Girl: Written >> by herself. Cambridge, MA: Harvard University Press. (Original work >> published in 1861). >> >> Lerner, G. (Ed.) (1972). Black women in white America: A documentary >> history. New York: Pantheon Books-Random house. >> >> Are Women Human? By Catherine A. MacKinnon >> >> Something in My Mind Besides the Everyday By J. Horsman >> >> Too scared to learn by J. Horsman >> >> By Women/For Women Laubach >> >> Women's Studies Quarterly #32 (1/2) on Women and Literacy (2004) >> >> Lorna Rivera's chapter in Women's Studies Quarterly #32 (1/2) on Women >> and Literacy (2004) >> >> Kathleen Weiler on Freirean pedagogy from a feminist viewpoint >> >> Sheryl Gowen and Jennifer Bartlett (1997) Friends in the Kitchen A >> chapter in Hull's edited book, changing work, changing workers* >> >> Change Agent #19 on Women and literacy by teachers and learners >> >> Women and literacy related materials found at: >> http://www.litwomen.org/womlitbiblio.html >> >> Disconnecting and sexuality: speaking the unspeakable in the classroom >> (1993) by Kathleen Rockhill >> >> Illiterate woman in women, literacy, and development by Anna >> Robinson-Pants >> >> Chizu Sato's piece in women, literacy, and development by Anna >> Robinson-Pants >> >> bell hooks >> >> bell hooks "talking back" chapter 4, or chapters 4-8 >> >> Oakland Readers Series on women, enterprising women (Marilyn Martin >> Jones) >> >> A chapter by Jane Mace in her book, playing with time >> >> Bonny Norton's chapter on literacy and gender >> >> Jean Barr's work on liberating knowledge: research feminism and adult >> education >> >> Canadian Women's Studies issue on Women and Literacy >> >> Women and literacy related materials found at: >> http://www.nald.ca/cclow/search/search_res.asp?s=subject&q=18 >> >> Take on the Challenge: A source book from the women, violence, and >> adult education project: >> http://www.worlded.org/docs/takeonthechallenge.pdf >> >> When Dad hurts Mom: Helping Your Children Heal the Wounds of >> Witnessing Abuse by Lundy Bancroft >> >> Why does he do that? By Lundy Bancroft >> >> >> Daphne Greenberg >> Assistant Professor >> Educational Psych. & Special Ed. >> Georgia State University >> P.O. Box 3979 >> Atlanta, Georgia 30302-3979 >> phone: 404-651-0127 >> fax:404-651-4901 >> dgreenberg at gsu.edu >> >> Daphne Greenberg >> Associate Director >> Center for the Study of Adult Literacy >> Georgia State University >> P.O. Box 3977 >> Atlanta, Georgia 30302-3977 >> phone: 404-651-0127 >> fax:404-651-4901 >> dgreenberg at gsu.edu >> ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/womenliteracy >> > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy From NCummings at washoecounty.us Mon Jul 17 12:28:21 2006 From: NCummings at washoecounty.us (Cummings, Nancy) Date: Mon, 17 Jul 2006 09:28:21 -0700 Subject: [WomenLiteracy 445] Re: update on read and discuss ideas Message-ID: <66991D39FDA9A141A5BE2643C73DB70407406CE5@WCEMAILW.washoecounty.us> Just a thought---You might want to check with your public library for a copy of this. Also, public libraries around the nation will inter-library loan items for you as well if they do not have a copy available. Interlibrary loan services are often free as they are here at Washoe County Library System. Nancy Cummings Library Director Ncummings at washoecounty.us "If you can dream it, you can do it" Walt Disney -----Original Message----- From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy-bounces at nifl.gov]On Behalf Of Ryan Hall Sent: Monday, July 17, 2006 8:27 AM To: The Women and Literacy Discussion List Subject: [WomenLiteracy 444] Re: update on read and discuss ideas Andrea, Mev brought up a good point about Too Scared to Learn, which is the cost. I paid either $42 or $47 for my copy three months ago from amazon.com. I wouldn't have bought it except for the fact that I previewed another copy and knew I really wanted it despite the cost. Many people in this listserv, including myself, are not going to want to pay so much money for a book they aren't sure they'll use OR they simply won't have the money to buy the book. Either way, the cost for this book alone may exclude a lot of people on this listserv who might otherwise participate in the discussion. And, I wonder, too, how easy it would be for people who are not here in the US or Canada to actually get the book. So, potentially there would be more exclusions. I'm wondering if it would be better to discuss something else Jenny Horsman has written (perhaps something on the internet that more people can get) and then use the book as an optional resource for the discussion. What do you think? Do you (or anyone else) have another idea on how this could work? Ryan On 7/17/06 8:20 AM, "Andrea Wilder" wrote: > Daphne, > > This is a great list! > > I still hope we do "Too Scared...." > > Andrea > > > On Jul 16, 2006, at 5:19 PM, Daphne Greenberg wrote: > >> It looks like most people want to read something by Jenny Horsman. 9 >> people have voted for reviewing something on her website. I will get >> back to everyone shortly about next steps. >> >> Here are the final vote results (and scroll down for correct author >> for Women's way of Knowing in list and one new reference) >> 9 people have voted for Jenny Horsman's writing that she has posted on >> her website ( http://www.jennyhorsman.com/ ) or on >> http://www.learningandviolence.net >> 6 people have voted for Jenny Horsman's Too Scared to Learn book. >> Two votes for Women's Ways of Knowing by Mary Belenky >> Two votes for: Echo in my soul or Incidents in the Life of a Slave >> Girl or Black women in white America. >> One vote for Women as Learners by Elizabeth Hayes >> One vote for: Work by Carol Gilligan >> One vote for: "Coming of Age in Mississippi" by Ann Moody or her >> recent account of her experiences as a young high school student in >> the late '50's or early '60s in sit-ins in the South, at the very >> beginnings of the Civil Rights movement. >> One vote for "I Know Why the Caged Bird Sings," by Maya Angelou. >> One vote for: A Child Called It or The Secret Life of Bees >> One vote for the Change Agent or Sheryl Gowen's Friends from the >> Kitchen >> >> Updated list of printed materials (the first two are the new ones): >> >> Women as Learners by Elizabeth Hayes >> >> Women's Ways of Knowing by Mary Belenky >> >> A new website on Learning and Violence >> http://www.learningandviolence.net >> >> "Coming of Age in Mississippi" by Ann Moody or her recent account of >> her experiences as a young high school student in the late '50's or >> early '60s in sit-ins in the South, at the very beginnings of the >> Civil >> Rights movement. >> >> "I Know Why the Caged Bird Sings," by Maya Angelou >> >> Work by Carol Gilligan >> >> A Child Called It >> >> The Secret Life of Bees >> >> >> Clark, Septima P. (1962). Echo in my soul. New York: E. P. Dutton & C0. >> >> Jacobs, H. A. (1987). Incidents in the Life of a Slave Girl: Written >> by herself. Cambridge, MA: Harvard University Press. (Original work >> published in 1861). >> >> Lerner, G. (Ed.) (1972). Black women in white America: A documentary >> history. New York: Pantheon Books-Random house. >> >> Are Women Human? By Catherine A. MacKinnon >> >> Something in My Mind Besides the Everyday By J. Horsman >> >> Too scared to learn by J. Horsman >> >> By Women/For Women Laubach >> >> Women's Studies Quarterly #32 (1/2) on Women and Literacy (2004) >> >> Lorna Rivera's chapter in Women's Studies Quarterly #32 (1/2) on Women >> and Literacy (2004) >> >> Kathleen Weiler on Freirean pedagogy from a feminist viewpoint >> >> Sheryl Gowen and Jennifer Bartlett (1997) Friends in the Kitchen A >> chapter in Hull's edited book, changing work, changing workers* >> >> Change Agent #19 on Women and literacy by teachers and learners >> >> Women and literacy related materials found at: >> http://www.litwomen.org/womlitbiblio.html >> >> Disconnecting and sexuality: speaking the unspeakable in the classroom >> (1993) by Kathleen Rockhill >> >> Illiterate woman in women, literacy, and development by Anna >> Robinson-Pants >> >> Chizu Sato's piece in women, literacy, and development by Anna >> Robinson-Pants >> >> bell hooks >> >> bell hooks "talking back" chapter 4, or chapters 4-8 >> >> Oakland Readers Series on women, enterprising women (Marilyn Martin >> Jones) >> >> A chapter by Jane Mace in her book, playing with time >> >> Bonny Norton's chapter on literacy and gender >> >> Jean Barr's work on liberating knowledge: research feminism and adult >> education >> >> Canadian Women's Studies issue on Women and Literacy >> >> Women and literacy related materials found at: >> http://www.nald.ca/cclow/search/search_res.asp?s=subject&q=18 >> >> Take on the Challenge: A source book from the women, violence, and >> adult education project: >> http://www.worlded.org/docs/takeonthechallenge.pdf >> >> When Dad hurts Mom: Helping Your Children Heal the Wounds of >> Witnessing Abuse by Lundy Bancroft >> >> Why does he do that? By Lundy Bancroft >> >> >> Daphne Greenberg >> Assistant Professor >> Educational Psych. & Special Ed. >> Georgia State University >> P.O. Box 3979 >> Atlanta, Georgia 30302-3979 >> phone: 404-651-0127 >> fax:404-651-4901 >> dgreenberg at gsu.edu >> >> Daphne Greenberg >> Associate Director >> Center for the Study of Adult Literacy >> Georgia State University >> P.O. Box 3977 >> Atlanta, Georgia 30302-3977 >> phone: 404-651-0127 >> fax:404-651-4901 >> dgreenberg at gsu.edu >> ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/womenliteracy >> > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy From ryanryanc at yahoo.com Mon Jul 17 12:44:12 2006 From: ryanryanc at yahoo.com (Ryan Hall) Date: Mon, 17 Jul 2006 12:44:12 -0400 Subject: [WomenLiteracy 446] Re: update on read and discuss ideas In-Reply-To: <66991D39FDA9A141A5BE2643C73DB70407406CE5@WCEMAILW.washoecounty.us> Message-ID: good point- getting it from the library certainly solves the cost barrier for people here in the US at least. On 7/17/06 12:28 PM, "Cummings, Nancy" wrote: > Just a thought---You might want to check with your public library for a copy > of this. Also, public libraries around the nation will inter-library loan > items for you as well if they do not have a copy available. Interlibrary loan > services are often free as they are here at Washoe County Library System. > > Nancy Cummings > Library Director > Ncummings at washoecounty.us > > "If you can dream it, you can do it" Walt Disney > > > -----Original Message----- > From: womenliteracy-bounces at nifl.gov > [mailto:womenliteracy-bounces at nifl.gov]On Behalf Of Ryan Hall > Sent: Monday, July 17, 2006 8:27 AM > To: The Women and Literacy Discussion List > Subject: [WomenLiteracy 444] Re: update on read and discuss ideas > > > Andrea, > Mev brought up a good point about Too Scared to Learn, which is the cost. I > paid either $42 or $47 for my copy three months ago from amazon.com. I > wouldn't have bought it except for the fact that I previewed another copy > and knew I really wanted it despite the cost. Many people in this listserv, > including myself, are not going to want to pay so much money for a book they > aren't sure they'll use OR they simply won't have the money to buy the book. > Either way, the cost for this book alone may exclude a lot of people on this > listserv who might otherwise participate in the discussion. And, I wonder, > too, how easy it would be for people who are not here in the US or Canada to > actually get the book. So, potentially there would be more exclusions. > I'm wondering if it would be better to discuss something else Jenny Horsman > has written (perhaps something on the internet that more people can get) and > then use the book as an optional resource for the discussion. What do you > think? Do you (or anyone else) have another idea on how this could work? > Ryan > > On 7/17/06 8:20 AM, "Andrea Wilder" wrote: > >> Daphne, >> >> This is a great list! >> >> I still hope we do "Too Scared...." >> >> Andrea >> >> >> On Jul 16, 2006, at 5:19 PM, Daphne Greenberg wrote: >> >>> It looks like most people want to read something by Jenny Horsman. 9 >>> people have voted for reviewing something on her website. I will get >>> back to everyone shortly about next steps. >>> >>> Here are the final vote results (and scroll down for correct author >>> for Women's way of Knowing in list and one new reference) >>> 9 people have voted for Jenny Horsman's writing that she has posted on >>> her website ( http://www.jennyhorsman.com/ ) or on >>> http://www.learningandviolence.net >>> 6 people have voted for Jenny Horsman's Too Scared to Learn book. >>> Two votes for Women's Ways of Knowing by Mary Belenky >>> Two votes for: Echo in my soul or Incidents in the Life of a Slave >>> Girl or Black women in white America. >>> One vote for Women as Learners by Elizabeth Hayes >>> One vote for: Work by Carol Gilligan >>> One vote for: "Coming of Age in Mississippi" by Ann Moody or her >>> recent account of her experiences as a young high school student in >>> the late '50's or early '60s in sit-ins in the South, at the very >>> beginnings of the Civil Rights movement. >>> One vote for "I Know Why the Caged Bird Sings," by Maya Angelou. >>> One vote for: A Child Called It or The Secret Life of Bees >>> One vote for the Change Agent or Sheryl Gowen's Friends from the >>> Kitchen >>> >>> Updated list of printed materials (the first two are the new ones): >>> >>> Women as Learners by Elizabeth Hayes >>> >>> Women's Ways of Knowing by Mary Belenky >>> >>> A new website on Learning and Violence >>> http://www.learningandviolence.net >>> >>> "Coming of Age in Mississippi" by Ann Moody or her recent account of >>> her experiences as a young high school student in the late '50's or >>> early '60s in sit-ins in the South, at the very beginnings of the >>> Civil >>> Rights movement. >>> >>> "I Know Why the Caged Bird Sings," by Maya Angelou >>> >>> Work by Carol Gilligan >>> >>> A Child Called It >>> >>> The Secret Life of Bees >>> >>> >>> Clark, Septima P. (1962). Echo in my soul. New York: E. P. Dutton & C0. >>> >>> Jacobs, H. A. (1987). Incidents in the Life of a Slave Girl: Written >>> by herself. Cambridge, MA: Harvard University Press. (Original work >>> published in 1861). >>> >>> Lerner, G. (Ed.) (1972). Black women in white America: A documentary >>> history. New York: Pantheon Books-Random house. >>> >>> Are Women Human? By Catherine A. MacKinnon >>> >>> Something in My Mind Besides the Everyday By J. Horsman >>> >>> Too scared to learn by J. Horsman >>> >>> By Women/For Women Laubach >>> >>> Women's Studies Quarterly #32 (1/2) on Women and Literacy (2004) >>> >>> Lorna Rivera's chapter in Women's Studies Quarterly #32 (1/2) on Women >>> and Literacy (2004) >>> >>> Kathleen Weiler on Freirean pedagogy from a feminist viewpoint >>> >>> Sheryl Gowen and Jennifer Bartlett (1997) Friends in the Kitchen A >>> chapter in Hull's edited book, changing work, changing workers* >>> >>> Change Agent #19 on Women and literacy by teachers and learners >>> >>> Women and literacy related materials found at: >>> http://www.litwomen.org/womlitbiblio.html >>> >>> Disconnecting and sexuality: speaking the unspeakable in the classroom >>> (1993) by Kathleen Rockhill >>> >>> Illiterate woman in women, literacy, and development by Anna >>> Robinson-Pants >>> >>> Chizu Sato's piece in women, literacy, and development by Anna >>> Robinson-Pants >>> >>> bell hooks >>> >>> bell hooks "talking back" chapter 4, or chapters 4-8 >>> >>> Oakland Readers Series on women, enterprising women (Marilyn Martin >>> Jones) >>> >>> A chapter by Jane Mace in her book, playing with time >>> >>> Bonny Norton's chapter on literacy and gender >>> >>> Jean Barr's work on liberating knowledge: research feminism and adult >>> education >>> >>> Canadian Women's Studies issue on Women and Literacy >>> >>> Women and literacy related materials found at: >>> http://www.nald.ca/cclow/search/search_res.asp?s=subject&q=18 >>> >>> Take on the Challenge: A source book from the women, violence, and >>> adult education project: >>> http://www.worlded.org/docs/takeonthechallenge.pdf >>> >>> When Dad hurts Mom: Helping Your Children Heal the Wounds of >>> Witnessing Abuse by Lundy Bancroft >>> >>> Why does he do that? By Lundy Bancroft >>> >>> >>> Daphne Greenberg >>> Assistant Professor >>> Educational Psych. & Special Ed. >>> Georgia State University >>> P.O. Box 3979 >>> Atlanta, Georgia 30302-3979 >>> phone: 404-651-0127 >>> fax:404-651-4901 >>> dgreenberg at gsu.edu >>> >>> Daphne Greenberg >>> Associate Director >>> Center for the Study of Adult Literacy >>> Georgia State University >>> P.O. Box 3977 >>> Atlanta, Georgia 30302-3977 >>> phone: 404-651-0127 >>> fax:404-651-4901 >>> dgreenberg at gsu.edu >>> ---------------------------------------------------- >>> National Institute for Literacy >>> Women and Literacy mailing list >>> WomenLiteracy at nifl.gov >>> To unsubscribe or change your subscription settings, please go to >>> http://www.nifl.gov/mailman/listinfo/womenliteracy >>> >> >> ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/womenliteracy > > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy From andreawilder at comcast.net Mon Jul 17 21:52:11 2006 From: andreawilder at comcast.net (Andrea Wilder) Date: Mon, 17 Jul 2006 21:52:11 -0400 Subject: [WomenLiteracy 447] Re: update on read and discuss ideas $$$ In-Reply-To: References: Message-ID: I just checked on Bookfinder.com--a book for 16.79. (Too Scared to learn) i also checked on Used.addall.com and got 2 books, one for 14.59, the other for 7.93.(Too Scared....) I am sure there are other booklists, and I will get some more tomorrow. Try your library? xxAndrea On Jul 17, 2006, at 11:26 AM, Ryan Hall wrote: > Andrea, > Mev brought up a good point about Too Scared to Learn, which is the > cost. I > paid either $42 or $47 for my copy three months ago from amazon.com. I > wouldn't have bought it except for the fact that I previewed another > copy > and knew I really wanted it despite the cost. Many people in this > listserv, > including myself, are not going to want to pay so much money for a > book they > aren't sure they'll use OR they simply won't have the money to buy the > book. > Either way, the cost for this book alone may exclude a lot of people > on this > listserv who might otherwise participate in the discussion. And, I > wonder, > too, how easy it would be for people who are not here in the US or > Canada to > actually get the book. So, potentially there would be more exclusions. > I'm wondering if it would be better to discuss something else Jenny > Horsman > has written (perhaps something on the internet that more people can > get) and > then use the book as an optional resource for the discussion. What do > you > think? Do you (or anyone else) have another idea on how this could > work? > Ryan > > On 7/17/06 8:20 AM, "Andrea Wilder" wrote: > >> Daphne, >> >> This is a great list! >> >> I still hope we do "Too Scared...." >> >> Andrea >> >> >> On Jul 16, 2006, at 5:19 PM, Daphne Greenberg wrote: >> >>> It looks like most people want to read something by Jenny Horsman. 9 >>> people have voted for reviewing something on her website. I will get >>> back to everyone shortly about next steps. >>> >>> Here are the final vote results (and scroll down for correct author >>> for Women's way of Knowing in list and one new reference) >>> 9 people have voted for Jenny Horsman's writing that she has posted >>> on >>> her website ( http://www.jennyhorsman.com/ ) or on >>> http://www.learningandviolence.net >>> 6 people have voted for Jenny Horsman's Too Scared to Learn book. >>> Two votes for Women's Ways of Knowing by Mary Belenky >>> Two votes for: Echo in my soul or Incidents in the Life of a Slave >>> Girl or Black women in white America. >>> One vote for Women as Learners by Elizabeth Hayes >>> One vote for: Work by Carol Gilligan >>> One vote for: "Coming of Age in Mississippi" by Ann Moody or her >>> recent account of her experiences as a young high school student in >>> the late '50's or early '60s in sit-ins in the South, at the very >>> beginnings of the Civil Rights movement. >>> One vote for "I Know Why the Caged Bird Sings," by Maya Angelou. >>> One vote for: A Child Called It or The Secret Life of Bees >>> One vote for the Change Agent or Sheryl Gowen's Friends from the >>> Kitchen >>> >>> Updated list of printed materials (the first two are the new ones): >>> >>> Women as Learners by Elizabeth Hayes >>> >>> Women's Ways of Knowing by Mary Belenky >>> >>> A new website on Learning and Violence >>> http://www.learningandviolence.net >>> >>> "Coming of Age in Mississippi" by Ann Moody or her recent account of >>> her experiences as a young high school student in the late '50's or >>> early '60s in sit-ins in the South, at the very beginnings of the >>> Civil >>> Rights movement. >>> >>> "I Know Why the Caged Bird Sings," by Maya Angelou >>> >>> Work by Carol Gilligan >>> >>> A Child Called It >>> >>> The Secret Life of Bees >>> >>> >>> Clark, Septima P. (1962). Echo in my soul. New York: E. P. Dutton & >>> C0. >>> >>> Jacobs, H. A. (1987). Incidents in the Life of a Slave Girl: Written >>> by herself. Cambridge, MA: Harvard University Press. (Original work >>> published in 1861). >>> >>> Lerner, G. (Ed.) (1972). Black women in white America: A documentary >>> history. New York: Pantheon Books-Random house. >>> >>> Are Women Human? By Catherine A. MacKinnon >>> >>> Something in My Mind Besides the Everyday By J. Horsman >>> >>> Too scared to learn by J. Horsman >>> >>> By Women/For Women Laubach >>> >>> Women's Studies Quarterly #32 (1/2) on Women and Literacy (2004) >>> >>> Lorna Rivera's chapter in Women's Studies Quarterly #32 (1/2) on >>> Women >>> and Literacy (2004) >>> >>> Kathleen Weiler on Freirean pedagogy from a feminist viewpoint >>> >>> Sheryl Gowen and Jennifer Bartlett (1997) Friends in the Kitchen A >>> chapter in Hull's edited book, changing work, changing workers* >>> >>> Change Agent #19 on Women and literacy by teachers and learners >>> >>> Women and literacy related materials found at: >>> http://www.litwomen.org/womlitbiblio.html >>> >>> Disconnecting and sexuality: speaking the unspeakable in the >>> classroom >>> (1993) by Kathleen Rockhill >>> >>> Illiterate woman in women, literacy, and development by Anna >>> Robinson-Pants >>> >>> Chizu Sato's piece in women, literacy, and development by Anna >>> Robinson-Pants >>> >>> bell hooks >>> >>> bell hooks "talking back" chapter 4, or chapters 4-8 >>> >>> Oakland Readers Series on women, enterprising women (Marilyn Martin >>> Jones) >>> >>> A chapter by Jane Mace in her book, playing with time >>> >>> Bonny Norton's chapter on literacy and gender >>> >>> Jean Barr's work on liberating knowledge: research feminism and adult >>> education >>> >>> Canadian Women's Studies issue on Women and Literacy >>> >>> Women and literacy related materials found at: >>> http://www.nald.ca/cclow/search/search_res.asp?s=subject&q=18 >>> >>> Take on the Challenge: A source book from the women, violence, and >>> adult education project: >>> http://www.worlded.org/docs/takeonthechallenge.pdf >>> >>> When Dad hurts Mom: Helping Your Children Heal the Wounds of >>> Witnessing Abuse by Lundy Bancroft >>> >>> Why does he do that? By Lundy Bancroft >>> >>> >>> Daphne Greenberg >>> Assistant Professor >>> Educational Psych. & Special Ed. >>> Georgia State University >>> P.O. Box 3979 >>> Atlanta, Georgia 30302-3979 >>> phone: 404-651-0127 >>> fax:404-651-4901 >>> dgreenberg at gsu.edu >>> >>> Daphne Greenberg >>> Associate Director >>> Center for the Study of Adult Literacy >>> Georgia State University >>> P.O. Box 3977 >>> Atlanta, Georgia 30302-3977 >>> phone: 404-651-0127 >>> fax:404-651-4901 >>> dgreenberg at gsu.edu >>> ---------------------------------------------------- >>> National Institute for Literacy >>> Women and Literacy mailing list >>> WomenLiteracy at nifl.gov >>> To unsubscribe or change your subscription settings, please go to >>> http://www.nifl.gov/mailman/listinfo/womenliteracy >>> >> >> ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/womenliteracy > > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > From andreawilder at comcast.net Tue Jul 18 08:26:38 2006 From: andreawilder at comcast.net (Andrea Wilder) Date: Tue, 18 Jul 2006 08:26:38 -0400 Subject: [WomenLiteracy 448] Book and $$ Message-ID: <978913aa86cbc5a3f9414ba28910a9be@comcast.net> Try Alibris for $10.59. Andrea From jenny at jennyhorsman.com Tue Jul 18 09:40:14 2006 From: jenny at jennyhorsman.com (Jenny Horsman) Date: Tue, 18 Jul 2006 09:40:14 -0400 Subject: [WomenLiteracy 449] Re: update on read and discuss ideas In-Reply-To: Message-ID: <002101c6aa6f$b593c550$6400a8c0@userlz9uvn4k3w> I just want to let you know that I feel honoured that so many of you are interested in reading something I've written for the book club - I wish I felt I had time to join you (though perhaps that would make you feel you had to be polite - and you really don't need to be - I appreciate hearing critique as well as connections that you make when you read my work and reflect on it in the light of your knowledge!) I'm delighted so many of you are proposing to engage with my writing - I struggle often with wondering whether I reach people when I write or deliver workshops and presentations - and yet feel so strongly that we need to be having conversations about the ways violence affects learning and ways to design education (in all settings) to support learning and teaching when so many of us have experienced violence - that it warms my heart when I find others interested in exploring the issue. I'm sorry that some of my latest writings are in journals and book chapters where I can't just post them on the internet (not yet at least) but I could send you an attachment of any articles you were eager to read and can't find on the site - (I have updated my personal site and sorted it out recently). I do recommend something more recent (as I've been learning more and more about the issue as I've carried out research and heard from many educators and students and explored my own experience - all the time refining my thinking) - perhaps something such as the chapter on disclosure included in the new Change Agent book - or the article on "Beyond Access" from the International Journal, or... Although "Too Scared" still makes sense to me (the cheap Canadian edition is just being reprinted and will be out in August) I do always check this list - though rarely feel like I have the time to comment - so if anyone has any questions or comments they would like me to see please do post here - or post on either website or write to me privately at feedback at jennyhorsman.com or jenny at learningandviolence.com. I was also delighted to hear that information on my new site on learning and violence has been posted here - I intend that one to be a much broader site to take up the issue in a myriad of ways (just have my fingers crossed that I can get funding to develop it so that I can stop doing unrelated projects to earn my living and can focus on developing it!) - so I would love to hear if any of you have been writing or creating on any aspect of this issue - or if you come across interesting resources you think should be included or linked to the site..... -----Original Message----- From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Daphne Greenberg Sent: Sunday, July 16, 2006 5:19 PM To: womenliteracy at nifl.gov Subject: [WomenLiteracy 441] update on read and discuss ideas It looks like most people want to read something by Jenny Horsman. 9 people have voted for reviewing something on her website. I will get back to everyone shortly about next steps. From andreawilder at comcast.net Tue Jul 18 19:01:24 2006 From: andreawilder at comcast.net (Andrea Wilder) Date: Tue, 18 Jul 2006 19:01:24 -0400 Subject: [WomenLiteracy 450] Re: update on read and discuss ideas In-Reply-To: References: Message-ID: <278cdedd553d5e3fcfe6b76eb2dbb2f9@comcast.net> I can't figure out if my next to last message got on. Too Scared to Learn--try dookfinder.com, and used.addall.com. Also, Alibris. Andrea On Jul 17, 2006, at 11:26 AM, Ryan Hall wrote: > Andrea, > Mev brought up a good point about Too Scared to Learn, which is the > cost. I > paid either $42 or $47 for my copy three months ago from amazon.com. I > wouldn't have bought it except for the fact that I previewed another > copy > and knew I really wanted it despite the cost. Many people in this > listserv, > including myself, are not going to want to pay so much money for a > book they > aren't sure they'll use OR they simply won't have the money to buy the > book. > Either way, the cost for this book alone may exclude a lot of people > on this > listserv who might otherwise participate in the discussion. And, I > wonder, > too, how easy it would be for people who are not here in the US or > Canada to > actually get the book. So, potentially there would be more exclusions. > I'm wondering if it would be better to discuss something else Jenny > Horsman > has written (perhaps something on the internet that more people can > get) and > then use the book as an optional resource for the discussion. What do > you > think? Do you (or anyone else) have another idea on how this could > work? > Ryan > > On 7/17/06 8:20 AM, "Andrea Wilder" wrote: > >> Daphne, >> >> This is a great list! >> >> I still hope we do "Too Scared...." >> >> Andrea >> >> >> On Jul 16, 2006, at 5:19 PM, Daphne Greenberg wrote: >> >>> It looks like most people want to read something by Jenny Horsman. 9 >>> people have voted for reviewing something on her website. I will get >>> back to everyone shortly about next steps. >>> >>> Here are the final vote results (and scroll down for correct author >>> for Women's way of Knowing in list and one new reference) >>> 9 people have voted for Jenny Horsman's writing that she has posted >>> on >>> her website ( http://www.jennyhorsman.com/ ) or on >>> http://www.learningandviolence.net >>> 6 people have voted for Jenny Horsman's Too Scared to Learn book. >>> Two votes for Women's Ways of Knowing by Mary Belenky >>> Two votes for: Echo in my soul or Incidents in the Life of a Slave >>> Girl or Black women in white America. >>> One vote for Women as Learners by Elizabeth Hayes >>> One vote for: Work by Carol Gilligan >>> One vote for: "Coming of Age in Mississippi" by Ann Moody or her >>> recent account of her experiences as a young high school student in >>> the late '50's or early '60s in sit-ins in the South, at the very >>> beginnings of the Civil Rights movement. >>> One vote for "I Know Why the Caged Bird Sings," by Maya Angelou. >>> One vote for: A Child Called It or The Secret Life of Bees >>> One vote for the Change Agent or Sheryl Gowen's Friends from the >>> Kitchen >>> >>> Updated list of printed materials (the first two are the new ones): >>> >>> Women as Learners by Elizabeth Hayes >>> >>> Women's Ways of Knowing by Mary Belenky >>> >>> A new website on Learning and Violence >>> http://www.learningandviolence.net >>> >>> "Coming of Age in Mississippi" by Ann Moody or her recent account of >>> her experiences as a young high school student in the late '50's or >>> early '60s in sit-ins in the South, at the very beginnings of the >>> Civil >>> Rights movement. >>> >>> "I Know Why the Caged Bird Sings," by Maya Angelou >>> >>> Work by Carol Gilligan >>> >>> A Child Called It >>> >>> The Secret Life of Bees >>> >>> >>> Clark, Septima P. (1962). Echo in my soul. New York: E. P. Dutton & >>> C0. >>> >>> Jacobs, H. A. (1987). Incidents in the Life of a Slave Girl: Written >>> by herself. Cambridge, MA: Harvard University Press. (Original work >>> published in 1861). >>> >>> Lerner, G. (Ed.) (1972). Black women in white America: A documentary >>> history. New York: Pantheon Books-Random house. >>> >>> Are Women Human? By Catherine A. MacKinnon >>> >>> Something in My Mind Besides the Everyday By J. Horsman >>> >>> Too scared to learn by J. Horsman >>> >>> By Women/For Women Laubach >>> >>> Women's Studies Quarterly #32 (1/2) on Women and Literacy (2004) >>> >>> Lorna Rivera's chapter in Women's Studies Quarterly #32 (1/2) on >>> Women >>> and Literacy (2004) >>> >>> Kathleen Weiler on Freirean pedagogy from a feminist viewpoint >>> >>> Sheryl Gowen and Jennifer Bartlett (1997) Friends in the Kitchen A >>> chapter in Hull's edited book, changing work, changing workers* >>> >>> Change Agent #19 on Women and literacy by teachers and learners >>> >>> Women and literacy related materials found at: >>> http://www.litwomen.org/womlitbiblio.html >>> >>> Disconnecting and sexuality: speaking the unspeakable in the >>> classroom >>> (1993) by Kathleen Rockhill >>> >>> Illiterate woman in women, literacy, and development by Anna >>> Robinson-Pants >>> >>> Chizu Sato's piece in women, literacy, and development by Anna >>> Robinson-Pants >>> >>> bell hooks >>> >>> bell hooks "talking back" chapter 4, or chapters 4-8 >>> >>> Oakland Readers Series on women, enterprising women (Marilyn Martin >>> Jones) >>> >>> A chapter by Jane Mace in her book, playing with time >>> >>> Bonny Norton's chapter on literacy and gender >>> >>> Jean Barr's work on liberating knowledge: research feminism and adult >>> education >>> >>> Canadian Women's Studies issue on Women and Literacy >>> >>> Women and literacy related materials found at: >>> http://www.nald.ca/cclow/search/search_res.asp?s=subject&q=18 >>> >>> Take on the Challenge: A source book from the women, violence, and >>> adult education project: >>> http://www.worlded.org/docs/takeonthechallenge.pdf >>> >>> When Dad hurts Mom: Helping Your Children Heal the Wounds of >>> Witnessing Abuse by Lundy Bancroft >>> >>> Why does he do that? By Lundy Bancroft >>> >>> >>> Daphne Greenberg >>> Assistant Professor >>> Educational Psych. & Special Ed. >>> Georgia State University >>> P.O. Box 3979 >>> Atlanta, Georgia 30302-3979 >>> phone: 404-651-0127 >>> fax:404-651-4901 >>> dgreenberg at gsu.edu >>> >>> Daphne Greenberg >>> Associate Director >>> Center for the Study of Adult Literacy >>> Georgia State University >>> P.O. Box 3977 >>> Atlanta, Georgia 30302-3977 >>> phone: 404-651-0127 >>> fax:404-651-4901 >>> dgreenberg at gsu.edu >>> ---------------------------------------------------- >>> National Institute for Literacy >>> Women and Literacy mailing list >>> WomenLiteracy at nifl.gov >>> To unsubscribe or change your subscription settings, please go to >>> http://www.nifl.gov/mailman/listinfo/womenliteracy >>> >> >> ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/womenliteracy > > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > From andreawilder at comcast.net Tue Jul 18 21:27:11 2006 From: andreawilder at comcast.net (Andrea Wilder) Date: Tue, 18 Jul 2006 21:27:11 -0400 Subject: [WomenLiteracy 450] Re: update on read and discuss ideas In-Reply-To: <278cdedd553d5e3fcfe6b76eb2dbb2f9@comcast.net> References: <278cdedd553d5e3fcfe6b76eb2dbb2f9@comcast.net> Message-ID: Oh, boy--that's BOOKFINDER.COM. A On Jul 18, 2006, at 7:01 PM, Andrea Wilder wrote: > I can't figure out if my next to last message got on. > > Too Scared to Learn--try dookfinder.com, and used.addall.com. Also, > Alibris. > > Andrea > > > On Jul 17, 2006, at 11:26 AM, Ryan Hall wrote: > >> Andrea, >> Mev brought up a good point about Too Scared to Learn, which is the >> cost. I >> paid either $42 or $47 for my copy three months ago from amazon.com. I >> wouldn't have bought it except for the fact that I previewed another >> copy >> and knew I really wanted it despite the cost. Many people in this >> listserv, >> including myself, are not going to want to pay so much money for a >> book they >> aren't sure they'll use OR they simply won't have the money to buy the >> book. >> Either way, the cost for this book alone may exclude a lot of people >> on this >> listserv who might otherwise participate in the discussion. And, I >> wonder, >> too, how easy it would be for people who are not here in the US or >> Canada to >> actually get the book. So, potentially there would be more exclusions. >> I'm wondering if it would be better to discuss something else Jenny >> Horsman >> has written (perhaps something on the internet that more people can >> get) and >> then use the book as an optional resource for the discussion. What do >> you >> think? Do you (or anyone else) have another idea on how this could >> work? >> Ryan >> >> On 7/17/06 8:20 AM, "Andrea Wilder" wrote: >> >>> Daphne, >>> >>> This is a great list! >>> >>> I still hope we do "Too Scared...." >>> >>> Andrea >>> >>> >>> On Jul 16, 2006, at 5:19 PM, Daphne Greenberg wrote: >>> >>>> It looks like most people want to read something by Jenny Horsman. >>>> 9 >>>> people have voted for reviewing something on her website. I will get >>>> back to everyone shortly about next steps. >>>> >>>> Here are the final vote results (and scroll down for correct author >>>> for Women's way of Knowing in list and one new reference) >>>> 9 people have voted for Jenny Horsman's writing that she has posted >>>> on >>>> her website ( http://www.jennyhorsman.com/ ) or on >>>> http://www.learningandviolence.net >>>> 6 people have voted for Jenny Horsman's Too Scared to Learn book. >>>> Two votes for Women's Ways of Knowing by Mary Belenky >>>> Two votes for: Echo in my soul or Incidents in the Life of a Slave >>>> Girl or Black women in white America. >>>> One vote for Women as Learners by Elizabeth Hayes >>>> One vote for: Work by Carol Gilligan >>>> One vote for: "Coming of Age in Mississippi" by Ann Moody or her >>>> recent account of her experiences as a young high school student in >>>> the late '50's or early '60s in sit-ins in the South, at the very >>>> beginnings of the Civil Rights movement. >>>> One vote for "I Know Why the Caged Bird Sings," by Maya Angelou. >>>> One vote for: A Child Called It or The Secret Life of Bees >>>> One vote for the Change Agent or Sheryl Gowen's Friends from the >>>> Kitchen >>>> >>>> Updated list of printed materials (the first two are the new ones): >>>> >>>> Women as Learners by Elizabeth Hayes >>>> >>>> Women's Ways of Knowing by Mary Belenky >>>> >>>> A new website on Learning and Violence >>>> http://www.learningandviolence.net >>>> >>>> "Coming of Age in Mississippi" by Ann Moody or her recent account of >>>> her experiences as a young high school student in the late '50's or >>>> early '60s in sit-ins in the South, at the very beginnings of the >>>> Civil >>>> Rights movement. >>>> >>>> "I Know Why the Caged Bird Sings," by Maya Angelou >>>> >>>> Work by Carol Gilligan >>>> >>>> A Child Called It >>>> >>>> The Secret Life of Bees >>>> >>>> >>>> Clark, Septima P. (1962). Echo in my soul. New York: E. P. Dutton & >>>> C0. >>>> >>>> Jacobs, H. A. (1987). Incidents in the Life of a Slave Girl: Written >>>> by herself. Cambridge, MA: Harvard University Press. (Original work >>>> published in 1861). >>>> >>>> Lerner, G. (Ed.) (1972). Black women in white America: A documentary >>>> history. New York: Pantheon Books-Random house. >>>> >>>> Are Women Human? By Catherine A. MacKinnon >>>> >>>> Something in My Mind Besides the Everyday By J. Horsman >>>> >>>> Too scared to learn by J. Horsman >>>> >>>> By Women/For Women Laubach >>>> >>>> Women's Studies Quarterly #32 (1/2) on Women and Literacy (2004) >>>> >>>> Lorna Rivera's chapter in Women's Studies Quarterly #32 (1/2) on >>>> Women >>>> and Literacy (2004) >>>> >>>> Kathleen Weiler on Freirean pedagogy from a feminist viewpoint >>>> >>>> Sheryl Gowen and Jennifer Bartlett (1997) Friends in the Kitchen A >>>> chapter in Hull's edited book, changing work, changing workers* >>>> >>>> Change Agent #19 on Women and literacy by teachers and learners >>>> >>>> Women and literacy related materials found at: >>>> http://www.litwomen.org/womlitbiblio.html >>>> >>>> Disconnecting and sexuality: speaking the unspeakable in the >>>> classroom >>>> (1993) by Kathleen Rockhill >>>> >>>> Illiterate woman in women, literacy, and development by Anna >>>> Robinson-Pants >>>> >>>> Chizu Sato's piece in women, literacy, and development by Anna >>>> Robinson-Pants >>>> >>>> bell hooks >>>> >>>> bell hooks "talking back" chapter 4, or chapters 4-8 >>>> >>>> Oakland Readers Series on women, enterprising women (Marilyn Martin >>>> Jones) >>>> >>>> A chapter by Jane Mace in her book, playing with time >>>> >>>> Bonny Norton's chapter on literacy and gender >>>> >>>> Jean Barr's work on liberating knowledge: research feminism and >>>> adult >>>> education >>>> >>>> Canadian Women's Studies issue on Women and Literacy >>>> >>>> Women and literacy related materials found at: >>>> http://www.nald.ca/cclow/search/search_res.asp?s=subject&q=18 >>>> >>>> Take on the Challenge: A source book from the women, violence, and >>>> adult education project: >>>> http://www.worlded.org/docs/takeonthechallenge.pdf >>>> >>>> When Dad hurts Mom: Helping Your Children Heal the Wounds of >>>> Witnessing Abuse by Lundy Bancroft >>>> >>>> Why does he do that? By Lundy Bancroft >>>> >>>> >>>> Daphne Greenberg >>>> Assistant Professor >>>> Educational Psych. & Special Ed. >>>> Georgia State University >>>> P.O. Box 3979 >>>> Atlanta, Georgia 30302-3979 >>>> phone: 404-651-0127 >>>> fax:404-651-4901 >>>> dgreenberg at gsu.edu >>>> >>>> Daphne Greenberg >>>> Associate Director >>>> Center for the Study of Adult Literacy >>>> Georgia State University >>>> P.O. Box 3977 >>>> Atlanta, Georgia 30302-3977 >>>> phone: 404-651-0127 >>>> fax:404-651-4901 >>>> dgreenberg at gsu.edu >>>> ---------------------------------------------------- >>>> National Institute for Literacy >>>> Women and Literacy mailing list >>>> WomenLiteracy at nifl.gov >>>> To unsubscribe or change your subscription settings, please go to >>>> http://www.nifl.gov/mailman/listinfo/womenliteracy >>>> >>> >>> ---------------------------------------------------- >>> National Institute for Literacy >>> Women and Literacy mailing list >>> WomenLiteracy at nifl.gov >>> To unsubscribe or change your subscription settings, please go to >>> http://www.nifl.gov/mailman/listinfo/womenliteracy >> >> >> ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/womenliteracy >> > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > From alcdgg at langate.gsu.edu Thu Jul 20 16:39:06 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Thu, 20 Jul 2006 16:39:06 -0400 Subject: [WomenLiteracy 451] read and discuss ideas Message-ID: Since Jenny Horsman's work is what the final vote count indicated, I had emailed Jenny asking her if she had the time to facilitate our read and discuss activity. Unfortunately, as indicated by her posting below, she does not have the time right now, but she has graciously offered to answer any questions/comments posted here or sent to her email address. On behalf of the listserv-thank you, Jenny. In the meantime, I am very pleased to announce that Mev Miller has agreed to facilitate our read and discuss activity. Here is some background information on her: Mev Miller, Ed.D. is director and founder of WE LEARN (Women Expanding Literacy Education Action Resource Network www.litwomen.org/welearn.html). A long time feminist activist, Mev has years of experience in facilitating reading-discussion circles on a variety of women's issues. Her experience also includes facilitating Women Leading Through Reading Reading-Discussion Circles with women in both ABE and ESOL learning settings. Within the next week she will post a series of "next steps", including, sending a title list of writings by Jenny Horsman for people to select from and process details. Daphne >>> jenny at jennyhorsman.com 07/18/06 9:40 AM >>> I just want to let you know that I feel honoured that so many of you are interested in reading something I've written for the book club - I wish I felt I had time to join you (though perhaps that would make you feel you had to be polite - and you really don't need to be - I appreciate hearing critique as well as connections that you make when you read my work and reflect on it in the light of your knowledge!) I'm delighted so many of you are proposing to engage with my writing - I struggle often with wondering whether I reach people when I write or deliver workshops and presentations - and yet feel so strongly that we need to be having conversations about the ways violence affects learning and ways to design education (in all settings) to support learning and teaching when so many of us have experienced violence - that it warms my heart when I find others interested in exploring the issue. I'm sorry that some of my latest writings are in journals and book chapters where I can't just post them on the internet (not yet at least) but I could send you an attachment of any articles you were eager to read and can't find on the site - (I have updated my personal site and sorted it out recently). I do recommend something more recent (as I've been learning more and more about the issue as I've carried out research and heard from many educators and students and explored my own experience - all the time refining my thinking) - perhaps something such as the chapter on disclosure included in the new Change Agent book - or the article on "Beyond Access" from the International Journal, or... Although "Too Scared" still makes sense to me (the cheap Canadian edition is just being reprinted and will be out in August) I do always check this list - though rarely feel like I have the time to comment - so if anyone has any questions or comments they would like me to see please do post here - or post on either website or write to me privately at feedback at jennyhorsman.com or jenny at learningandviolence.com. I was also delighted to hear that information on my new site on learning and violence has been posted here - I intend that one to be a much broader site to take up the issue in a myriad of ways (just have my fingers crossed that I can get funding to develop it so that I can stop doing unrelated projects to earn my living and can focus on developing it!) - so I would love to hear if any of you have been writing or creating on any aspect of this issue - or if you come across interesting resources you think should be included or linked to the site..... -----Original Message----- From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Daphne Greenberg Sent: Sunday, July 16, 2006 5:19 PM To: womenliteracy at nifl.gov Subject: [WomenLiteracy 441] update on read and discuss ideas It looks like most people want to read something by Jenny Horsman. 9 people have voted for reviewing something on her website. I will get back to everyone shortly about next steps. ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy From alcdgg at langate.gsu.edu Thu Jul 20 21:28:31 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Thu, 20 Jul 2006 21:28:31 -0400 Subject: [WomenLiteracy 452] guest discussion on Workplace Literacy Discussion List Message-ID: Guest Discussion: Workplace Literacy Monday, July 24 - Friday, July 28 Guest: Alison Campbell - please see Alison's bio below To subscribe to the Workplace List, go to http://www.nifl.gov/mailman/listinfo/Workplace/ Colleagues, Next week, Monday July 24 - Friday July 28, we are privileged to have , as a guest on the Workplace Literacy Discussion List , Alison Campbell of the Conference Board of Canada. Many of you already know of her work, but for those of you who don't, she has 3 websites that I consider sister sites of the Workforce Education site. Where our Workforce site is geared more toward adult education instructors with a workforce focus, her sites are geared more toward business and industry employers who want and/or need to upgrade their workers' literacy skills. The Conference Board is also responsible for quite a lot of good research which Alison has been a part of. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Bio Alison Campbell Alison Campbell is a Senior Research Associate with the Education and Learning practice at The Conference Board of Canada. She acts as lead researcher, author and web site manager on various research projects in the area of workplace education and learning. This year, Alison is also managing the Conference Board?s International Workplace Education and Learning Conference: Sharing Global Solutions (Toronto, December 5-6, 2006). In 2005, Alison authored Profiting from Literacy: Creating a Sustainable Workplace Literacy Program and co-authored Literacy, Life and Employment: An Analysis of Canadian International Adult Literacy Survey (IALS) Microdata. In 2003, Alison authored Strength from Within: Overcoming the Barriers to Workplace Literacy Development as part of a national research study on the challenges employers face in designing and implementing workplace literacy and basic skills programs. In 2002, she co-managed a national study in the U.S. on the impacts of joint labor-management education programs. She co-authored the final report: Success by Design: What Works in Workforce Development. Alison currently manages a pilot project on the benefits of a national credit review service to improve credentialing opportunities for workplace education. Her work on workplace literacy and basic skills development extends beyond Canada to the United States. Alison manages and makes updates to www.work-basedlearning.org, www.scorecardforskills.com and www.workplacebasicskills.com * a suite of web sites funded by the U.S. Department of Education that act as free resources to American employers and their partners who wish to improve employees? skills. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ As you can tell from her bio, Alison has expertise in many areas of workplace literacy. Attached to this message is a complete listing of her publications and presentations, which are available for free download on the Conference Board site. You must, however, register with the site to access them. (Sign in at http://www.conferenceboard.ca/boardwiseii/Signin.asp and when you have the option, browse documents by "author" choosing "Campbell, Alison.") Access to the web sites does not require registration, and they are linked in her bio above. Alison is willing to discuss with us any of the areas of workplace literacy on her web sites or in her publications. It should be a wide-ranging discussion! I hope you will be able to participate! Donna Donna Brian, moderator Workplace Literacy Discussion List Center for Literacy Studies at The University of Tennessee djgbrian at utk.edu From kabeall at comcast.net Mon Jul 24 11:19:00 2006 From: kabeall at comcast.net (Kaye Beall) Date: Mon, 24 Jul 2006 11:19:00 -0400 Subject: [WomenLiteracy 453] New from NCSALL--Training Guides Message-ID: <000e01c6af34$7dd30760$0202a8c0@your4105e587b6> Practitioner Research Training Guide: Research-based Adult Reading Instruction This practitioner research training guide provides comprehensive instructions for facilitating a 31-hour training that guides practitioners through an investigation of a problem related to reading. The practitioners conduct the research in their own classrooms. This guide provides all the necessary materials and clear instructions to plan and facilitate a four-session practitioner research training. The sessions vary in length. To download the training guide, go to http://www.ncsall.net/index.php?id=1143 Training Guide: Study Circle Facilitators This training guide provides comprehensive instructions for preparing experienced adult education practitioners to facilitate NCSALL study circles. The training focuses on the NCSALL study circle, Research-based Adult Reading Instruction. However, the training can be adapted to prepare facilitators for NCSALL study circles in general or on another topic. The guide provides all the necessary materials and clear instructions to plan and facilitate a one-day, study circle facilitators training. The training is six hours in length. To download the training guide, go to http://www.ncsall.net/index.php?id=1137 **************** Kaye Beall Outreach Coordinator/NCSALL Dissemination Project World Education 4401 S. Madison St. Muncie, IN 47302 Tel: 765-717-3942 Fax: 208-694-8262 kaye_beall at worlded.org http://www.ncsall.net -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20060724/6040c94a/attachment.html From mev at litwomen.org Thu Jul 27 08:11:40 2006 From: mev at litwomen.org (mev at litwomen.org) Date: Thu, 27 Jul 2006 08:11:40 -0400 Subject: [WomenLiteracy 454] Discussion - Logistics Message-ID: <0F61927E-1D69-11DB-B294-000393ABE4D2@litwomen.org> As Daphne indicated in an earlier message, I have agreed to facilitate our first attempt at a listserv "book group." I am sending 2 separate emails to help us get organized. This first email discusses logistics. The 2nd email outlines possible articles for your consideration. As we get started, I would like to propose this following timeline... (These dates may seem odd, but they account for times I will be away from email during the month of August.) Wed. Aug 2: Article selected (see next email) Thurs. Aug. 3: Formal announcement of discussion and invitation to participate sent Tues. Aug 8: Article(s) sent via email to those who indicate an interest to participate Tues. Aug 15: Formal discussion begins - Mev will open with discussion starters Tues. Aug 22: Formal discussion ends - Mev will "wrap up" Wed. Aug 23: Evaluation questions sent Sun. Aug. 27: Evaluation responses received Compilation of discussion and evaluation will be available by Sept. 1 In order for the discussion to run smoothly on this listserv and to accommodate various needs, it will be important to define some discussion guidelines specific to a book group (regular netiquette guidelines also apply). Here are ones that have been previously mentioned on the listserv along with a few I've thought of. Your input into this list over the next week will be valuable, so please comment or make additional suggestions. Please, when you respond, use the subject line "Discussion - Logistics." If you want too address another topic, please use a different subject line. DRAFT - Suggested Discussion Guidelines: ?? Do not begin discussing the book/article until the group is formally opened by the facilitator (this will give participants time to read prior to discussion). ? During the designated discussion period, use the assigned discussion subject line each time you post. (Mev will announce it in email that opens the discussion) ?? Be mindful that many people only check email once a day or sporadically. As with any discussion, if you have made a post, please allow space and time for others to come into the discussion. ?? Remember, this is an open, public discussion. If you have something private or sensitive to respond, you may want to take it off list with an individual. What modifications or additions would you like to make to this list? The suggested readings are listed in the next email "Discussion - reading selection." Thanks. Mev Mev Miller, Ed.D. is director and founder of WE LEARN (Women Expanding Literacy Education Action Resource Network - www.litwomen.org/welearn.html). A long time feminist activist, Mev has years of experience in facilitating reading-discussion circles on a variety of women's issues. Her experience also includes facilitating Women Leading Through Reading Reading-Discussion Circles with women in both ABE and ESOL learning settings. WE LEARN Women Expanding: Literacy Education Action Resource Network www.litwomen.org/welearn.html Mev Miller, Ed.D., Director 182 Riverside Ave. Cranston, RI 02910 401-383-4374 welearn at litwomen.org From mev at litwomen.org Thu Jul 27 08:19:07 2006 From: mev at litwomen.org (mev at litwomen.org) Date: Thu, 27 Jul 2006 08:19:07 -0400 Subject: [WomenLiteracy 455] Discussion - Reading Selection Message-ID: <19CB87F9-1D6A-11DB-B294-000393ABE4D2@litwomen.org> Hi all, There was a strong preference by the group to read something by Jenny Horsman. A suggestion was made that we read something by her already posted on the Internet [http://www.jennyhorsman.com/articles.html]. In looking at the list, many of the links point to print (hard copy) published articles. I've talked with Jenny about what she would recommend. Her suggestions included the articles below -- some are newer and not yet published or posted on the Internet, but she has sent me electronic copies that I can email to those interested in participating. Please indicate your 1st and 2nd choice ONLY to the list below. Selections must be designated by Wednesday, Aug. 2. If electronic articles are selected, they will be emailed to those interested in participating by Aug. 8 Chapter from Too Scared to Learn, "Learning in the Context of Trauma: The Challenge of Setting Goals" (40 pages, single-spaced) Because the book is currently in reprint, Jenny has agreed to make one chapter available via email to those who participate in the group. I have selected this chapter as it contains information that may be useful as practitioners go back into their programs in September. Take on the Challenge: A Source Book from the Women, Violence, and Adult Education Project ? Elizabeth Morrish, Jenny Horsman and Judy Hofer, Boston: World Education. 2002 -- complete book (191 pages) -- Available on the Internet in pdf format -- http://www.jennyhorsman.com/articles/challenge/challenge.pdf Moving Beyond "Stupid": Taking Account of the Impact of Violence on Women?s Learning (13 pages, single-spaced) -- soon to be published. Jenny has provided electronic copy. "In this article, I examine violence that contributes to early learning failure and to entrenching the belief that one is too stupid to learn. I also look at some of the effects of violence on the learning process, and consider how to create conditions in adult education programs to counteract this early ?training?, including ways to support learning for those who doubt that they can learn and fear that opening a book will only remind them of their own ?stupidity.? ?But Is It Education?? The Challenge of Creating Effective Learning for Survivors of Trauma -- Women's Studies Quarterly, 32: #1&2, 2004 (25 pages - double-spaced) - This is not available on the Internet but Mev has it and will send electronically. "This paper introduces research I carried out from 1996 to 1999, looking at the impact of violence on women?s literacy learning and program participation in order to develop approaches to literacy work which will assist women to learn." Responding to Disclosures of Abuse in Women?s Lives: A Guide For Teachers of Literacy (3 pages, single-spaced) soon to be published. Jenny has provided electronic copy. Please indicate your 1st and 2nd choice ONLY to the list above. Selections must be designated by Wednesday, Aug. 2 If electronic articles are selected, they will be emailed to those interested in participating by Aug. 8 For those who wanted to work through the http://www.learningandviolence.net/, I'm not recommending that for this group at this time partly because it's still in development with more pages to come and many links not complete or connected yet. Participants may want to explore this site to supplement our discussion on the list. Thanks. Mev Mev Miller, Ed.D. is director and founder of WE LEARN (Women Expanding Literacy Education Action Resource Network - www.litwomen.org/welearn.html). A long time feminist activist, Mev has years of experience in facilitating reading-discussion circles on a variety of women's issues. Her experience also includes facilitating Women Leading Through Reading Reading-Discussion Circles with women in both ABE and ESOL learning settings. WE LEARN Women Expanding: Literacy Education Action Resource Network www.litwomen.org/welearn.html Mev Miller, Ed.D., Director 182 Riverside Ave. Cranston, RI 02910 401-383-4374 welearn at litwomen.org From Gerirose2 at aol.com Thu Jul 27 12:04:13 2006 From: Gerirose2 at aol.com (Gerirose2 at aol.com) Date: Thu, 27 Jul 2006 12:04:13 EDT Subject: =?ISO-8859-1?Q?Re:=20[WomenLiteracy=20455]=A0=20Discussion=20-=20?= =?ISO-8859-1?Q?Reading=20Selection?= Message-ID: <233.bf87377.31fa3dfd@aol.com> > Below are my two picks. Thanks. geri a-n > > 1st Choice: > Moving Beyond "Stupid": Taking Account of the Impact of Violence on > Women?s Learning (13 pages, single-spaced) -- soon to be published. > Jenny has provided electronic copy. > "In this article, I examine violence that contributes to early learning > failure and to entrenching the belief that one is too stupid to learn.? > I also look at some of the effects of violence on the learning process, > and consider how to create conditions in adult education programs to > counteract this early ?training?, including ways to support learning > for those who doubt that they can learn and fear that opening a book > will only remind them of their own ?stupidity.? > > 2nd choice: > ?But Is It Education?? The Challenge of Creating Effective Learning for > Survivors of Trauma -- Women's Studies Quarterly, 32: #1&2, 2004 (25 > pages - double-spaced) - This is not available on the Internet but Mev > has it and will send electronically. > "This paper introduces research I carried out from 1996 to 1999, > looking at the impact of violence on women?s literacy learning and > program participation in order to develop approaches to literacy work > which will assist women to learn." > > Responding to Disclosures of Abuse in Women?s Lives: A Guide For > Teachers of Literacy (3 pages, single-spaced)? soon to be published. > Jenny has provided electronic copy. > -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20060727/e13eba9c/attachment.html From bertiemo at yahoo.com Thu Jul 27 12:30:59 2006 From: bertiemo at yahoo.com (Bertha Mo) Date: Thu, 27 Jul 2006 09:30:59 -0700 (PDT) Subject: [WomenLiteracy 457] Re: Discussion - Reading Selection In-Reply-To: <19CB87F9-1D6A-11DB-B294-000393ABE4D2@litwomen.org> Message-ID: <20060727163059.58008.qmail@web30011.mail.mud.yahoo.com> My first choice is a chapter in Ms. Horsman's book. My second choice is her article on how to respond when a woman discloses. Best, Bertie Mo, Ph.D., MPH mev at litwomen.org, UNEXPECTED_DATA_AFTER_ADDRESS at .SYNTAX-ERROR. wrote: Hi all, There was a strong preference by the group to read something by Jenny Horsman. A suggestion was made that we read something by her already posted on the Internet [http://www.jennyhorsman.com/articles.html]. In looking at the list, many of the links point to print (hard copy) published articles. I've talked with Jenny about what she would recommend. Her suggestions included the articles below -- some are newer and not yet published or posted on the Internet, but she has sent me electronic copies that I can email to those interested in participating. Please indicate your 1st and 2nd choice ONLY to the list below. Selections must be designated by Wednesday, Aug. 2. If electronic articles are selected, they will be emailed to those interested in participating by Aug. 8 Chapter from Too Scared to Learn, "Learning in the Context of Trauma: The Challenge of Setting Goals" (40 pages, single-spaced) Because the book is currently in reprint, Jenny has agreed to make one chapter available via email to those who participate in the group. I have selected this chapter as it contains information that may be useful as practitioners go back into their programs in September. Take on the Challenge: A Source Book from the Women, Violence, and Adult Education Project ? Elizabeth Morrish, Jenny Horsman and Judy Hofer, Boston: World Education. 2002 -- complete book (191 pages) -- Available on the Internet in pdf format -- http://www.jennyhorsman.com/articles/challenge/challenge.pdf Moving Beyond "Stupid": Taking Account of the Impact of Violence on Women?s Learning (13 pages, single-spaced) -- soon to be published. Jenny has provided electronic copy. "In this article, I examine violence that contributes to early learning failure and to entrenching the belief that one is too stupid to learn. I also look at some of the effects of violence on the learning process, and consider how to create conditions in adult education programs to counteract this early ?training?, including ways to support learning for those who doubt that they can learn and fear that opening a book will only remind them of their own ?stupidity.? ?But Is It Education?? The Challenge of Creating Effective Learning for Survivors of Trauma -- Women's Studies Quarterly, 32: #1&2, 2004 (25 pages - double-spaced) - This is not available on the Internet but Mev has it and will send electronically. "This paper introduces research I carried out from 1996 to 1999, looking at the impact of violence on women?s literacy learning and program participation in order to develop approaches to literacy work which will assist women to learn." Responding to Disclosures of Abuse in Women?s Lives: A Guide For Teachers of Literacy (3 pages, single-spaced) soon to be published. Jenny has provided electronic copy. Please indicate your 1st and 2nd choice ONLY to the list above. Selections must be designated by Wednesday, Aug. 2 If electronic articles are selected, they will be emailed to those interested in participating by Aug. 8 For those who wanted to work through the http://www.learningandviolence.net/, I'm not recommending that for this group at this time partly because it's still in development with more pages to come and many links not complete or connected yet. Participants may want to explore this site to supplement our discussion on the list. Thanks. Mev Mev Miller, Ed.D. is director and founder of WE LEARN (Women Expanding Literacy Education Action Resource Network - www.litwomen.org/welearn.html). A long time feminist activist, Mev has years of experience in facilitating reading-discussion circles on a variety of women's issues. Her experience also includes facilitating Women Leading Through Reading Reading-Discussion Circles with women in both ABE and ESOL learning settings. WE LEARN Women Expanding: Literacy Education Action Resource Network www.litwomen.org/welearn.html Mev Miller, Ed.D., Director 182 Riverside Ave. Cranston, RI 02910 401-383-4374 welearn at litwomen.org ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20060727/9039c252/attachment.html From andreawilder at comcast.net Thu Jul 27 13:14:10 2006 From: andreawilder at comcast.net (Andrea Wilder) Date: Thu, 27 Jul 2006 13:14:10 -0400 Subject: [WomenLiteracy 458] Re: Discussion - Reading Selection In-Reply-To: <20060727163059.58008.qmail@web30011.mail.mud.yahoo.com> References: <20060727163059.58008.qmail@web30011.mail.mud.yahoo.com> Message-ID: <54c6d015c4952715f1a6c154ac7ea6bc@comcast.net> I vote for the chapter and "Stupid." Thanks for doing this, Mev. Andrea On Jul 27, 2006, at 12:30 PM, Bertha Mo wrote: > My first choice is a chapter in Ms. Horsman's book.? My second choice > is her article on how to respond when a woman discloses. > ? > Best, > ? > Bertie Mo, Ph.D., MPH > > mev at litwomen.org, UNEXPECTED_DATA_AFTER_ADDRESS at .SYNTAX-ERROR. wrote: >> Hi all, >> >> There was a strong preference by the group to read something by Jenny >> Horsman. A suggestion was made that we read something by her already >> posted on the Internet [http://www.jennyhorsman.com/articles.html]. In >> looking at the list, many of the links point to print (hard copy) >> published articles. I've talked with Jenny about what she would >> recommend. Her suggestions included the articles below -- some are >> newer and not yet published or posted on the Internet, but she has >> sent >> me electronic copies that I can email to those interested in >> participating. >> >> Please indicate your 1st and 2nd choice ONLY to the list below. >> Selections must be designated by Wednesday, Aug. 2. >> If electronic articles are selected, they will be emailed to those >> interested in participating by Aug. 8 >> >> Chapter from Too Scared to Learn, "Learning in the Context of Trauma: >> The Challenge of Setting Goals" (40 pages, single-spaced) Because the >> book is currently in reprint, Jenny has agreed to make one chapter >> available via email to those who participate in the group. I have >> selected this chapter as it contains information that may be useful as >> practitioners go back into their programs in September. >> >> Take on the Challenge: A Source Book from the Women, Violence, and >> Adult Education Project ? Elizabeth Morrish, Jenny Horsman and >> Judy Hofer, Boston: World Education. 2002 -- complete book (191 pages) >> -- Available on the Internet in pdf format -- >> http://www.jennyhorsman.com/articles/challenge/challenge.pdf >> >> Moving Beyond "Stupid": Taking Account of the Impact of Violence on >> Women?s Learning (13 pages, single-spaced) -- soon to be published. >> Jenny has provided electronic copy. >> "In this article, I examine violence that contributes to early >> learning >> failure and to entrenching the belief that one is too stupid to learn. >> I also look at some of the effects of violence on the learning >> process, >> and consider how to create conditions in adult education programs to >> counteract this early ?training?, including ways to support learning >> for those who doubt that they can learn and fear that opening a book >> will only remind them of their own ?stupidity.? >> >> ?But Is It Education?? The Challenge of Creating Effective Learning >> for >> Survivors of Trauma -- Women's Studies Quarterly, 32: #1&2, 2004 (25 >> pages - double-spaced) - This is not available on the Internet but Mev >> has it and will send electronically. >> "This paper introduces research I carried out from 1996 to 1999, >> looking at the impact of violence on women?s literacy learning and >> program participation in order to develop approaches to literacy work >> which will assist women to learn." >> >> Responding to Disclosures of Abuse in Women?s Lives: A Guide For >> Teachers of Literacy (3 pages, single-spaced) soon to be published. >> Jenny has provided electronic copy. >> >> Please indicate your 1st and 2nd choice ONLY to the list above. >> Selections must be designated by Wednesday, Aug. 2 >> If electronic articles are selected, they will be emailed to those >> interested in participating by Aug. 8 >> >> For those who wanted to work through the >> http://www.learningandviolence.net/, I'm not recommending that for >> this >> group at this time partly because it's still in development with more >> pages to come and many links not complete or connected yet. >> Participants may want to explore this site to supplement our >> discussion >> on the list. >> >> Thanks. >> Mev >> >> Mev Miller, Ed.D. is director and founder of WE LEARN (Women Expanding >> Literacy Education Action Resource Network - >> www.litwomen.org/welearn.html). A long time feminist activist, Mev has >> years of experience in facilitating reading-discussion circles on a >> variety of women's issues. Her experience also includes facilitating >> Women Leading Through Reading Reading-Discussion Circles with women in >> both ABE and ESOL learning settings. >> >> WE LEARN >> Women Expanding: Literacy Education Action Resource Network >> www.litwomen.org/welearn.html >> >> Mev Miller, Ed.D., Director >> 182 Riverside Ave. >> Cranston, RI 02910 >> 401-383-4374 >> welearn at litwomen.org >> >> >> ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/womenliteracy > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 5031 bytes Desc: not available Url : http://www.nifl.gov/pipermail/womenliteracy/attachments/20060727/705d502a/attachment.bin From shumpal at readingconnections.org Thu Jul 27 13:39:57 2006 From: shumpal at readingconnections.org (Sarah Humpal) Date: Thu, 27 Jul 2006 13:39:57 -0400 Subject: [WomenLiteracy 459] Re: Discussion - Reading Selection References: <19CB87F9-1D6A-11DB-B294-000393ABE4D2@litwomen.org> Message-ID: <007f01c6b1a3$ae220ad0$0d01a8c0@rcone2> My top two picks are: 1. Chapter from Too Scared to Learn, "Learning in the Context of Trauma: The Challenge of Setting Goals" (40 pages, single-spaced) Because the book is currently in reprint, Jenny has agreed to make one chapter available via email to those who participate in the group. I have selected this chapter as it contains information that may be useful as practitioners go back into their programs in September. 2. Moving Beyond "Stupid": Thanks, Sarah Humpal Student Services Coordinator Reading Connections Greensboro, NC ----- Original Message ----- From: To: "NIFL Womenlit" Sent: Thursday, July 27, 2006 8:19 AM Subject: [WomenLiteracy 455] Discussion - Reading Selection Hi all, There was a strong preference by the group to read something by Jenny Horsman. A suggestion was made that we read something by her already posted on the Internet [http://www.jennyhorsman.com/articles.html]. In looking at the list, many of the links point to print (hard copy) published articles. I've talked with Jenny about what she would recommend. Her suggestions included the articles below -- some are newer and not yet published or posted on the Internet, but she has sent me electronic copies that I can email to those interested in participating. Please indicate your 1st and 2nd choice ONLY to the list below. Selections must be designated by Wednesday, Aug. 2. If electronic articles are selected, they will be emailed to those interested in participating by Aug. 8 Chapter from Too Scared to Learn, "Learning in the Context of Trauma: The Challenge of Setting Goals" (40 pages, single-spaced) Because the book is currently in reprint, Jenny has agreed to make one chapter available via email to those who participate in the group. I have selected this chapter as it contains information that may be useful as practitioners go back into their programs in September. Take on the Challenge: A Source Book from the Women, Violence, and Adult Education Project ? Elizabeth Morrish, Jenny Horsman and Judy Hofer, Boston: World Education. 2002 -- complete book (191 pages) -- Available on the Internet in pdf format -- http://www.jennyhorsman.com/articles/challenge/challenge.pdf Moving Beyond "Stupid": Taking Account of the Impact of Violence on Women?s Learning (13 pages, single-spaced) -- soon to be published. Jenny has provided electronic copy. "In this article, I examine violence that contributes to early learning failure and to entrenching the belief that one is too stupid to learn. I also look at some of the effects of violence on the learning process, and consider how to create conditions in adult education programs to counteract this early ?training?, including ways to support learning for those who doubt that they can learn and fear that opening a book will only remind them of their own ?stupidity.? ?But Is It Education?? The Challenge of Creating Effective Learning for Survivors of Trauma -- Women's Studies Quarterly, 32: #1&2, 2004 (25 pages - double-spaced) - This is not available on the Internet but Mev has it and will send electronically. "This paper introduces research I carried out from 1996 to 1999, looking at the impact of violence on women?s literacy learning and program participation in order to develop approaches to literacy work which will assist women to learn." Responding to Disclosures of Abuse in Women?s Lives: A Guide For Teachers of Literacy (3 pages, single-spaced) soon to be published. Jenny has provided electronic copy. Please indicate your 1st and 2nd choice ONLY to the list above. Selections must be designated by Wednesday, Aug. 2 If electronic articles are selected, they will be emailed to those interested in participating by Aug. 8 For those who wanted to work through the http://www.learningandviolence.net/, I'm not recommending that for this group at this time partly because it's still in development with more pages to come and many links not complete or connected yet. Participants may want to explore this site to supplement our discussion on the list. Thanks. Mev Mev Miller, Ed.D. is director and founder of WE LEARN (Women Expanding Literacy Education Action Resource Network - www.litwomen.org/welearn.html). A long time feminist activist, Mev has years of experience in facilitating reading-discussion circles on a variety of women's issues. Her experience also includes facilitating Women Leading Through Reading Reading-Discussion Circles with women in both ABE and ESOL learning settings. WE LEARN Women Expanding: Literacy Education Action Resource Network www.litwomen.org/welearn.html Mev Miller, Ed.D., Director 182 Riverside Ave. Cranston, RI 02910 401-383-4374 welearn at litwomen.org ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy From PWalker at nl.edu Thu Jul 27 13:56:14 2006 From: PWalker at nl.edu (Pamela Walker) Date: Thu, 27 Jul 2006 12:56:14 -0500 Subject: [WomenLiteracy 460] Re: Discussion - Reading Selection Message-ID: <58A99FA6D5B04A45B83CD7C0DCEC8070061A1815@nluexchange.nl.edu> Good afternoon, My choices are: 1. Chapter from Too Scared to Learn, "Learning in the Context of Trauma: The Challenge of Setting Goals" 2. Moving Beyond "Stupid": Taking Account of the Impact of Violence on Women?s Learning Thank you, Pamela Walker -----Original Message----- From: womenliteracy-bounces at nifl.gov on behalf of mev at litwomen.org Sent: Thu 7/27/2006 7:19 AM To: NIFL Womenlit Cc: Subject: [WomenLiteracy 455] Discussion - Reading Selection Hi all, There was a strong preference by the group to read something by Jenny Horsman. A suggestion was made that we read something by her already posted on the Internet [http://www.jennyhorsman.com/articles.html]. In looking at the list, many of the links point to print (hard copy) published articles. I've talked with Jenny about what she would recommend. Her suggestions included the articles below -- some are newer and not yet published or posted on the Internet, but she has sent me electronic copies that I can email to those interested in participating. Please indicate your 1st and 2nd choice ONLY to the list below. Selections must be designated by Wednesday, Aug. 2. If electronic articles are selected, they will be emailed to those interested in participating by Aug. 8 Chapter from Too Scared to Learn, "Learning in the Context of Trauma: The Challenge of Setting Goals" (40 pages, single-spaced) Because the book is currently in reprint, Jenny has agreed to make one chapter available via email to those who participate in the group. I have selected this chapter as it contains information that may be useful as practitioners go back into their programs in September. Take on the Challenge: A Source Book from the Women, Violence, and Adult Education Project ? Elizabeth Morrish, Jenny Horsman and Judy Hofer, Boston: World Education. 2002 -- complete book (191 pages) -- Available on the Internet in pdf format -- http://www.jennyhorsman.com/articles/challenge/challenge.pdf Moving Beyond "Stupid": Taking Account of the Impact of Violence on Women?s Learning (13 pages, single-spaced) -- soon to be published. Jenny has provided electronic copy. "In this article, I examine violence that contributes to early learning failure and to entrenching the belief that one is too stupid to learn. I also look at some of the effects of violence on the learning process, and consider how to create conditions in adult education programs to counteract this early ?training?, including ways to support learning for those who doubt that they can learn and fear that opening a book will only remind them of their own ?stupidity.? ?But Is It Education?? The Challenge of Creating Effective Learning for Survivors of Trauma -- Women's Studies Quarterly, 32: #1&2, 2004 (25 pages - double-spaced) - This is not available on the Internet but Mev has it and will send electronically. "This paper introduces research I carried out from 1996 to 1999, looking at the impact of violence on women?s literacy learning and program participation in order to develop approaches to literacy work which will assist women to learn." Responding to Disclosures of Abuse in Women?s Lives: A Guide For Teachers of Literacy (3 pages, single-spaced) soon to be published. Jenny has provided electronic copy. Please indicate your 1st and 2nd choice ONLY to the list above. Selections must be designated by Wednesday, Aug. 2 If electronic articles are selected, they will be emailed to those interested in participating by Aug. 8 For those who wanted to work through the http://www.learningandviolence.net/, I'm not recommending that for this group at this time partly because it's still in development with more pages to come and many links not complete or connected yet. Participants may want to explore this site to supplement our discussion on the list. Thanks. Mev Mev Miller, Ed.D. is director and founder of WE LEARN (Women Expanding Literacy Education Action Resource Network - www.litwomen.org/welearn.html). A long time feminist activist, Mev has years of experience in facilitating reading-discussion circles on a variety of women's issues. Her experience also includes facilitating Women Leading Through Reading Reading-Discussion Circles with women in both ABE and ESOL learning settings. WE LEARN Women Expanding: Literacy Education Action Resource Network www.litwomen.org/welearn.html Mev Miller, Ed.D., Director 182 Riverside Ave. Cranston, RI 02910 401-383-4374 welearn at litwomen.org ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: application/ms-tnef Size: 8270 bytes Desc: not available Url : http://www.nifl.gov/pipermail/womenliteracy/attachments/20060727/c1d0de58/attachment.bin From KFlagg at homesforthehomeless.com Thu Jul 27 14:25:13 2006 From: KFlagg at homesforthehomeless.com (KFlagg at homesforthehomeless.com) Date: Thu, 27 Jul 2006 14:25:13 -0400 Subject: [WomenLiteracy 461] Re: Discussion - Reading Selection In-Reply-To: <19CB87F9-1D6A-11DB-B294-000393ABE4D2@litwomen.org> Message-ID: Hello all, I would like to read either: 1. Moving Beyond "Stupid": Taking Account of the Impact of Violence on Women?s Learning (13 pages, single-spaced) -- soon to be published. Jenny has provided electronic copy. "In this article, I examine violence that contributes to early learning failure and to entrenching the belief that one is too stupid to learn. I also look at some of the effects of violence on the learning process, and consider how to create conditions in adult education programs to counteract this early ?training?, including ways to support learning for those who doubt that they can learn and fear that opening a book will only remind them of their own ?stupidity.? OR 2.?But Is It Education?? The Challenge of Creating Effective Learning for Survivors of Trauma -- Women's Studies Quarterly, 32: #1&2, 2004 (25 pages - double-spaced) - This is not available on the Internet but Mev has it and will send electronically. "This paper introduces research I carried out from 1996 to 1999, looking at the impact of violence on women?s literacy learning and program participation in order to develop approaches to literacy work which will assist women to learn." Thank you, Kinara Kinara Flagg Development Associate Homes for the Homeless 36 Cooper Square, 6th Floor New York, NY 10003 (212) 529-5252 x13 kflagg at homesforthehomeless.com From dhatfield at famlit.org Thu Jul 27 14:43:29 2006 From: dhatfield at famlit.org (Deb Hatfield) Date: Thu, 27 Jul 2006 14:43:29 -0400 Subject: [WomenLiteracy 462] Re: WomenLiteracy Digest, Vol 10, Issue 17 Message-ID: <8D8B65FFAE8EE34FB7CF3BFBFAE94DE401C401AC@SYNNODE2> Hello: I have been following this listserv for months & this is the 1st time I'm replying. I'm casting my vote for: 1- Moving Beyond "Stupid": Taking Account of the Impact of Violence on 2-Responding to Disclosures of Abuse in Women?s Lives: A Guide For Teachers of Literacy (3 pages, single-spaced) soon to be published. Both topics are of interest to my organization. Deb -----Original Message----- From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of womenliteracy-request at nifl.gov Sent: Thursday, July 27, 2006 2:31 PM To: womenliteracy at nifl.gov Subject: WomenLiteracy Digest, Vol 10, Issue 17 Send WomenLiteracy mailing list submissions to womenliteracy at nifl.gov To subscribe or unsubscribe via the World Wide Web, visit http://www.nifl.gov/mailman/listinfo/womenliteracy or, via email, send a message with subject or body 'help' to womenliteracy-request at nifl.gov You can reach the person managing the list at womenliteracy-owner at nifl.gov When replying, please edit your Subject line so it is more specific than "Re: Contents of WomenLiteracy digest..." Today's Topics: 1. Re: [WomenLiteracy 455]? Discussion - Reading Selection (Gerirose2 at aol.com) 2. [WomenLiteracy 457] Re: Discussion - Reading Selection (Bertha Mo) 3. [WomenLiteracy 458] Re: Discussion - Reading Selection (Andrea Wilder) 4. [WomenLiteracy 459] Re: Discussion - Reading Selection (Sarah Humpal) 5. [WomenLiteracy 460] Re: Discussion - Reading Selection (Pamela Walker) ---------------------------------------------------------------------- Message: 1 Date: Thu, 27 Jul 2006 12:04:13 EDT From: Gerirose2 at aol.com Subject: Re: [WomenLiteracy 455]? Discussion - Reading Selection To: womenliteracy at nifl.gov Message-ID: <233.bf87377.31fa3dfd at aol.com> Content-Type: text/plain; charset="utf-8" > Below are my two picks. Thanks. geri a-n > > 1st Choice: > Moving Beyond "Stupid": Taking Account of the Impact of Violence on > Women?s Learning (13 pages, single-spaced) -- soon to be published. > Jenny has provided electronic copy. > "In this article, I examine violence that contributes to early learning > failure and to entrenching the belief that one is too stupid to learn.? > I also look at some of the effects of violence on the learning process, > and consider how to create conditions in adult education programs to > counteract this early ?training?, including ways to support learning > for those who doubt that they can learn and fear that opening a book > will only remind them of their own ?stupidity.? > > 2nd choice: > ?But Is It Education?? The Challenge of Creating Effective Learning for > Survivors of Trauma -- Women's Studies Quarterly, 32: #1&2, 2004 (25 > pages - double-spaced) - This is not available on the Internet but Mev > has it and will send electronically. > "This paper introduces research I carried out from 1996 to 1999, > looking at the impact of violence on women?s literacy learning and > program participation in order to develop approaches to literacy work > which will assist women to learn." > > Responding to Disclosures of Abuse in Women?s Lives: A Guide For > Teachers of Literacy (3 pages, single-spaced)? soon to be published. > Jenny has provided electronic copy. > -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20060727/e13eba9 c/attachment-0001.html ------------------------------ Message: 2 Date: Thu, 27 Jul 2006 09:30:59 -0700 (PDT) From: Bertha Mo Subject: [WomenLiteracy 457] Re: Discussion - Reading Selection To: The Women and Literacy Discussion List Message-ID: <20060727163059.58008.qmail at web30011.mail.mud.yahoo.com> Content-Type: text/plain; charset="iso-8859-1" My first choice is a chapter in Ms. Horsman's book. My second choice is her article on how to respond when a woman discloses. Best, Bertie Mo, Ph.D., MPH mev at litwomen.org, UNEXPECTED_DATA_AFTER_ADDRESS at .SYNTAX-ERROR. wrote: Hi all, There was a strong preference by the group to read something by Jenny Horsman. A suggestion was made that we read something by her already posted on the Internet [http://www.jennyhorsman.com/articles.html]. In looking at the list, many of the links point to print (hard copy) published articles. I've talked with Jenny about what she would recommend. Her suggestions included the articles below -- some are newer and not yet published or posted on the Internet, but she has sent me electronic copies that I can email to those interested in participating. Please indicate your 1st and 2nd choice ONLY to the list below. Selections must be designated by Wednesday, Aug. 2. If electronic articles are selected, they will be emailed to those interested in participating by Aug. 8 Chapter from Too Scared to Learn, "Learning in the Context of Trauma: The Challenge of Setting Goals" (40 pages, single-spaced) Because the book is currently in reprint, Jenny has agreed to make one chapter available via email to those who participate in the group. I have selected this chapter as it contains information that may be useful as practitioners go back into their programs in September. Take on the Challenge: A Source Book from the Women, Violence, and Adult Education Project ? Elizabeth Morrish, Jenny Horsman and Judy Hofer, Boston: World Education. 2002 -- complete book (191 pages) -- Available on the Internet in pdf format -- http://www.jennyhorsman.com/articles/challenge/challenge.pdf Moving Beyond "Stupid": Taking Account of the Impact of Violence on Women?s Learning (13 pages, single-spaced) -- soon to be published. Jenny has provided electronic copy. "In this article, I examine violence that contributes to early learning failure and to entrenching the belief that one is too stupid to learn. I also look at some of the effects of violence on the learning process, and consider how to create conditions in adult education programs to counteract this early ?training?, including ways to support learning for those who doubt that they can learn and fear that opening a book will only remind them of their own ?stupidity.? ?But Is It Education?? The Challenge of Creating Effective Learning for Survivors of Trauma -- Women's Studies Quarterly, 32: #1&2, 2004 (25 pages - double-spaced) - This is not available on the Internet but Mev has it and will send electronically. "This paper introduces research I carried out from 1996 to 1999, looking at the impact of violence on women?s literacy learning and program participation in order to develop approaches to literacy work which will assist women to learn." Responding to Disclosures of Abuse in Women?s Lives: A Guide For Teachers of Literacy (3 pages, single-spaced) soon to be published. Jenny has provided electronic copy. Please indicate your 1st and 2nd choice ONLY to the list above. Selections must be designated by Wednesday, Aug. 2 If electronic articles are selected, they will be emailed to those interested in participating by Aug. 8 For those who wanted to work through the http://www.learningandviolence.net/, I'm not recommending that for this group at this time partly because it's still in development with more pages to come and many links not complete or connected yet. Participants may want to explore this site to supplement our discussion on the list. Thanks. Mev Mev Miller, Ed.D. is director and founder of WE LEARN (Women Expanding Literacy Education Action Resource Network - www.litwomen.org/welearn.html). A long time feminist activist, Mev has years of experience in facilitating reading-discussion circles on a variety of women's issues. Her experience also includes facilitating Women Leading Through Reading Reading-Discussion Circles with women in both ABE and ESOL learning settings. WE LEARN Women Expanding: Literacy Education Action Resource Network www.litwomen.org/welearn.html Mev Miller, Ed.D., Director 182 Riverside Ave. Cranston, RI 02910 401-383-4374 welearn at litwomen.org ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20060727/9039c25 2/attachment-0001.html ------------------------------ Message: 3 Date: Thu, 27 Jul 2006 13:14:10 -0400 From: Andrea Wilder Subject: [WomenLiteracy 458] Re: Discussion - Reading Selection To: The Women and Literacy Discussion List Message-ID: <54c6d015c4952715f1a6c154ac7ea6bc at comcast.net> Content-Type: text/plain; charset="windows-1252" I vote for the chapter and "Stupid." Thanks for doing this, Mev. Andrea On Jul 27, 2006, at 12:30 PM, Bertha Mo wrote: > My first choice is a chapter in Ms. Horsman's book.? My second choice > is her article on how to respond when a woman discloses. > ? > Best, > ? > Bertie Mo, Ph.D., MPH > > mev at litwomen.org, UNEXPECTED_DATA_AFTER_ADDRESS at .SYNTAX-ERROR. wrote: >> Hi all, >> >> There was a strong preference by the group to read something by Jenny >> Horsman. A suggestion was made that we read something by her already >> posted on the Internet [http://www.jennyhorsman.com/articles.html]. In >> looking at the list, many of the links point to print (hard copy) >> published articles. I've talked with Jenny about what she would >> recommend. Her suggestions included the articles below -- some are >> newer and not yet published or posted on the Internet, but she has >> sent >> me electronic copies that I can email to those interested in >> participating. >> >> Please indicate your 1st and 2nd choice ONLY to the list below. >> Selections must be designated by Wednesday, Aug. 2. >> If electronic articles are selected, they will be emailed to those >> interested in participating by Aug. 8 >> >> Chapter from Too Scared to Learn, "Learning in the Context of Trauma: >> The Challenge of Setting Goals" (40 pages, single-spaced) Because the >> book is currently in reprint, Jenny has agreed to make one chapter >> available via email to those who participate in the group. I have >> selected this chapter as it contains information that may be useful as >> practitioners go back into their programs in September. >> >> Take on the Challenge: A Source Book from the Women, Violence, and >> Adult Education Project ? Elizabeth Morrish, Jenny Horsman and >> Judy Hofer, Boston: World Education. 2002 -- complete book (191 pages) >> -- Available on the Internet in pdf format -- >> http://www.jennyhorsman.com/articles/challenge/challenge.pdf >> >> Moving Beyond "Stupid": Taking Account of the Impact of Violence on >> Women?s Learning (13 pages, single-spaced) -- soon to be published. >> Jenny has provided electronic copy. >> "In this article, I examine violence that contributes to early >> learning >> failure and to entrenching the belief that one is too stupid to learn. >> I also look at some of the effects of violence on the learning >> process, >> and consider how to create conditions in adult education programs to >> counteract this early ?training?, including ways to support learning >> for those who doubt that they can learn and fear that opening a book >> will only remind them of their own ?stupidity.? >> >> ?But Is It Education?? The Challenge of Creating Effective Learning >> for >> Survivors of Trauma -- Women's Studies Quarterly, 32: #1&2, 2004 (25 >> pages - double-spaced) - This is not available on the Internet but Mev >> has it and will send electronically. >> "This paper introduces research I carried out from 1996 to 1999, >> looking at the impact of violence on women?s literacy learning and >> program participation in order to develop approaches to literacy work >> which will assist women to learn." >> >> Responding to Disclosures of Abuse in Women?s Lives: A Guide For >> Teachers of Literacy (3 pages, single-spaced) soon to be published. >> Jenny has provided electronic copy. >> >> Please indicate your 1st and 2nd choice ONLY to the list above. >> Selections must be designated by Wednesday, Aug. 2 >> If electronic articles are selected, they will be emailed to those >> interested in participating by Aug. 8 >> >> For those who wanted to work through the >> http://www.learningandviolence.net/, I'm not recommending that for >> this >> group at this time partly because it's still in development with more >> pages to come and many links not complete or connected yet. >> Participants may want to explore this site to supplement our >> discussion >> on the list. >> >> Thanks. >> Mev >> >> Mev Miller, Ed.D. is director and founder of WE LEARN (Women Expanding >> Literacy Education Action Resource Network - >> www.litwomen.org/welearn.html). A long time feminist activist, Mev has >> years of experience in facilitating reading-discussion circles on a >> variety of women's issues. Her experience also includes facilitating >> Women Leading Through Reading Reading-Discussion Circles with women in >> both ABE and ESOL learning settings. >> >> WE LEARN >> Women Expanding: Literacy Education Action Resource Network >> www.litwomen.org/welearn.html >> >> Mev Miller, Ed.D., Director >> 182 Riverside Ave. >> Cranston, RI 02910 >> 401-383-4374 >> welearn at litwomen.org >> >> >> ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/womenliteracy > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 5031 bytes Desc: not available Url : http://www.nifl.gov/pipermail/womenliteracy/attachments/20060727/705d502 a/attachment-0001.bin ------------------------------ Message: 4 Date: Thu, 27 Jul 2006 13:39:57 -0400 From: "Sarah Humpal" Subject: [WomenLiteracy 459] Re: Discussion - Reading Selection To: "The Women and Literacy Discussion List" Message-ID: <007f01c6b1a3$ae220ad0$0d01a8c0 at rcone2> Content-Type: text/plain; format=flowed; charset="Windows-1252"; reply-type=original My top two picks are: 1. Chapter from Too Scared to Learn, "Learning in the Context of Trauma: The Challenge of Setting Goals" (40 pages, single-spaced) Because the book is currently in reprint, Jenny has agreed to make one chapter available via email to those who participate in the group. I have selected this chapter as it contains information that may be useful as practitioners go back into their programs in September. 2. Moving Beyond "Stupid": Thanks, Sarah Humpal Student Services Coordinator Reading Connections Greensboro, NC ----- Original Message ----- From: To: "NIFL Womenlit" Sent: Thursday, July 27, 2006 8:19 AM Subject: [WomenLiteracy 455] Discussion - Reading Selection Hi all, There was a strong preference by the group to read something by Jenny Horsman. A suggestion was made that we read something by her already posted on the Internet [http://www.jennyhorsman.com/articles.html]. In looking at the list, many of the links point to print (hard copy) published articles. I've talked with Jenny about what she would recommend. Her suggestions included the articles below -- some are newer and not yet published or posted on the Internet, but she has sent me electronic copies that I can email to those interested in participating. Please indicate your 1st and 2nd choice ONLY to the list below. Selections must be designated by Wednesday, Aug. 2. If electronic articles are selected, they will be emailed to those interested in participating by Aug. 8 Chapter from Too Scared to Learn, "Learning in the Context of Trauma: The Challenge of Setting Goals" (40 pages, single-spaced) Because the book is currently in reprint, Jenny has agreed to make one chapter available via email to those who participate in the group. I have selected this chapter as it contains information that may be useful as practitioners go back into their programs in September. Take on the Challenge: A Source Book from the Women, Violence, and Adult Education Project ? Elizabeth Morrish, Jenny Horsman and Judy Hofer, Boston: World Education. 2002 -- complete book (191 pages) -- Available on the Internet in pdf format -- http://www.jennyhorsman.com/articles/challenge/challenge.pdf Moving Beyond "Stupid": Taking Account of the Impact of Violence on Women?s Learning (13 pages, single-spaced) -- soon to be published. Jenny has provided electronic copy. "In this article, I examine violence that contributes to early learning failure and to entrenching the belief that one is too stupid to learn. I also look at some of the effects of violence on the learning process, and consider how to create conditions in adult education programs to counteract this early ?training?, including ways to support learning for those who doubt that they can learn and fear that opening a book will only remind them of their own ?stupidity.? ?But Is It Education?? The Challenge of Creating Effective Learning for Survivors of Trauma -- Women's Studies Quarterly, 32: #1&2, 2004 (25 pages - double-spaced) - This is not available on the Internet but Mev has it and will send electronically. "This paper introduces research I carried out from 1996 to 1999, looking at the impact of violence on women?s literacy learning and program participation in order to develop approaches to literacy work which will assist women to learn." Responding to Disclosures of Abuse in Women?s Lives: A Guide For Teachers of Literacy (3 pages, single-spaced) soon to be published. Jenny has provided electronic copy. Please indicate your 1st and 2nd choice ONLY to the list above. Selections must be designated by Wednesday, Aug. 2 If electronic articles are selected, they will be emailed to those interested in participating by Aug. 8 For those who wanted to work through the http://www.learningandviolence.net/, I'm not recommending that for this group at this time partly because it's still in development with more pages to come and many links not complete or connected yet. Participants may want to explore this site to supplement our discussion on the list. Thanks. Mev Mev Miller, Ed.D. is director and founder of WE LEARN (Women Expanding Literacy Education Action Resource Network - www.litwomen.org/welearn.html). A long time feminist activist, Mev has years of experience in facilitating reading-discussion circles on a variety of women's issues. Her experience also includes facilitating Women Leading Through Reading Reading-Discussion Circles with women in both ABE and ESOL learning settings. WE LEARN Women Expanding: Literacy Education Action Resource Network www.litwomen.org/welearn.html Mev Miller, Ed.D., Director 182 Riverside Ave. Cranston, RI 02910 401-383-4374 welearn at litwomen.org ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy ------------------------------ Message: 5 Date: Thu, 27 Jul 2006 12:56:14 -0500 From: "Pamela Walker" Subject: [WomenLiteracy 460] Re: Discussion - Reading Selection To: "The Women and Literacy Discussion List" Message-ID: <58A99FA6D5B04A45B83CD7C0DCEC8070061A1815 at nluexchange.nl.edu> Content-Type: text/plain; charset="utf-8" Good afternoon, My choices are: 1. Chapter from Too Scared to Learn, "Learning in the Context of Trauma: The Challenge of Setting Goals" 2. Moving Beyond "Stupid": Taking Account of the Impact of Violence on Women?s Learning Thank you, Pamela Walker -----Original Message----- From: womenliteracy-bounces at nifl.gov on behalf of mev at litwomen.org Sent: Thu 7/27/2006 7:19 AM To: NIFL Womenlit Cc: Subject: [WomenLiteracy 455] Discussion - Reading Selection Hi all, There was a strong preference by the group to read something by Jenny Horsman. A suggestion was made that we read something by her already posted on the Internet [http://www.jennyhorsman.com/articles.html]. In looking at the list, many of the links point to print (hard copy) published articles. I've talked with Jenny about what she would recommend. Her suggestions included the articles below -- some are newer and not yet published or posted on the Internet, but she has sent me electronic copies that I can email to those interested in participating. Please indicate your 1st and 2nd choice ONLY to the list below. Selections must be designated by Wednesday, Aug. 2. If electronic articles are selected, they will be emailed to those interested in participating by Aug. 8 Chapter from Too Scared to Learn, "Learning in the Context of Trauma: The Challenge of Setting Goals" (40 pages, single-spaced) Because the book is currently in reprint, Jenny has agreed to make one chapter available via email to those who participate in the group. I have selected this chapter as it contains information that may be useful as practitioners go back into their programs in September. Take on the Challenge: A Source Book from the Women, Violence, and Adult Education Project ? Elizabeth Morrish, Jenny Horsman and Judy Hofer, Boston: World Education. 2002 -- complete book (191 pages) -- Available on the Internet in pdf format -- http://www.jennyhorsman.com/articles/challenge/challenge.pdf Moving Beyond "Stupid": Taking Account of the Impact of Violence on Women?s Learning (13 pages, single-spaced) -- soon to be published. Jenny has provided electronic copy. "In this article, I examine violence that contributes to early learning failure and to entrenching the belief that one is too stupid to learn. I also look at some of the effects of violence on the learning process, and consider how to create conditions in adult education programs to counteract this early ?training?, including ways to support learning for those who doubt that they can learn and fear that opening a book will only remind them of their own ?stupidity.? ?But Is It Education?? The Challenge of Creating Effective Learning for Survivors of Trauma -- Women's Studies Quarterly, 32: #1&2, 2004 (25 pages - double-spaced) - This is not available on the Internet but Mev has it and will send electronically. "This paper introduces research I carried out from 1996 to 1999, looking at the impact of violence on women?s literacy learning and program participation in order to develop approaches to literacy work which will assist women to learn." Responding to Disclosures of Abuse in Women?s Lives: A Guide For Teachers of Literacy (3 pages, single-spaced) soon to be published. Jenny has provided electronic copy. Please indicate your 1st and 2nd choice ONLY to the list above. Selections must be designated by Wednesday, Aug. 2 If electronic articles are selected, they will be emailed to those interested in participating by Aug. 8 For those who wanted to work through the http://www.learningandviolence.net/, I'm not recommending that for this group at this time partly because it's still in development with more pages to come and many links not complete or connected yet. Participants may want to explore this site to supplement our discussion on the list. Thanks. Mev Mev Miller, Ed.D. is director and founder of WE LEARN (Women Expanding Literacy Education Action Resource Network - www.litwomen.org/welearn.html). A long time feminist activist, Mev has years of experience in facilitating reading-discussion circles on a variety of women's issues. Her experience also includes facilitating Women Leading Through Reading Reading-Discussion Circles with women in both ABE and ESOL learning settings. WE LEARN Women Expanding: Literacy Education Action Resource Network www.litwomen.org/welearn.html Mev Miller, Ed.D., Director 182 Riverside Ave. Cranston, RI 02910 401-383-4374 welearn at litwomen.org ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: application/ms-tnef Size: 8270 bytes Desc: not available Url : http://www.nifl.gov/pipermail/womenliteracy/attachments/20060727/c1d0de5 8/attachment.bin ------------------------------ ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy End of WomenLiteracy Digest, Vol 10, Issue 17 ********************************************* From csha2294 at yahoo.com Thu Jul 27 14:55:35 2006 From: csha2294 at yahoo.com (cindy shawn) Date: Thu, 27 Jul 2006 11:55:35 -0700 (PDT) Subject: [WomenLiteracy 463] Re: Discussion - Reading Selection In-Reply-To: <19CB87F9-1D6A-11DB-B294-000393ABE4D2@litwomen.org> Message-ID: <20060727185535.88751.qmail@web56601.mail.re3.yahoo.com> my first choice is Moving Beyond "Stupid": Taking Account of the Impact of Violence on Women?s Learning (13 pages, single-spaced) -- soon to be published. Jenny has provided electronic copy. My second choice is Responding to Disclosures of Abuse in Women?s Lives: A Guide For Teachers of Literacy (3 pages, single-spaced) soon to be published. Jenny has provided electronic copy. mev at litwomen.org, UNEXPECTED_DATA_AFTER_ADDRESS at .SYNTAX-ERROR. wrote: Hi all, There was a strong preference by the group to read something by Jenny Horsman. A suggestion was made that we read something by her already posted on the Internet [http://www.jennyhorsman.com/articles.html]. In looking at the list, many of the links point to print (hard copy) published articles. I've talked with Jenny about what she would recommend. Her suggestions included the articles below -- some are newer and not yet published or posted on the Internet, but she has sent me electronic copies that I can email to those interested in participating. Please indicate your 1st and 2nd choice ONLY to the list below. Selections must be designated by Wednesday, Aug. 2. If electronic articles are selected, they will be emailed to those interested in participating by Aug. 8 Chapter from Too Scared to Learn, "Learning in the Context of Trauma: The Challenge of Setting Goals" (40 pages, single-spaced) Because the book is currently in reprint, Jenny has agreed to make one chapter available via email to those who participate in the group. I have selected this chapter as it contains information that may be useful as practitioners go back into their programs in September. Take on the Challenge: A Source Book from the Women, Violence, and Adult Education Project ? Elizabeth Morrish, Jenny Horsman and Judy Hofer, Boston: World Education. 2002 -- complete book (191 pages) -- Available on the Internet in pdf format -- http://www.jennyhorsman.com/articles/challenge/challenge.pdf Moving Beyond "Stupid": Taking Account of the Impact of Violence on Women?s Learning (13 pages, single-spaced) -- soon to be published. Jenny has provided electronic copy. "In this article, I examine violence that contributes to early learning failure and to entrenching the belief that one is too stupid to learn. I also look at some of the effects of violence on the learning process, and consider how to create conditions in adult education programs to counteract this early ?training?, including ways to support learning for those who doubt that they can learn and fear that opening a book will only remind them of their own ?stupidity.? ?But Is It Education?? The Challenge of Creating Effective Learning for Survivors of Trauma -- Women's Studies Quarterly, 32: #1&2, 2004 (25 pages - double-spaced) - This is not available on the Internet but Mev has it and will send electronically. "This paper introduces research I carried out from 1996 to 1999, looking at the impact of violence on women?s literacy learning and program participation in order to develop approaches to literacy work which will assist women to learn." Responding to Disclosures of Abuse in Women?s Lives: A Guide For Teachers of Literacy (3 pages, single-spaced) soon to be published. Jenny has provided electronic copy. Please indicate your 1st and 2nd choice ONLY to the list above. Selections must be designated by Wednesday, Aug. 2 If electronic articles are selected, they will be emailed to those interested in participating by Aug. 8 For those who wanted to work through the http://www.learningandviolence.net/, I'm not recommending that for this group at this time partly because it's still in development with more pages to come and many links not complete or connected yet. Participants may want to explore this site to supplement our discussion on the list. Thanks. Mev Mev Miller, Ed.D. is director and founder of WE LEARN (Women Expanding Literacy Education Action Resource Network - www.litwomen.org/welearn.html). A long time feminist activist, Mev has years of experience in facilitating reading-discussion circles on a variety of women's issues. Her experience also includes facilitating Women Leading Through Reading Reading-Discussion Circles with women in both ABE and ESOL learning settings. WE LEARN Women Expanding: Literacy Education Action Resource Network www.litwomen.org/welearn.html Mev Miller, Ed.D., Director 182 Riverside Ave. Cranston, RI 02910 401-383-4374 welearn at litwomen.org ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy .??-.?(`'?.? ?.?'?)?.?'?) ......???`?..*Cindy..???`? `?. .?` `?? (?.?'?(?.?'? `'?.?)`'?.?) __________________________________________________ Do You Yahoo!? Tired of spam? Yahoo! Mail has the best spam protection around http://mail.yahoo.com -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20060727/0e380885/attachment.html From dchlup4 at hotmail.com Thu Jul 27 17:09:32 2006 From: dchlup4 at hotmail.com (Dominique Chlup) Date: Thu, 27 Jul 2006 21:09:32 +0000 Subject: [WomenLiteracy 464] Re: Discussion - Reading Selection In-Reply-To: <20060727185535.88751.qmail@web56601.mail.re3.yahoo.com> Message-ID: An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20060727/5fe30003/attachment.html From alcdgg at langate.gsu.edu Fri Jul 28 09:07:46 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Fri, 28 Jul 2006 09:07:46 -0400 Subject: [WomenLiteracy 465] Learning Disabilities discussion Message-ID: The Learning Disabilities List will be conversing about "the LD Discrepancy Model" with guest participant, Nancie Payne, beginning August 7. Nancie Payne, President of Payne & Associates, Inc. and the Northwest Center for the Advancement of Learning, is nationally recognized for thirty years of work in education and workplace-based services for children and adults with learning and cognitive disabilities. She consults with adult education, literacy, basic skills and GED instruction programs as well as correction facilities, employment and training agencies, human service organizations, and business on ways to create productive learning environments and maximize the potential of those with special learning needs. She has provided consultation in twenty-nine states and has developed and implemented the Payne Learning Needs Inventory and screening tools, facilitating long-term, system-wide change of service delivery models in the District of Columbia, Indiana, California, Oregon, Arkansas, West Virginia, Kentucky, Tennessee, Vermont, Oklahoma, Nebraska, Illinois, Mississippi, Rhode Island, North Carolina and Washington. She is a consultant for GED Testing Services. Ms. Payne has written numerous articles and book chapters on facilitating learning, assessment of special needs, transition to employment, and workplace accommodations. In 2000 a Brookes publication entitled Meeting the Challenge of Learning Disabilities in Adulthood by Arlyn Roffman, Ph.D. features Ms. Paynebs personal insight about the impact of learning disabilities. Ms. Payne has a B.A. from the Evergreen State College in Liberal Arts, emphasis in Education-Administration and a M.S. from Chapman University School of Business and Economics in Human Resource Management and Organizational Development. Her civic work includes serving on the President's Committee for Employment of People with Disabilities Taskforce, Washington D.C.; participating in a National Institute for Literacy National Congress; past member of the National Learning Disabilities Research & Training Center Advisory Board; and serving her third term as a member of the National Learning Disabilities Association Professional Advisory Board. She is a member of the National Rehabilitation Association, the National Learning Disabilities Association, and the Commission on Adult Basic Education. She is currently an 18-year board member and past president of the Thurston County Economic Development Board of Directors and she serves on the Pacific Mountain Workforce Development Council Board of Directors as Chairperson. Please feel free to let your colleagues know of this wonderful opportunity to hear from and interact with one of the leaders in the field of adults with Learning Disabilities. To subscribe, visit: http://www.nifl.gov/mailman/listinfo/Learningdisabilities From alcdgg at langate.gsu.edu Fri Jul 28 10:56:21 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Fri, 28 Jul 2006 10:56:21 -0400 Subject: [WomenLiteracy 466] Discussion on literacy-level adult English language learners Message-ID: On the Adult English language list, there will be an upcoming panel discussion on working with literacy-level adult English language learners. The discussion will be the week of August 7-11, with further questions, comments, and information-sharing welcome after that. to subscribe to the English language list, go to http://www.nifl.gov/mailman/listinfo/Englishlanguage Background Information Some teachers-especially those new to teaching adult English language learners-express concern about teaching learners who aren't literate in their native language or never went to school. In many ways, this concern is unwarranted. Having or not having had access to formal education does not correlate to cognitive functioning, interest, and energy. Most literacy-level learners will need explicit instruction in basic literacy skills (e.g., phonological processing, vocabulary development, syntactical processing). However, these learners bring an array of lifeskills knowledge (often including some oral proficiency and knowledge of American culture) problem-solving skills, and enthusiasm to the process. Still, teachers and administrators sometimes feel challenged by questions such as: Who are the literacy-level adult ESL learners? What skills do literacy-level learners need to develop? How can programs and administrators effectively support literacy-level adult English language learners and their teachers? What are effective instructional practices in the literacy class? What are effective needs assessment activities for literacy-level adult English language learners? What other approaches and activities are effective with literacy-level learners? What resource are helpful for teachers? What instructional materials are effective for literacy-level learners-to help them acquire skills they need to reach their personal goals? Process of the Discussion To address these and other questions, nine adult ESL and refugee content experts have graciously accepted my invitation to answer questions and share ideas on the topic of literacy-level learners in adult ESL. Within this group are teachers, program administrators, cultural orientation specialists, curriculum designers, assessment experts, and authors of teacher resources and literacy-level materials for learners. Members of the panel have worked extensively as volunteers, teachers, and administrators, in learning labs and online, in general ESL, workplace and work readiness programs, transition programs, family literacy, refugee programs, in the United States and overseas from Mongolia to (the then) Zaire. I started adding up the panelists' years of experience, but stopped when it topped 100 years. To organize this discussion with so many panelists, I will offer a short biography of each panelist, which includes their areas of particular expertise-although each panelist is knowledgeable in many areas related to adult ESL, refugees, and immigration. In this way, you can direct a question or comment to a specific panelist (e.g., a question about literacy-level learners in family literacy would be directed to the family literacy expert). However, all panelists, as well as the very many of you on the list who are also experts, please jump in at any time. I will post the nine biographies next week, a few days before the panel begins. The panelists will be: Sanja Bebic, Director, Cultural Orientation Resource Center, Center for Applied Linguistics, Washington, DC http://www.culturalorientation.net/ MaryAnn Cunningham Florez, Lead ESL Specialist, Arlington Education and Employment Program (REEP), Arlington, Virginia http://www.arlington.k12.va.us/instruct/ctae/adult_ed/REEP/ Debbie Jones, EL/Civics Literacy Coordinator, Arlington Education and Employment Program, Arlington, Virginia http://www.arlington.k12.va.us/instruct/ctae/adult_ed/REEP/ Sharon McKay, ESL Specialist, Center for Adult English Language Acquisition, Washington, DC http://ww.cal.org/caela Donna Moss, Family Literacy Coordinator, Arlington Education and Employment Program (REEP), Arlington, Virginia http://www.arlington.k12.va.us/instruct/ctae/adult_ed/REEP/ Barb Sample, Director of Educational Services, Spring Institute for Intercultural Learning, Denver, Colorado http://www.spring-institute.org/ Kate Singleton, Healthcare Social Worker, Fairfax INOVA Hospital, Fairfax, Virginia Sharyl Tanck, Program Coordinator, Cultural Orientation Resource Center, Center for Applied Linguistics, Washington, DC http://www.culturalorientation.net/ Betsy Lindeman Wong, Online facilitator, ESOL Basics, Virginia Adult Learning Resource Center, Richmond, Virginia http://www.valrc.org/ Pre-Discussion Reading If you are interested in reading more about literacy-level adult English language learners before August 7, here a few selected resources: "Beginning ESOL Learners' Advice to Their Teachers." Mental Health and the Adult Refugee: The Role of the ESL Teacher What Non-readers or Beginning Readers Need to Know: Performance-based ESL Adult Literacy (Brod, 1999, ERIC No. ED 433 730 available from www.eric.ed.gov) Working With Literacy-Level Adult English Language Learners to subscribe to the English language list, go to http://www.nifl.gov/mailman/listinfo/Englishlanguage From mev at litwomen.org Sun Jul 30 11:51:55 2006 From: mev at litwomen.org (mev at litwomen.org) Date: Sun, 30 Jul 2006 11:51:55 -0400 Subject: [WomenLiteracy 467] Discussion - Reminder Message-ID: <5340B22D-1FE3-11DB-923B-000393ABE4D2@litwomen.org> The reading discussion of selected writings by Jenny Horsman begins Tues. Aug.15. Please remember to indicate your 1st and 2nd choices to articles from the list below. Preferences must be indicated by Wednesday, Aug. 2. Chapter from Too Scared to Learn, "Learning in the Context of Trauma: The Challenge of Setting Goals" (40 pages, single-spaced) Because the book is currently in reprint, Jenny has agreed to make one chapter available via email to those who participate in the group. I have selected this chapter as it contains information that may be useful as practitioners go back into their programs in September. Take on the Challenge: A Source Book from the Women, Violence, and Adult Education Project ? Elizabeth Morrish, Jenny Horsman and Judy Hofer, Boston: World Education. 2002 -- complete book (191 pages) -- Available on the Internet in pdf format -- http://www.jennyhorsman.com/articles/challenge/challenge.pdf Moving Beyond "Stupid": Taking Account of the Impact of Violence on Women?s Learning (13 pages, single-spaced) -- soon to be published. Jenny has provided electronic copy. "In this article, I examine violence that contributes to early learning failure and to entrenching the belief that one is too stupid to learn. I also look at some of the effects of violence on the learning process, and consider how to create conditions in adult education programs to counteract this early ?training?, including ways to support learning for those who doubt that they can learn and fear that opening a book will only remind them of their own ?stupidity.? ?But Is It Education?? The Challenge of Creating Effective Learning for Survivors of Trauma -- Women's Studies Quarterly, 32: #1&2, 2004 (25 pages - double-spaced) - This is not available on the Internet but Mev has it and will send electronically. "This paper introduces research I carried out from 1996 to 1999, looking at the impact of violence on women?s literacy learning and program participation in order to develop approaches to literacy work which will assist women to learn." Responding to Disclosures of Abuse in Women?s Lives: A Guide For Teachers of Literacy (3 pages, single-spaced) soon to be published. Jenny has provided electronic copy. Thanks. Mev Miller, Discussion Facilitator mev at litwomen.org From alcdgg at langate.gsu.edu Sun Jul 30 19:31:22 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Sun, 30 Jul 2006 19:31:22 -0400 Subject: [WomenLiteracy 468] Professional Development Center proposal Message-ID: News Release for Immediate Release July 30, 2006 RFA Released for Professional Development Center for Adult Literacy Non-profit organization will receive $100,000 funding for improvement of adult literacy. (Washington, DC) The State Education Office (SEO) is soliciting applications from qualified service providers and/or qualified consortia interested in developing, implementing, and sustaining a Program and Staff Development Resource Center for adult literacy, basic education, GED preparation, workplace literacy, family literacy, and adult English language learning providers in the District of Columbia. The State Education Office (SEO) will award $100,000 to a non-profit organization, with an additional $100,000 expected from private partners. SEO will budget awards for subsequent years based on availability of funds from DC government and other philanthropic organizations and private partners. Over the past three years at the request of the Mayor, SEO collaborated with the State Agency for Adult and Family Education (SEA) at the University of the District of Columbia, and other public and private partners to increase the availability and quality of adult literacy services across the District. The result: a new vision for a system which markedly increases availability of services, while responding to a range of adult learner needs. The District must now initiate a DC Adult Literacy Initiative for Program and Staff Development to support adult education leaders, teachers, and programs as they make a transition from a place-based system of literacy providers to a more consumer-centered model that incorporates research-based best practices and technology. This method then provides greater access and opportunities for success for adult learners. A pre-application conference will be held at the SEO, 441 4th Street, NW, Suite 350 N, 5:00-6:00 pm on August 10, 2006. Application Due Date Applications are due no later than 5:00 pm on August 31, 2006. Request a copy of the RFA from the following office, or select the link below. State Education Office 441 4th Street NW, Suite 350 North Washington, DC 20001 Attention: Alexandra King, Ed. D., Manager, Adult Literacy Initiative The Request for Application (RFA) is available from Alexandra King, Ed. D. Manager, Literacy Initiative Policy, Research & Analysis (202) 724-1371 alexandra.king at dc.gov From smcgilloway at ccbcmd.edu Mon Jul 31 08:45:26 2006 From: smcgilloway at ccbcmd.edu (McGilloway, Susan) Date: Mon, 31 Jul 2006 08:45:26 -0400 Subject: [WomenLiteracy 469] Re: Discussion - Reminder Message-ID: <9D909391CB025945BDA19A90B940A0B603390729@ccbc-de.ccbc.ccbcmd.edu> * 1st choice - Chapter from Too Scared to Learn, "Learning in the Context of Trauma: The Challenge of Setting Goals" * 2nd choice - "But Is It Education?" The Challenge of Creating Effective Learning for Survivors of Trauma -- Women's Studies Quarterly, 32: #1&2, 2004 Sue McGilloway Coordinator, Volunteers in Partnership Counselor, Student Support Services Center for Adult and Family Literacy Continuing Education & Economic Development The Community College of Baltimore County 410-285-9933 Phone 410-285-9557 Fax smcgilloway at ccbcmd.edu Well behaved women rarely make history. - Laurel Thatcher Ulrich ________________________________ From: womenliteracy-bounces at nifl.gov on behalf of mev at litwomen.org Sent: Sun 7/30/2006 11:51 AM To: NIFL Womenlit Subject: [WomenLiteracy 467] Discussion - Reminder The reading discussion of selected writings by Jenny Horsman begins Tues. Aug.15. Please remember to indicate your 1st and 2nd choices to articles from the list below. Preferences must be indicated by Wednesday, Aug. 2. Chapter from Too Scared to Learn, "Learning in the Context of Trauma: The Challenge of Setting Goals" (40 pages, single-spaced) Because the book is currently in reprint, Jenny has agreed to make one chapter available via email to those who participate in the group. I have selected this chapter as it contains information that may be useful as practitioners go back into their programs in September. Take on the Challenge: A Source Book from the Women, Violence, and Adult Education Project - Elizabeth Morrish, Jenny Horsman and Judy Hofer, Boston: World Education. 2002 -- complete book (191 pages) -- Available on the Internet in pdf format -- http://www.jennyhorsman.com/articles/challenge/challenge.pdf Moving Beyond "Stupid": Taking Account of the Impact of Violence on Women's Learning (13 pages, single-spaced) -- soon to be published. Jenny has provided electronic copy. "In this article, I examine violence that contributes to early learning failure and to entrenching the belief that one is too stupid to learn. I also look at some of the effects of violence on the learning process, and consider how to create conditions in adult education programs to counteract this early "training", including ways to support learning for those who doubt that they can learn and fear that opening a book will only remind them of their own "stupidity." "But Is It Education?" The Challenge of Creating Effective Learning for Survivors of Trauma -- Women's Studies Quarterly, 32: #1&2, 2004 (25 pages - double-spaced) - This is not available on the Internet but Mev has it and will send electronically. "This paper introduces research I carried out from 1996 to 1999, looking at the impact of violence on women's literacy learning and program participation in order to develop approaches to literacy work which will assist women to learn." Responding to Disclosures of Abuse in Women's Lives: A Guide For Teachers of Literacy (3 pages, single-spaced) soon to be published. Jenny has provided electronic copy. Thanks. Mev Miller, Discussion Facilitator mev at litwomen.org ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: application/ms-tnef Size: 7707 bytes Desc: not available Url : http://www.nifl.gov/pipermail/womenliteracy/attachments/20060731/d4ee6eff/attachment.bin From alcdgg at langate.gsu.edu Mon Jul 31 14:04:41 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Mon, 31 Jul 2006 14:04:41 -0400 Subject: [WomenLiteracy 470] PROLITERACY WORLDWIDE JOB OPPORTUNITY Message-ID: Position: Project Manager Full-time position responsible for the implementation and ongoing management of the performance accountability project as well as all reporting required. This project runs through April 2009. Bachelor's in a relevant field (e.g., ed., mgt, etc.). Graduate degree preferred. Demonstrated success in literacy or ABE program management and implementing accountability systems. Experience in the development and delivery of professional development for adult education and literacy practitioners. Contracting experience with trainers and materials developers a plus. A minimum of three years experience in project management. Excellent written and oral communication, and public presentation skills. Must have team-oriented working style. Strong word processing skills required. Structured for telecommuting if outside central New York. 10-15% travel required. Send resume to ProLiteracy Worldwide/ HR, 1320 Jamesville Avenue, Syracuse, NY 13210, or e-mail: frontdesk at proliteracy.org. See website for information about ProLiteracy Worldwide and a detailed job description, www.proliteracy.org. Deadline for applications is August 7th. EEO From eleonelli at aol.com Wed Aug 2 14:35:57 2006 From: eleonelli at aol.com (eleonelli at aol.com) Date: Wed, 02 Aug 2006 14:35:57 -0400 Subject: [WomenLiteracy 471] Re: Discussion - Reminder In-Reply-To: <5340B22D-1FE3-11DB-923B-000393ABE4D2@litwomen.org> References: <5340B22D-1FE3-11DB-923B-000393ABE4D2@litwomen.org> Message-ID: <8C88479A10D4638-8D4-1A5@mblk-d38.sysops.aol.com> Hi, Mev - my choices - see below. Esther __________________________________ Esther D. Leonelli (1) ?But Is It Education?? The Challenge of Creating Effective Learning for Survivors of Trauma -- Women's Studies Quarterly, 32: #1&2, 2004 (25 pages - double-spaced) - This is not available on the Internet but Mev has it and will send electronically. "This paper introduces research I carried out from 1996 to 1999, looking at the impact of violence on women?s literacy learning and program participation in order to develop approaches to literacy work which will assist women to learn." (2) Moving Beyond "Stupid": Taking Account of the Impact of Violence on Women?s Learning (13 pages, single-spaced) -- soon to be published. Jenny has provided electronic copy. "In this article, I examine violence that contributes to early learning failure and to entrenching the belief that one is too stupid to learn. I also look at some of the effects of violence on the learning process, and consider how to create conditions in adult education programs to counteract this early ?training?, including ways to support learning for those who doubt that they can learn and fear that opening a book will only remind them of their own ?stupidity.? ________________________________________________________________________ Check out AOL.com today. Breaking news, video search, pictures, email and IM. All on demand. Always Free. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20060802/71de711b/attachment.html From ALCDGG at langate.gsu.edu Thu Aug 3 09:27:34 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Thu, 03 Aug 2006 09:27:34 -0400 Subject: [WomenLiteracy 472] Guest Discussion on Poverty, Race, and Literacy Discussion List Message-ID: The following announcement is posted on behalf of Donna Brian, Moderator of the Poverty, Race and Literacy Discussion List. Guest Discussion: Poverty, Race, & Literacy Monday, August 7- Friday, August 11 Guest: Andy Nash- please see Andy's bio below To participate, sign up for the list at http://www.nifl.gov/mailman/ listinfo/Povertyliteracy Literacy Discussion List Colleagues, Next week, Monday August 7 - Friday August 11, we have the great good fortune to have as a guest on the Poverty, Race, & Literacy Discussion List Andy Nash, Staff Development Specialist at the New England Literacy Resource Center at World Education. As you can see from her bio below, Andy has experience in lots of different adult education literacy areas, but her overarching concern has been relating literacy to social justice and advocacy for participation in our democracy. Andy introduces this discussion by asking *us* some questions (see paragraph 2 below). She intends to learn from us as we learn from her. Please read her bio and look up The Change Agent (www.nelrc.org/ changeagent) and, if you would like to participate in the discussion, join the list at and be ready starting Monday to participate in a lively discussion about literacy and social justice issues! Donna Donna Brian, Moderator Poverty, Race, and Literacy Discussion List Center for Literacy Studies at The University of Tennessee djgbrian at utk.edu ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Andy Nash's bio: My work in adult education over the past 20 years has focused on building the capacity of adults to use their developing skills to be more informed and active participants in a democracy. I've brought this perspective to my work in ESOL, civic participation, worker education, family literacy, standards-based education, and many years of resource and professional development. Having just finished editing a new resource about bringing issues of social justice into the classroom (see below), I am interested in thinking about the role such materials can play in adult ed. Do you find resources for talking about issues such as gentrification or globalization useful, or do you think educators should stick to more immediately tangible issues such as advocating for more affordable daycare, interpreters at clinics, etc.? In the short amount of time we have, is it necessary to stick with the "local," which is often speaking up for better community services, or are your students also interested in more general problems such as growing incarceration rates, the war(s), or the current debate over whether a president has the right to sidestep federal laws passed by Congress? In the interest of being as participatory and responsive to students as possible, does it matter if an issue gets raised by the teacher rather than being initiated by the students? And, of course, what does it all have to do with improving basic academic, language, and job skills? These are all questions we think about when we work on The Change Agent (www.nelrc.org/changeagent), a biannual social justice newspaper for adult educators and learners published by the New England Literacy Resource Center at World Education. It was conceived in 1994 as a tool to educate and mobilize teachers and learners to apply advocacy skills in response to impending federal funding cutbacks for adult education. The first issue was so well received by teachers that we continued to produce more issues. Now well established as a unique resource within the adult education community, The Change Agent continues to promote social action as an important part of the adult learning experience. Each issue explores a different social justice theme through news articles, opinion pieces, classroom activities and lessons, poems, cartoons, interviews, project descriptions, and printed and Web-based resources. "Through the Lens of Social Justice: Using The Change Agent in Adult Education" is a newly published book that celebrates The Change Agent's first decade by gathering its best and most timeless pieces and by offering guidance for educators in how to use the paper. Chapter 1 introduces readers to the kinds of articles and tools that are available in The Change Agent and how they can be used. These include: "Ways In," short visual or textual prompts that can be used with students to draw out their experiences, questions, and concerns about social issues; "Issue Analyses," articles that examine an issue (prisons, school vouchers, health care, etc.) by looking at how our systems work and for whose benefit; and "Students Making Change," accounts of students who have used what they have learned to take some kind of individual or collective action outside the classroom. Chapter 2 provides guidance in how teachers can use the articles to build thematic curriculum units, with sample units for ABE, ESOL, and GED. And Chapter 3 is a collection of articles about the challenges of bringing social justice issues into the classroom and the creative strategies that teachers have used to deal with those challenges. To see sample pages from the book, go to www.nelrc.org/publications/ cabook.html From mev at litwomen.org Thu Aug 3 11:43:17 2006 From: mev at litwomen.org (mev at litwomen.org) Date: Thu, 3 Aug 2006 11:43:17 -0400 Subject: [WomenLiteracy 473] WE LEARN in Minnesota... Message-ID: Professional Development opportunity for people in Minnesota and environs... Mev Miller, founder and director of WE LEARN, will be offering a workshop, Women & Literacy: Moving to Power and Participation, on Thurs., August 24, 2006 from 3:00 - 5:30 at the Minnesota Literacy Council in St. Paul, MN. In this workshop, participants will: a) strengthen their understanding of issues and challenges for women in adult basic/literacy education programs and, b) learn about specific resources to use in curriculum and lesson planning in order to support women's learning. Participants will also have opportunity to discuss options for developing a regional WE LEARN network in order to create on-going support for working with women's literacy issues and needs. For more details, go to: http://www.litwomen.org/regions/2006mnflyer.pdf WE LEARN Women Expanding: Literacy Education Action Resource Network www.litwomen.org/welearn.html Mev Miller, Ed.D., Director 182 Riverside Ave. Cranston, RI 02910 401-383-4374 welearn at litwomen.org From ALCDGG at langate.gsu.edu Thu Aug 3 12:25:31 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Thu, 03 Aug 2006 12:25:31 -0400 Subject: [WomenLiteracy 474] Reading Discussion Message-ID: After counting the votes, two readings have been selected for our first reading discussion that Mev Miller will facilitate from August 15 - 22, 2006: 1) Moving Beyond "Stupid": Taking Account of the Impact of Violence on Women's Learning (12 pages) 2) Chapter 5 from Too Scared to Learn, "Learning in the Context of Trauma: The Challenge of Setting Goals" (37 pages) If you are interested in participating in the discussion, please download and read these two articles from the Jenny Horsman website: http://www.jennyhorsman.com (if you look at the right side bar of her website, you will see the two readings listed. Click on the readings and you will be taken to the material. Depending on your computer, it may take a few minutes for the article to download): *** These articles are posted as a courtesy on the Internet for the purposes of this discussion. They will be available for download only until August 22, 2006. *** As supplemental reading, you may also want to look at this article available on the WE LEARN website: "But Is It Education?" The Challenge of Creating Effective Learning for Survivors of Trauma -- Women's Studies Quarterly, 32: #1&2, 2004-- (16 pages) http://www.litwomen.org/Research/horsman_wsq.pdf A special thank you to Mev for facilitating, and to Jenny for making her work available to us! Guidelines for Discussion * Do not begin discussing the articles until the group is formally opened by the facilitator on Tuesday, Aug. 15, 2006 (this will give participants time to read prior to discussion). * During the designated discussion period, use the assigned discussion subject line each time you post. (Mev will announce it in email that opens the discussion) * Be mindful that many people only check email once a day or sporadically. As with any discussion, if you have made a post, please allow space and time for others to come into the discussion. * Remember, this is an open, public discussion. If you have something private or sensitive to respond, you may want to take it off list with an individual. The discussion will begin on Aug. 15, 2006 with an opening statement by the facilitator, Mev Miller. We hope you will join us. ------------------------------- Mev Miller, Ed.D. is director and founder of WE LEARN (Women expanding Literacy Education action resource Network -- http://litwomen.org/welearn.html). A long time feminist activist, Mev has years of experience in facilitating reading-discussion circles on a variety of women's issues. Her experience also includes facilitating Women Leading Through Reading Reading-Discussion Circles with women in both ABE and ESOL learning Settings.WE LEARN Women Expanding: Literacy Education Action Resource Network www.litwomen.org/welearn.html Please encourage your friends/colleagues to join us. They can subscribe at: http://www.nifl.gov/mailman/listinfo/Womenliteracy Daphne Greenberg Assistant Professor Educational Psych. & Special Ed. Georgia State University P.O. Box 3979 Atlanta, Georgia 30302-3979 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu Daphne Greenberg Associate Director Center for the Study of Adult Literacy Georgia State University P.O. Box 3977 Atlanta, Georgia 30302-3977 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu From ALCDGG at langate.gsu.edu Fri Aug 4 10:23:09 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Fri, 04 Aug 2006 10:23:09 -0400 Subject: [WomenLiteracy 475] Call for Proposals Message-ID: The National Center for Family Literacy (NCFL) invites you to submit a proposal for presentation at the 16th Annual National Conference on Family Literacy, March 4-6, 2007, in Orlando, Florida. NCFL is especially interested in session presentations that share successful, specific outcomes and strategies that work well for the diverse populations family literacy serves. Proposals are welcome from literacy practitioners and are encouraged from professionals in administration, policy and research. Deadline for submission of proposals is September 29, 2006. For further information and to access the "Call for Conference Proposals" form, please visit http://www.famlit.org/Conference/index.cfm Daphne Greenberg Assistant Professor Educational Psych. & Special Ed. Georgia State University P.O. Box 3979 Atlanta, Georgia 30302-3979 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu Daphne Greenberg Associate Director Center for the Study of Adult Literacy Georgia State University P.O. Box 3977 Atlanta, Georgia 30302-3977 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu From ALCDGG at langate.gsu.edu Sun Aug 6 11:52:34 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Sun, 06 Aug 2006 11:52:34 -0400 Subject: [WomenLiteracy 476] Reminder- Reading Discussion Message-ID: Two readings have been selected for our first reading discussion that Mev Miller will facilitate from August 15 - 22, 2006: 1) Moving Beyond "Stupid": Taking Account of the Impact of Violence on Women's Learning (12 pages) 2) Chapter 5 from Too Scared to Learn, "Learning in the Context of Trauma: The Challenge of Setting Goals" (37 pages) If you are interested in participating in the discussion, please download and read these two articles from the Jenny Horsman website: http://www.jennyhorsman.com (if you look at the right side bar of her website, you will see the two readings listed. Click on the readings and you will be taken to the material. Depending on your computer, it may take a few minutes for the article to download): *** These articles are posted as a courtesy on the Internet for the purposes of this discussion. They will be available for download only until August 22, 2006. *** As supplemental reading, you may also want to look at this article available on the WE LEARN website: "But Is It Education?" The Challenge of Creating Effective Learning for Survivors of Trauma -- Women's Studies Quarterly, 32: #1&2, 2004-- (16 pages) http://www.litwomen.org/Research/horsman_wsq.pdf Guidelines for Discussion * Do not begin discussing the articles until the group is formally opened by the facilitator on Tuesday, Aug. 15, 2006 (this will give participants time to read prior to discussion). * During the designated discussion period, use the assigned discussion subject line each time you post. (Mev will announce it in email that opens the discussion) * Be mindful that many people only check email once a day or sporadically. As with any discussion, if you have made a post, please allow space and time for others to come into the discussion. * Remember, this is an open, public discussion. If you have something private or sensitive to respond, you may want to take it off list with an individual. The discussion will begin on Aug. 15, 2006 with an opening statement by the facilitator, Mev Miller. We hope you will join us. Please encourage your friends/colleagues to join us. They can subscribe at: http://www.nifl.gov/mailman/listinfo/Womenliteracy Daphne Greenberg Assistant Professor Educational Psych. & Special Ed. Georgia State University P.O. Box 3979 Atlanta, Georgia 30302-3979 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu Daphne Greenberg Associate Director Center for the Study of Adult Literacy Georgia State University P.O. Box 3977 Atlanta, Georgia 30302-3977 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu From Mylinh.Nguyen at ed.gov Tue Aug 8 17:09:33 2006 From: Mylinh.Nguyen at ed.gov (Nguyen, My Linh) Date: Tue, 8 Aug 2006 17:09:33 -0400 Subject: [WomenLiteracy 477] NIFL Hosts Live Webcast on NAAL Findings for Below Basic & Basic Adults Message-ID: Join the National Institute for Literacy for a LIVE webcast on: Adults with Basic and Below Basic Literacy Levels: Findings from NAAL and Implications for Practice. Featuring Dr. Sheida White, Dr. John Strucker, & Brian Bosworth, and moderated by Lori Aratani WHEN: August 15, 2006 1:30 p.m. - 3:15 p.m. EST The webcast can be viewed from your computer. We encourage you to register in advance. To register for this webcast go to: For more information about this webcast, go to: ---------------------------------------------------------------------------- The National Institute for Literacy is hosting a live webcast on Tuesday, August 15 at 1:30 p.m. to discuss the results of the National Assessement of Adult Literacy (NAAL) 2003, specifically relating to Americans who tested in the Below Basic and Basic literacy levels. The webcast will feature Dr. Sheida White, of the National Center for Education Statistics, who served as project officer for the NAAL, who will present the findings of the NAAL for Below Basic and Basic levels. In addition, there will be a panel of subject-matter experts who will discuss what implications the NAAL findings for Below Basic and Basic adults will have on programs. The panelists include John Strucker, of the National Center for Adult Literacy and Learning, will discuss basic skills; and Brian Bosworth, of the consulting firm FutureWorks, will discuss implications for workforce programs. The live webcast will feature: * Dr. Sheida White directs the National Assessment of Adult Literacy at the National Center for Education Statistics (or NCES). After working as a full-time reading researcher for 6 years, she joined NCES in 1991. During the first 8 years at NCES, she monitored the National Assessment of Education Progress (NAEP). Since 1999, she has been directing the NAAL project. Her articles have appeared in journals such as Language in Society and Reading Research Quarterly. * John Strucker, Ed.D., is a Lecturer in Education and Research Associate at the National Center for the Study of Adult Learning and Literacy (NCSALL) at the Harvard Graduate School of Education. He teaches a laboratory practicum course at Harvard, "Developing Reading in Adults and Older Adolescents," and he has been the principal investigator on two large-scale assessment projects, NCSALL's Adult Reading Components Study (ARCS) and the joint NCSALL/ETS Level 1 Study. * Brian Bosworth is the founder and President of FutureWorks, a private consulting and public policy research firm in Belmont, Massachusetts, that builds regional institutions and strategies for economic growth, workforce education, and civic improvement. The webcast will be moderated by Lori Aratani, Education Staff Writer at the Washington Post. My Linh Nguyen Associate Director of Communications National Institute for Literacy (202) 233-2041 fax (202) 233-2050 mnguyen at nifl.gov From alcdgg at langate.gsu.edu Tue Aug 8 22:26:12 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Tue, 08 Aug 2006 22:26:12 -0400 Subject: [WomenLiteracy 478] notice about messages from addresses ending in dev.nifl.gov Message-ID: Hello, Earlier today, you may have received some mailman messages from addresses ending in 'dev.nifl.gov'. These messages were sent out as a result of an error on a National Institute for Literacy server. Please disregard these messages. The error has been fixed, and you should no longer see any messages from addresses ending in 'dev.nifl.gov'. Thank you. Daphne Greenberg Assistant Professor Educational Psych. & Special Ed. Georgia State University P.O. Box 3979 Atlanta, Georgia 30302-3979 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu Daphne Greenberg Associate Director Center for the Study of Adult Literacy Georgia State University P.O. Box 3977 Atlanta, Georgia 30302-3977 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu From alcdgg at langate.gsu.edu Wed Aug 9 18:48:56 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Wed, 09 Aug 2006 18:48:56 -0400 Subject: [WomenLiteracy 479] Job Announcement Message-ID: Please post! ANNOUNCEMENT VERMONT ADULT EDUCATION STATE DIRECTOR POSITION Play a role in re-shaping Adult education in Vermont! Join the Division of Lifelong Learning to lead our Adult Education and Literacy team working to integrate adult education services throughout Vermont. We are seeking an individual with strong communication, collaboration, team building and organizational skills to provide leadership in the in the area of Adult Education and Literacy. This position will supervise an in-house team and work extensively with the statewide contract and service providers, and represent the team in both regional and national forums. This work will include working with the Assistant Director of Lifelong Learning to set policy and budget priorities, establishing productive working relationships with the field, day to day operations, state and federal reporting, and an ability to excite people to move toward the statewide vision for adult education. The successful candidate will possess initiative, creativity, and work history to demonstrate credibility with partners; previous background and experience in Adult Education and Literacy desired. To apply please go to: Vermont State Personnel -- http://erecruit.per.state.vt.us/index.html Click: View Job Postings Click: Education & Library Services Scroll to: Education Programs Coord II , Reference # 22344 From alcdgg at langate.gsu.edu Thu Aug 10 21:36:45 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Thu, 10 Aug 2006 21:36:45 -0400 Subject: [WomenLiteracy 480] Our Reading Discussion Message-ID: Just a quick reminder that we will be starting our reading discussion on August 15th. I want to make sure that everyone feels invited to participate. I know that some of you don't have the time to read the articles, some of you find it too difficult to download the articles, and some of you find reading them too difficult. It is okay to share comments and thoughts even if you have not read the articles. In case you do not understand how to download the articles-you are not alone. Feel free to email me privately at: dgreenberg at gsu.edu with your phone number. I will call you and help you do it. I have already helped others do it, and I know how frustrating it can be if you want to download something and it doesn't appear to work. As a reminder, here is the original posting with the reading discussion information: Two readings have been selected for our first reading discussion that Mev Miller will facilitate from August 15 - 22, 2006: 1) Moving Beyond "Stupid": Taking Account of the Impact of Violence on Women's Learning (12 pages) 2) Chapter 5 from Too Scared to Learn, "Learning in the Context of Trauma: The Challenge of Setting Goals" (37 pages) If you are interested in participating in the discussion, please download and read these two articles from the Jenny Horsman website: http://www.jennyhorsman.com (if you look at the right side bar of her website, you will see the two readings listed. Click on the readings and you will be taken to the material. Depending on your computer, it may take a few minutes for the article to download): *** These articles are posted as a courtesy on the Internet for the purposes of this discussion. They will be available for download only until August 22, 2006. *** As supplemental reading, you may also want to look at this article available on the WE LEARN website: "But Is It Education?" The Challenge of Creating Effective Learning for Survivors of Trauma -- Women's Studies Quarterly, 32: #1&2, 2004-- (16 pages) http://www.litwomen.org/Research/horsman_wsq.pdf Guidelines for Discussion * Do not begin discussing the articles until the group is formally opened by the facilitator on Tuesday, Aug. 15, 2006 (this will give participants time to read prior to discussion). * During the designated discussion period, use the assigned discussion subject line each time you post. (Mev will announce it in email that opens the discussion) * Be mindful that many people only check email once a day or sporadically. As with any discussion, if you have made a post, please allow space and time for others to come into the discussion. * Remember, this is an open, public discussion. If you have something private or sensitive to respond, you may want to take it off list with an individual. The discussion will begin on Aug. 15, 2006 with an opening statement by the facilitator, Mev Miller. We hope you will join us. Please encourage your friends/colleagues to join us. They can subscribe at: http://www.nifl.gov/mailman/listinfo/Womenliteracy Daphne Greenberg Assistant Professor Educational Psych. & Special Ed. Georgia State University P.O. Box 3979 Atlanta, Georgia 30302-3979 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu Daphne Greenberg Associate Director Center for the Study of Adult Literacy Georgia State University P.O. Box 3977 Atlanta, Georgia 30302-3977 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu From karenw at gorhamschools.org Fri Aug 11 08:40:34 2006 From: karenw at gorhamschools.org (Karen Wyman) Date: Fri, 11 Aug 2006 08:40:34 -0400 Subject: [WomenLiteracy 481] Introduction In-Reply-To: References: Message-ID: Hello everyone, I'm new to this list, and I wanted to offer a brief introduction. I'm looking forward to getting to know all of you through the reading discussion that is coming up. I teach ABE English and math in Gorham, Maine which is a few miles west of Portland. Some particular interests of mine related to women and literacy are the role of poverty in women's literacy and issues related to rural living. Looking forward to the discussion, Karen Wyman From djrosen at comcast.net Fri Aug 11 10:27:36 2006 From: djrosen at comcast.net (David Rosen) Date: Fri, 11 Aug 2006 10:27:36 -0400 Subject: [WomenLiteracy 482] Women and Literacy on the ALE Wiki? Message-ID: <5C3182CD-6501-43DE-A2FD-C3EEA0D360A0@comcast.net> WomenLiteracy Colleagues, You may be aware of the Adult Literacy Education Wiki, an online community of practice for adult literacy practitioners and researchers. It now has over 700 pages, nearly 700 registered participants and many more who just read it. http://wiki.literacytent.org As you browse through the 30 topics listed you might notice a gap. There is no topic focusing on women and literacy. Should there be? If so, and if you would like to be the Topic Area Leader, or a contributor to this area, let me know. David J. Rosen djrosen at comcast.net ALE Wiki Organizer From ALCDGG at langate.gsu.edu Fri Aug 11 15:10:19 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Fri, 11 Aug 2006 15:10:19 -0400 Subject: [WomenLiteracy 483] newly revised LINCS Assessment Special Collection Message-ID: I'm so happy to announce the launch of the newly revised site of the LINCS Assessment Special Collection. Please go to: http://literacy.kent.edu/Midwest/assessment/ to check it out. The site has on-line resources and materials that are organized based on the roles of people involved in the work, but please do not limit yourself to any one particular role area - many resources will be of interest to you in other areas. In addition, while many resources are cross-posted, many are not, so I encourage you to surf around or do a keyword search at the site. Got a great cyber resource that you don't see in the Assessment Collection and you think it should be there? Definitely let me know about it and I will make sure it gets into the review process for possible addition to the Collection. I'm very interested in resources for use by teachers and tutors in the classroom, self assessment materials for students/learners, and any assessment materials from our international colleagues (I would like to build an international section). Thanks! Let me know what you think!! marie Marie Cora NIFL Assessment Discussion List Moderator marie.cora at hotspurpartners.com Coordinator, LINCS Assessment Special Collection http://literacy.kent.edu/Midwest/assessment/ From alcdgg at langate.gsu.edu Sun Aug 13 17:08:06 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Sun, 13 Aug 2006 17:08:06 -0400 Subject: [WomenLiteracy 484] Re: Women and Literacy on the ALE Wiki? Message-ID: <44DF5C7602000031000000DC@mailsrv4.gsu.edu> A special thanks to David for alerting us to the Adult Literacy Education Wiki. It would be great if someone on this list would be interested in becoming a woman and literacy topic area leader for the Adult Literacy Education Wiki. With 700 pages and nearly 700 registered participants, it is a big shame and a great gap that there is no topic focusing on women and literacy. I urge all of you to consider volunteering for this important opportunity. You can email David at: djrosen at comcast.net if you are interested, or you can email me at: dgreenberg at gsu.edu >>> djrosen at comcast.net 08/11/06 10:27 AM >>> WomenLiteracy Colleagues, You may be aware of the Adult Literacy Education Wiki, an online community of practice for adult literacy practitioners and researchers. It now has over 700 pages, nearly 700 registered participants and many more who just read it. http://wiki.literacytent.org As you browse through the 30 topics listed you might notice a gap. There is no topic focusing on women and literacy. Should there be? If so, and if you would like to be the Topic Area Leader, or a contributor to this area, let me know. David J. Rosen djrosen at comcast.net ALE Wiki Organizer ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy From alcdgg at langate.gsu.edu Sun Aug 13 17:13:12 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Sun, 13 Aug 2006 17:13:12 -0400 Subject: [WomenLiteracy 485] Re: Introduction Message-ID: <44DF5DA802000031000000E4@mailsrv4.gsu.edu> Karen, Thanks for introducing yourself. You say that one of your interests is the role of poverty in women's literacy and issues related to rural living. I think that that is a fascinating topic, one that I don't recall us really addressing on this listserv. I wonder if there are other subscribers out there are interested in this topic and care to say something about it? Or does anyone else want to share their interests with us? Sometimes it is nice to get a chance to know each other a bit! Daphne Daphne Greenberg Assistant Professor Educational Psych. & Special Ed. Georgia State University P.O. Box 3979 Atlanta, Georgia 30302-3979 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu Daphne Greenberg Associate Director Center for the Study of Adult Literacy Georgia State University P.O. Box 3977 Atlanta, Georgia 30302-3977 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu >>> karenw at gorhamschools.org 08/11/06 8:40 AM >>> Hello everyone, I'm new to this list, and I wanted to offer a brief introduction. I'm looking forward to getting to know all of you through the reading discussion that is coming up. I teach ABE English and math in Gorham, Maine which is a few miles west of Portland. Some particular interests of mine related to women and literacy are the role of poverty in women's literacy and issues related to rural living. Looking forward to the discussion, Karen Wyman ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy From mev at litwomen.org Mon Aug 14 07:14:20 2006 From: mev at litwomen.org (mev at litwomen.org) Date: Mon, 14 Aug 2006 07:14:20 -0400 Subject: [WomenLiteracy 486] Re: Women and Literacy on the ALE Wiki? In-Reply-To: <5C3182CD-6501-43DE-A2FD-C3EEA0D360A0@comcast.net> Message-ID: <08727BCB-2B86-11DB-BCC3-000393ABE4D2@litwomen.org> Hi David. I've been meaning to contact you since COABE. WE LEARN has considered being a "co-sponsor" or Topic Area Leader of a Women and Literacy thread on the ALE Wiki-- perhaps a small group of WE LEARN members might take it on. But we've been too busy to address it directly (and we're sort of taking a breather here in the summertime!). One of the things we've been wondering is how a women and literacy wiki compliments and/or duplicates what is or will exist on the WE LEARN website. We're working on redesigning our website and hope to launch a new look sometime this fall -- and it will include some new and updated features, including more interactive features. So, to add to David's question (on behalf of WE LEARN)... should there be a women & literacy thread on the ALE wiki? and what are your creative ideas for how it might work in concert with the work of WE LEARN? Mev WE LEARN Women Expanding: Literacy Education Action Resource Network www.litwomen.org/welearn.html Mev Miller, Ed.D., Director 182 Riverside Ave. Cranston, RI 02910 401-383-4374 welearn at litwomen.org On Friday, August 11, 2006, at 10:27 AM, David Rosen wrote: > WomenLiteracy Colleagues, > > You may be aware of the Adult Literacy Education Wiki, an online > community of practice for adult literacy practitioners and > researchers. It now has over 700 pages, nearly 700 registered > participants and many more who just read it. > > http://wiki.literacytent.org > > As you browse through the 30 topics listed you might notice a gap. > There is no topic focusing on women and literacy. Should there be? > If so, and if you would like to be the Topic Area Leader, or a > contributor to this area, let me know. > > > David J. Rosen > djrosen at comcast.net > ALE Wiki Organizer > > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > > From Janet_Isserlis at brown.edu Mon Aug 14 09:35:15 2006 From: Janet_Isserlis at brown.edu (Janet Isserlis) Date: Mon, 14 Aug 2006 09:35:15 -0400 Subject: [WomenLiteracy 487] Re: Women and Literacy on the ALE Wiki? In-Reply-To: <08727BCB-2B86-11DB-BCC3-000393ABE4D2@litwomen.org> Message-ID: Mev and all To your question, should there be a women and lit. thread on the wiki, I'd suggest, yes, definitely. While WE LEARN contains a number of valuable resources (and I think those of us with other women/lit related sites would like to believe that we do, too), for an increasing number of web users, the ALE wiki may well represent a first foray into adult literacy - and may be the place through which they are then directed/led/encourage to find more and other varied sites and resources. As well, the interactive nature of the wiki means that anyone can add resources, make suggestions, even edit what's already there. That's a big difference between a site that one organization/web person oversees and controls. David, Marie Cora, Erik Jacobsen and others have developed, over the years, a site with a certain overarching structure and consistency, within which users becomes posters, enter information and otherwise grow the site. While this is sometimes seemingly duplicative (e.g. NIFL discussions reproduced in their entirety for certain threads), this also has the very distinct advantage of consolidating topics/threads and otherwise pulling together resources that folks (who are less familiar with NIFL, and other highly used adult lit sites) might not get to without some assistance. So, those of us who have taken on leadership don't function so much as sponsors, as much as we try to organize our content areas and add reseources to them as we're able. http://wiki.literacytent.org Hope this makes sense. Other views? Janet Isserlis > Hi David. > I've been meaning to contact you since COABE. WE LEARN has considered > being a "co-sponsor" or Topic Area Leader of a Women and Literacy > thread on the ALE Wiki-- perhaps a small group of WE LEARN members > might take it on. But we've been too busy to address it directly (and > we're sort of taking a breather here in the summertime!). One of the > things we've been wondering is how a women and literacy wiki > compliments and/or duplicates what is or will exist on the WE LEARN > website. We're working on redesigning our website and hope to launch a > new look sometime this fall -- and it will include some new and updated > features, including more interactive features. > > So, to add to David's question (on behalf of WE LEARN)... should there > be a women & literacy thread on the ALE wiki? and what are your > creative ideas for how it might work in concert with the work of WE > LEARN? > Mev > > WE LEARN > Women Expanding: Literacy Education Action Resource Network > www.litwomen.org/welearn.html > > Mev Miller, Ed.D., Director > 182 Riverside Ave. > Cranston, RI 02910 > 401-383-4374 > welearn at litwomen.org > > From Mylinh.Nguyen at ed.gov Mon Aug 14 09:52:26 2006 From: Mylinh.Nguyen at ed.gov (Nguyen, My Linh) Date: Mon, 14 Aug 2006 09:52:26 -0400 Subject: [WomenLiteracy 488] Reminder NIFL Webcast on NAAL findings for Basic & Below Basic Adults Message-ID: Hi All, Just a reminder to join the National Institute for Literacy for a LIVE webcast on: Adults with Basic and Below Basic Literacy Levels: Findings from NAAL and Implications for Practice. Featuring Dr. Sheida White, Dr. John Strucker, & Brian Bosworth, and moderated by Lori Aratani WHEN: August 15, 2006 1:30 p.m. - 3:15 p.m. EDT We encourage you to register in advance. To register for this webcast go to: For more information about this webcast, go to: ---------------------------------------------------------------------------- The National Institute for Literacy is hosting a live webcast on Tuesday, August 15 at 1:30 p.m. EASTERN TIME to discuss the results of the National Assessement of Adult Literacy (NAAL) 2003, specifically relating to Americans who tested in the Below Basic and Basic literacy levels. The webcast will feature Dr. Sheida White, of the National Center for Education Statistics, who served as project officer for the NAAL, who will present the findings of the NAAL for Below Basic and Basic levels. In addition, there will be a panel of subject-matter experts who will discuss what implications the NAAL findings for Below Basic and Basic adults will have on programs. The panelists include John Strucker, of the National Center for Adult Literacy and Learning, will discuss basic skills; and Brian Bosworth, of the consulting firm FutureWorks, will discuss implications for workforce programs. The live webcast will feature: * Dr. Sheida White directs the National Assessment of Adult Literacy at the National Center for Education Statistics (or NCES). After working as a full-time reading researcher for 6 years, she joined NCES in 1991. During the first 8 years at NCES, she monitored the National Assessment of Education Progress (NAEP). Since 1999, she has been directing the NAAL project. Her articles have appeared in journals such as Language in Society and Reading Research Quarterly. * Dr. John Strucker is a lecturer at the Harvard Graduate School of Education whose research for NCSALL has focused on adult reading development. He previously taught and assessed adults with reading difficulties at the Community Learning Center in Cambridge, Massachusetts. * Brian Bosworth is the founder and President of FutureWorks, a private consulting and public policy research firm in Belmont, Massachusetts, that builds regional institutions and strategies for economic growth, workforce education, and civic improvement. The webcast will be moderated by Lori Aratani, Education Staff Writer at the Washington Post. Please note: For anyone unable to view the webcast live, the National Institute for Literacy will be archiving this webcast on its website www.nifl.gov approximately one week later. My Linh Nguyen Associate Director of Communications National Institute for Literacy (202) 233-2041 fax (202) 233-2050 mnguyen at nifl.gov From sjrhodes at tampabay.rr.com Mon Aug 14 13:01:31 2006 From: sjrhodes at tampabay.rr.com (sjrhodes at tampabay.rr.com) Date: Mon, 14 Aug 2006 10:01:31 -0700 Subject: [WomenLiteracy 489] Re: Introduction In-Reply-To: <44DF5DA802000031000000E4@mailsrv4.gsu.edu> References: <44DF5DA802000031000000E4@mailsrv4.gsu.edu> Message-ID: Hi, My name is Shirley Rhodes, and I am a recent graduate of the Masters of Library & Information Science program at the University of South Florida, Tampa, FL. I grew up in rural Western PA and have studied Dr. Bernard Vavrek's efforts in promoting libraries in a rural setting. I was fortunate to have the opportunity to interview Dr. Vavrek at an ALA Conference in 2003. I think that the issues are complex, because of financial support. For example, there are many local libraries in Jefferson County that do not receive grants, assistance or funding from Rural Studies, for various reasons - some may be political, one is that some of the smaller libraries are run by a librarian that is not ALA/MLS graduate, efforts for voting on additional funding have been thwarted by 'greater' financial need, etc. etc. However, there are success stories out there that may support grant writing in support of the rural libraries - WebJunction.org has a good bit of information, and I recall a ! Colorado Additionally, as I'm reading through the materials of the trauma/literacy for women issues, I think that the rural communities have a connection that goes beyond childhood or adult sexual trauma, rape and other issues. Women are still treated as second class citizens. If you think differently than the community at large, then you are considered "stupid" - I know this for a fact, because when I was told to "stop being stupid", if I had a different opinion. However, I was an avid reader, and simply wasn't stupid, but grew up thinking that they must be right. My own parents forgot that I graduated Saturday. The value of furthering education for women in my age bracket (40'ish) are seen as 'different' - because we realize that we don't need men to survive (then you're ostracized) or you raise your children 'differently' to be tolerant of people of all races, gender, or 'stupid' for that matter. We battle self-respect, when we work with Women that have been mistreated by community pressures, and other social issues. I am interested in helping Women become self-sufficient and realize their potential - but it is a journey that I am now able to embark, because it is all about me know. I love my family; especially my son. I always tell people that I do go to church religiously (I go home twice a year 'religiously' :) And, of all of the programs that I sought out in my 20's, as a single parent, do work, however, we can't forget the Women that have been abused psychologically by religion, social alienation, etc. Because these are the ones that can help make a difference in the rural communities. Although, I choose not to live in my home town, I do think that my experiences can relate to programs in other rural areas. Anyway, I've been involved in literacy programs, since the 80's, and programs for victims of violence, and personally look forward to learning how to take my education, personal experiences, and knowledge to a higher level of involvement. Am considering Americorps in NC, but for now, I want to learn and belong to a discussion group that is like-minded - to learn, to share, to grow. Shirley Rhodes ----- Original Message ----- From: Daphne Greenberg Date: Sunday, August 13, 2006 2:16 pm Subject: [WomenLiteracy 485] Re: Introduction To: womenliteracy at nifl.gov > Karen, > Thanks for introducing yourself. You say that one of your > interests is > the role of poverty in women's literacy and issues related to rural > living. I think that that is a fascinating topic, one that I don't > recall us really addressing on this listserv. I wonder if there are > other subscribers out there are interested in this topic and care > to say > something about it? Or does anyone else want to share their interests > with us? Sometimes it is nice to get a chance to know each other a > bit!Daphne > > Daphne Greenberg > Assistant Professor > Educational Psych. & Special Ed. > Georgia State University > P.O. Box 3979 > Atlanta, Georgia 30302-3979 > phone: 404-651-0127 > fax:404-651-4901 > dgreenberg at gsu.edu > > Daphne Greenberg > Associate Director > Center for the Study of Adult Literacy > Georgia State University > P.O. Box 3977 > Atlanta, Georgia 30302-3977 > phone: 404-651-0127 > fax:404-651-4901 > dgreenberg at gsu.edu > >>> karenw at gorhamschools.org 08/11/06 8:40 AM >>> > > Hello everyone, > I'm new to this list, and I wanted to offer a brief introduction. I'm > looking forward to getting to know all of you through the reading > discussion that is coming up. I teach ABE English and math in Gorham, > Maine which is a few miles west of Portland. Some particular interests > of > mine related to women and literacy are the role of poverty in women's > literacy and issues related to rural living. > > Looking forward to the discussion, > Karen Wyman > > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20060814/07563c5f/attachment.html From ALCDGG at langate.gsu.edu Tue Aug 15 07:56:09 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Tue, 15 Aug 2006 07:56:09 -0400 Subject: [WomenLiteracy 490] Re: Introduction In-Reply-To: References: <44DF5DA802000031000000E4@mailsrv4.gsu.edu> Message-ID: <44E17E19020000310000040E@mailsrv4.gsu.edu> Thanks Shirley, for introducing yourself to us. I hope that you participate in our book discussion (starts today)-sounds like you have a lot to offer! Anyone else care to let us know a bit about yourself? Daphne >>> 8/14/2006 1:01 PM >>> Hi, My name is Shirley Rhodes, and I am a recent graduate of the Masters of Library & Information Science program at the University of South Florida, Tampa, FL. I grew up in rural Western PA and have studied Dr. Bernard Vavrek's efforts in promoting libraries in a rural setting. I was fortunate to have the opportunity to interview Dr. Vavrek at an ALA Conference in 2003. I think that the issues are complex, because of financial support. For example, there are many local libraries in Jefferson County that do not receive grants, assistance or funding from Rural Studies, for various reasons - some may be political, one is that some of the smaller libraries are run by a librarian that is not ALA/MLS graduate, efforts for voting on additional funding have been thwarted by 'greater' financial need, etc. etc. However, there are success stories out there that may support grant writing in support of the rural libraries - WebJunction.org has a good bit of information, and I recall a ! Colorado Additionally, as I'm reading through the materials of the trauma/literacy for women issues, I think that the rural communities have a connection that goes beyond childhood or adult sexual trauma, rape and other issues. Women are still treated as second class citizens. If you think differently than the community at large, then you are considered "stupid" - I know this for a fact, because when I was told to "stop being stupid", if I had a different opinion. However, I was an avid reader, and simply wasn't stupid, but grew up thinking that they must be right. My own parents forgot that I graduated Saturday. The value of furthering education for women in my age bracket (40'ish) are seen as 'different' - because we realize that we don't need men to survive (then you're ostracized) or you raise your children 'differently' to be tolerant of people of all races, gender, or 'stupid' for that matter. We battle self-respect, when we work with Women that have been mistreated by community pressures, and other social issues. I am interested in helping Women become self-sufficient and realize their potential - but it is a journey that I am now able to embark, because it is all about me know. I love my family; especially my son. I always tell people that I do go to church religiously (I go home twice a year 'religiously' :) And, of all of the programs that I sought out in my 20's, as a single parent, do work, however, we can't forget the Women that have been abused psychologically by religion, social alienation, etc. Because these are the ones that can help make a difference in the rural communities. Although, I choose not to live in my home town, I do think that my experiences can relate to programs in other rural areas. Anyway, I've been involved in literacy programs, since the 80's, and programs for victims of violence, and personally look forward to learning how to take my education, personal experiences, and knowledge to a higher level of involvement. Am considering Americorps in NC, but for now, I want to learn and belong to a discussion group that is like-minded - to learn, to share, to grow. Shirley Rhodes ----- Original Message ----- From: Daphne Greenberg Date: Sunday, August 13, 2006 2:16 pm Subject: [WomenLiteracy 485] Re: Introduction To: womenliteracy at nifl.gov > Karen, > Thanks for introducing yourself. You say that one of your > interests is > the role of poverty in women's literacy and issues related to rural > living. I think that that is a fascinating topic, one that I don't > recall us really addressing on this listserv. I wonder if there are > other subscribers out there are interested in this topic and care > to say > something about it? Or does anyone else want to share their interests > with us? Sometimes it is nice to get a chance to know each other a > bit!Daphne > > Daphne Greenberg > Assistant Professor > Educational Psych. & Special Ed. > Georgia State University > P.O. Box 3979 > Atlanta, Georgia 30302-3979 > phone: 404-651-0127 > fax:404-651-4901 > dgreenberg at gsu.edu > > Daphne Greenberg > Associate Director > Center for the Study of Adult Literacy > Georgia State University > P.O. Box 3977 > Atlanta, Georgia 30302-3977 > phone: 404-651-0127 > fax:404-651-4901 > dgreenberg at gsu.edu > >>> karenw at gorhamschools.org 08/11/06 8:40 AM >>> > > Hello everyone, > I'm new to this list, and I wanted to offer a brief introduction. I'm > looking forward to getting to know all of you through the reading > discussion that is coming up. I teach ABE English and math in Gorham, > Maine which is a few miles west of Portland. Some particular interests > of > mine related to women and literacy are the role of poverty in women's > literacy and issues related to rural living. > > Looking forward to the discussion, > Karen Wyman > > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy From ALCDGG at langate.gsu.edu Tue Aug 15 11:38:12 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Tue, 15 Aug 2006 11:38:12 -0400 Subject: [WomenLiteracy 491] On-line adult literacy journal article In-Reply-To: <44E17E19020000310000040E@mailsrv4.gsu.edu> References: <44DF5DA802000031000000E4@mailsrv4.gsu.edu> <44E17E19020000310000040E@mailsrv4.gsu.edu> Message-ID: <44E1B22402000031000004D2@mailsrv4.gsu.edu> The new article in the on-line adult literacy journal Exploring Adult Literacy is titled Locating Adult Literacy Programs In Regular Schools and Adult Education Centers: What the Learners Have to Say and is written by Marion Terry. Take a few minutes to read what adult literacy students have to say about where their classes are held. The article can be found at http://literacy.kent.edu/cra/new.html Dianna Baycich Ohio Literacy Resource Center Research 1 - 1100 Summit Street, P.O. Box 5190 Kent State University Kent, OH 44242-0001 330.672.7841 330.672.4841 (fax) From mev at litwomen.org Tue Aug 15 20:19:19 2006 From: mev at litwomen.org (mev at litwomen.org) Date: Tue, 15 Aug 2006 20:19:19 -0400 Subject: [WomenLiteracy 492] RD: Bridges to Learning Message-ID: Hi Everyone. I sent this message early this am (9:00) -- and have been away most of the day. It appeared not to have gone through - I have no idea why. This is a second try. Sorry for the delay. We can extend the discussion one more day of necessary. Mev ---------------- Good morning! Welcome to the Reading Discussion on articles written by Jenny Horsman's addressing the impacts of violence on women's learning. The guidelines for discussion as previously outlined, the articles being discussed, and facilitator's bio are listed at the bottom of this email. Providing a Reading Discussion is a new experience for the Womenliteracy listserv -- it will be an exciting new opportunity for many of us. Those with Distance Learning experience may adapt to this forum quicker than others. I have been considering ways to keep it manageable for our levels of experience. In the articles we read, it was suggested that one approach to opening possibilities for learners is to "provide a reassuring and clear structure while allowing for the possibility of choice and freedom within careful boundaries." In that spirit, I would like to propose this framework for the week as we move forward. For the first few days, let's focus on "Moving beyond 'Stupid"" as it discusses some of the more general impacts of violence on women's learning. In the middle of this week (as the discussion leads us), we can focus more directly on the 2nd article, "Learning in the Context of Trauma" from Chapter 5 of _Too Scared to Learn_. In the last 2-3 days of this discussion, we can draw from both articles and our own experience and discuss more broadly some ways to develop creative, holistic, and "safer" learning environments for women. As I read "Moving Beyond Stupid," several questions emerged for me -- and I'm sure they did for you as well. Perhaps we can begin by discussing how we understand and define violence and trauma. How has Jenny's descriptions in this article informed your own views or understanding of violence and trauma? To what extent have we understood the pervasiveness of violence and the systemic ways it exists and operates? This article reveals that slightly more than half of Canadian women have experienced at least one incident of violence. Jenny states (p. 181): "...we have to assume that every class will include at least some with this experience." What do you make of this assumption? Does this information correspond with the experiences of people from other countries on this list? This article also discusses shame and the way it continues to silence women and limits their success in learning situations. How have you experienced the impacts of violence and trauma on students and their learning as well as on yourselves as teachers/educators? This article makes the warning to avoid making violence simply an individual problem needing diagnosis and treatment (medicalizing). Have you been able to balance the needs and experiences of individuals while recognizing and addressing larger social and systemic connections to violence? How? I think this gives us enough to start with for now.....begin where you will, either with these questions or with something else in the "Moving Beyond Stupid" article that created a stir in you... Mev Miller, Facilitator for RD: Bridges to Learning Director, WE LEARN ------------------------------------------------------------------------ ------------ Guidelines for Reading Discussion - August 15 - 22, 2006 * During the designated discussion period, use the assigned discussion subject line each time you post. For this reading discussion, please use: [RD: Bridges to Learning] * Though it will be helpful to have read the articles, everyone is welcome to participate in the discussion. Subscribers to Womenliteracy may join the discussion at any time, or read/listen as interested. * Be mindful that many people only check email once a day or sporadically. As with any discussion, if you have made a post, please allow space and time for others to come into the discussion. * Remember, this is an open, public discussion. If you have something private or sensitive to respond, you may want to take it off list with an individual. Articles by Jenny Horsman for Reading discussion, August 15 - 22, 2006: 1) Moving Beyond "Stupid": Taking Account of the Impact of Violence on Women's Learning (12 pages) 2) Chapter 5 from Too Scared to Learn, "Learning in the Context of Trauma: The Challenge of Setting Goals" (37 pages) Download these two articles from the Jenny Horsman website: http://www.jennyhorsman.com (if you look at the right side bar of her website, you will see the two readings listed. Click on the readings and you will be taken to the material. Depending on your computer, it may take a few minutes for the article to download).*** These articles are posted as a courtesy on the Internet for the purposes of this discussion. They will be available for download only until August 22, 2006. *** As supplemental reading, you may also want to look at this article available on the WE LEARN website: "But Is It Education?" The Challenge of Creating Effective Learning for Survivors of Trauma -- Women's Studies Quarterly, 32: #1&2, 2004-- (16 pages) http://www.litwomen.org/Research/horsman_wsq.pdf Facilitator: Mev Miller Mev Miller, Ed.D. is director and founder of WE LEARN (Women expanding Literacy Education action resource Network -- http://litwomen.org/welearn.html). A long time feminist activist, Mev has years of experience in facilitating reading-discussion circles on a variety of women's issues. Her experience also includes facilitating Women Leading Through Reading Reading-Discussion Circles with women in both ABE and ESOL learning Settings.WE LEARN Women Expanding: Literacy Education Action Resource Network www.litwomen.org/welearn.html WE LEARN Women Expanding: Literacy Education Action Resource Network www.litwomen.org/welearn.html Mev Miller, Ed.D., Director 182 Riverside Ave. Cranston, RI 02910 401-383-4374 welearn at litwomen.org From Mylinh.Nguyen at ed.gov Wed Aug 16 08:54:57 2006 From: Mylinh.Nguyen at ed.gov (Nguyen, My Linh) Date: Wed, 16 Aug 2006 08:54:57 -0400 Subject: [WomenLiteracy 493] NAAL Webcast to be Archived Message-ID: On behalf of the National Institute for Literacy, thank you to everyone who tuned in to yesterday's live webcast on the results of the NAAL findings for adults who scored in the Basic and Below Basic categories. And thank you to our panelists: Dr. Sheida White of the National Center for Education Statistics, Dr. John Strucker of the National Center for the Study of Adult Learning and Literacy, and Mr. Brian Bosworth of FutureWorks. For those who missed the live webcast or would like to see it again, we will be archiving the webcast on our website www.nifl.gov in about one week. We'll send an announcement when it is ready. Thank you. My Linh Nguyen Associate Director of Communications National Institute for Literacy (202) 233-2041 fax (202) 233-2050 mnguyen at nifl.gov From sjrhodes at tampabay.rr.com Wed Aug 16 11:43:15 2006 From: sjrhodes at tampabay.rr.com (sjrhodes at tampabay.rr.com) Date: Wed, 16 Aug 2006 11:43:15 -0400 Subject: [WomenLiteracy 494] Re: RD: Bridges to Learning - Boudaries for Literacy Workers that want to help In-Reply-To: References: Message-ID: I have a few thoughts on: In the articles we read, it was suggested that one approach to opening possibilities for learners is to "provide a reassuring and clear structure while allowing for the possibility of choice and freedom within careful boundaries." I had a very dear friend that told me once, you can't save the world, but you can still be involved and help people by steering them in the right direction. The simple fact that "you" are not alone, I believe, is a good start for the literacy worker and student. And, remember to followp-through, or if you feel the need to be personally involved, contact the social organizations you trust, support them and share information. This has worked for me, because I am a victim of trauma, but I don't believe that literacy learning is the place to share this kind of information - A look that says, "I understand," and you can do this and I know how you can work on bettering your life, by directing women in the right direction, is a way to keep boundaries - so important, as workers can suffer burn-out and learners can give up - so easily, it breaks your heart...Network, Be Informed and focus on learning... Shirley ----- Original Message ----- From: "mev at litwomen.org" Date: Tuesday, August 15, 2006 8:45 pm Subject: [WomenLiteracy 492] RD: Bridges to Learning To: womenliteracy at nifl.gov Cc: NIFL Womenlit > Hi Everyone. I sent this message early this am (9:00) -- and have > been > away most of the day. It appeared not to have gone through - I > have no > idea why. This is a second try. Sorry for the delay. We can extend > the > discussion one more day of necessary. > Mev > ---------------- > > Good morning! > Welcome to the Reading Discussion on articles written by Jenny > Horsman's addressing the impacts of violence on women's learning. > The > guidelines for discussion as previously outlined, the articles > being > discussed, and facilitator's bio are listed at the bottom of this > email. > Providing a Reading Discussion is a new experience for the > Womenliteracy listserv -- it will be an exciting new opportunity > for > many of us. Those with Distance Learning experience may adapt to > this > forum quicker than others. I have been considering ways to keep > it > manageable for our levels of experience. > > In the articles we read, it was suggested that one approach to > opening > possibilities for learners is to "provide a reassuring and clear > structure while allowing for the possibility of choice and freedom > > within careful boundaries." In that spirit, I would like to > propose > this framework for the week as we move forward. For the first few > days, > let's focus on "Moving beyond 'Stupid"" as it discusses some of > the > more general impacts of violence on women's learning. In the > middle of > this week (as the discussion leads us), we can focus more directly > on > the 2nd article, "Learning in the Context of Trauma" from Chapter > 5 of > _Too Scared to Learn_. In the last 2-3 days of this discussion, we > can > draw from both articles and our own experience and discuss more > broadly > some ways to develop creative, holistic, and "safer" learning > environments for women. > > As I read "Moving Beyond Stupid," several questions emerged for me > -- > and I'm sure they did for you as well. > Perhaps we can begin by discussing how we understand and define > violence and trauma. How has Jenny's descriptions in this article > informed your own views or understanding of violence and trauma? > To > what extent have we understood the pervasiveness of violence and > the > systemic ways it exists and operates? > > This article reveals that slightly more than half of Canadian > women > have experienced at least one incident of violence. Jenny states > (p. > 181): "...we have to assume that every class will include at least > some > with this experience." What do you make of this assumption? Does > this > information correspond with the experiences of people from other > countries on this list? > > This article also discusses shame and the way it continues to > silence > women and limits their success in learning situations. How have > you > experienced the impacts of violence and trauma on students and > their > learning as well as on yourselves as teachers/educators? > > This article makes the warning to avoid making violence simply an > individual problem needing diagnosis and treatment (medicalizing). > Have > you been able to balance the needs and experiences of individuals > while > recognizing and addressing larger social and systemic connections > to > violence? How? > > I think this gives us enough to start with for now.....begin where > you > will, either with these questions or with something else in the > "Moving > Beyond Stupid" article that created a stir in you... > > Mev Miller, Facilitator for RD: Bridges to Learning > Director, WE LEARN > > ------------------------------------------------------------------- > ----- > ------------ > Guidelines for Reading Discussion - August 15 - 22, 2006 > * During the designated discussion period, use the assigned > discussion > subject line each time you post. For this reading discussion, > please > use: [RD: Bridges to Learning] > > * Though it will be helpful to have read the articles, everyone is > > welcome to participate in the discussion. Subscribers to > Womenliteracy > may join the discussion at any time, or read/listen as interested. > > * Be mindful that many people only check email once a day or > sporadically. As with any discussion, if you have made a post, > please > allow space and time for others to come into the discussion. > > * Remember, this is an open, public discussion. If you have > something > private or sensitive to respond, you may want to take it off list > with > an individual. > > Articles by Jenny Horsman for Reading discussion, August 15 - 22, > 2006:1) Moving Beyond "Stupid": Taking Account of the Impact of > Violence on > Women's Learning (12 pages) > 2) Chapter 5 from Too Scared to Learn, "Learning in the Context of > > Trauma: The Challenge of Setting Goals" (37 pages) > Download these two articles from the Jenny Horsman website: > http://www.jennyhorsman.com > (if you look at the right side bar of her website, you will see > the two > readings listed. Click on the readings and you will be taken to > the > material. Depending on your computer, it may take a few minutes > for the > article to download).*** These articles are posted as a courtesy > on the > Internet for the purposes of this discussion. They will be > available > for download only until August 22, 2006. *** > As supplemental reading, you may also want to look at this article > > available on the WE LEARN website: > "But Is It Education?" The Challenge of Creating Effective > Learning for > Survivors of Trauma -- Women's Studies Quarterly, 32: #1&2, 2004-- > (16 > pages) > http://www.litwomen.org/Research/horsman_wsq.pdf > > Facilitator: Mev Miller > Mev Miller, Ed.D. is director and founder of WE LEARN (Women > expanding > Literacy Education action resource Network -- > http://litwomen.org/welearn.html). A long time feminist activist, > Mev > has years of experience in facilitating reading-discussion circles > on a > variety of women's issues. Her experience also includes facilitating > Women Leading Through Reading Reading-Discussion Circles with > women in > both ABE and ESOL learning Settings.WE LEARN Women Expanding: > Literacy > Education Action Resource Network www.litwomen.org/welearn.html > > > WE LEARN > Women Expanding: Literacy Education Action Resource Network > www.litwomen.org/welearn.html > > Mev Miller, Ed.D., Director > 182 Riverside Ave. > Cranston, RI 02910 > 401-383-4374 > welearn at litwomen.org > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20060816/6e75264e/attachment.html From ryanryanc at yahoo.com Wed Aug 16 15:34:04 2006 From: ryanryanc at yahoo.com (Ryan Hall) Date: Wed, 16 Aug 2006 15:34:04 -0400 Subject: [WomenLiteracy 495] Re: RD: Bridges to Learning - Boudaries for Literacy Workers that want to help In-Reply-To: Message-ID: I think Shirley makes a good point- that we can?t save the world. But, perhaps ?saving the world? is subjective in that it is usually defined by the person who is taking on that task. When we?re the outsider looking at someone who so desperately needs to be saved, it?s easy to forget that the choices we can offer may not be ones they can choose. Sometimes, choosing one of the options is too hard or too dangerous. Perhaps it?s watching as students continue to struggle in their violent environment that causes much of the teacher burnout. I think that it is important to remember that some, maybe many, students can?t be ?saved? if for no other reason than it is just too hard for them to make those choices. I wonder if this concept may be even more difficult to understand for those of us who have seen and/or experienced trauma and been able to escape, or maybe just harder to deal with because it makes us feel guilty that we were able to do what many of them can?t. Ryan On 8/16/06 11:43 AM, "sjrhodes at tampabay.rr.com" wrote: > I have a few thoughts on: > > In the articles we read, it was suggested that one approach to opening > possibilities for learners is to "provide a reassuring and clear > structure while allowing for the possibility of choice and freedom > within careful boundaries." > > I had a very dear friend that told me once, you can't save the world, but you > can still be involved and help people by steering them in the right direction. > The simple fact that "you" are not alone, I believe, is a good start for the > literacy worker and student. And, remember to followp-through, or if you feel > the need to be personally involved, contact the social organizations you > trust, support them and share information. This has worked for me, because I > am a victim of trauma, but I don't believe that literacy learning is the place > to share this kind of information - A look that says, "I understand," and you > can do this and I know how you can work on bettering your life, by directing > women in the right direction, is a way to keep boundaries - so important, as > workers can suffer burn-out and learners can give up - so easily, it breaks > your heart...Network, Be Informed and focus on learning... > > Shirley > > ----- Original Message ----- > From: "mev at litwomen.org" > Date: Tuesday, August 15, 2006 8:45 pm > Subject: [WomenLiteracy 492] RD: Bridges to Learning > To: womenliteracy at nifl.gov > Cc: NIFL Womenlit > >> > Hi Everyone. I sent this message early this am (9:00) -- and have >> > been >> > away most of the day. It appeared not to have gone through - I >> > have no >> > idea why. This is a second try. Sorry for the delay. We can extend >> > the >> > discussion one more day of necessary. >> > Mev >> > ---------------- >> > >> > Good morning! >> > Welcome to the Reading Discussion on articles written by Jenny >> > Horsman's addressing the impacts of violence on women's learning. >> > The >> > guidelines for discussion as previously outlined, the articles >> > being >> > discussed, and facilitator's bio are listed at the bottom of this >> > email. >> > Providing a Reading Discussion is a new experience for the >> > Womenliteracy listserv -- it will be an exciting new opportunity >> > for >> > many of us. Those with Distance Learning experience may adapt to >> > this >> > forum quicker than others. I have been considering ways to keep >> > it >> > manageable for our levels of experience. >> > >> > In the articles we read, it was suggested that one approach to >> > opening >> > possibilities for learners is to "provide a reassuring and clear >> > structure while allowing for the possibility of choice and freedom >> > >> > within careful boundaries." In that spirit, I would like to >> > propose >> > this framework for the week as we move forward. For the first few >> > days, >> > let's focus on "Moving beyond 'Stupid"" as it discusses some of >> > the >> > more general impacts of violence on women's learning. In the >> > middle of >> > this week (as the discussion leads us), we can focus more directly >> > on >> > the 2nd article, "Learning in the Context of Trauma" from Chapter >> > 5 of >> > _Too Scared to Learn_. In the last 2-3 days of this discussion, we >> > can >> > draw from both articles and our own experience and discuss more >> > broadly >> > some ways to develop creative, holistic, and "safer" learning >> > environments for women. >> > >> > As I read "Moving Beyond Stupid," several questions emerged for me >> > -- >> > and I'm sure they did for you as well. >> > Perhaps we can begin by discussing how we understand and define >> > violence and trauma. How has Jenny's descriptions in this article >> > informed your own views or understanding of violence and trauma? >> > To >> > what extent have we understood the pervasiveness of violence and >> > the >> > systemic ways it exists and operates? >> > >> > This article reveals that slightly more than half of Canadian >> > women >> > have experienced at least one incident of violence. Jenny states >> > (p. >> > 181): "...we have to assume that every class will include at least >> > some >> > with this experience." What do you make of this assumption? Does >> > this >> > information correspond with the experiences of people from other >> > countries on this list? >> > >> > This article also discusses shame and the way it continues to >> > silence >> > women and limits their success in learning situations. How have >> > you >> > experienced the impacts of violence and trauma on students and >> > their >> > learning as well as on yourselves as teachers/educators? >> > >> > This article makes the warning to avoid making violence simply an >> > individual problem needing diagnosis and treatment (medicalizing). >> > Have >> > you been able to balance the needs and experiences of individuals >> > while >> > recognizing and addressing larger social and systemic connections >> > to >> > violence? How? >> > >> > I think this gives us enough to start with for now.....begin where >> > you >> > will, either with these questions or with something else in the >> > "Moving >> > Beyond Stupid" article that created a stir in you... >> > >> > Mev Miller, Facilitator for RD: Bridges to Learning >> > Director, WE LEARN >> > >> > ------------------------------------------------------------------- >> > ----- >> > ------------ >> > Guidelines for Reading Discussion - August 15 - 22, 2006 >> > * During the designated discussion period, use the assigned >> > discussion >> > subject line each time you post. For this reading discussion, >> > please >> > use: [RD: Bridges to Learning] >> > >> > * Though it will be helpful to have read the articles, everyone is >> > >> > welcome to participate in the discussion. Subscribers to >> > Womenliteracy >> > may join the discussion at any time, or read/listen as interested. >> > >> > * Be mindful that many people only check email once a day or >> > sporadically. As with any discussion, if you have made a post, >> > please >> > allow space and time for others to come into the discussion. >> > >> > * Remember, this is an open, public discussion. If you have >> > something >> > private or sensitive to respond, you may want to take it off list >> > with >> > an individual. >> > >> > Articles by Jenny Horsman for Reading discussion, August 15 - 22, >> > 2006:1) Moving Beyond "Stupid": Taking Account of the Impact of >> > Violence on >> > Women's Learning (12 pages) >> > 2) Chapter 5 from Too Scared to Learn, "Learning in the Context of >> > >> > Trauma: The Challenge of Setting Goals" (37 pages) >> > Download these two articles from the Jenny Horsman website: >> > http://www.jennyhorsman.com >> > (if you look at the right side bar of her website, you will see >> > the two >> > readings listed. Click on the readings and you will be taken to >> > the >> > material. Depending on your computer, it may take a few minutes >> > for the >> > article to download).*** These articles are posted as a courtesy >> > on the >> > Internet for the purposes of this discussion. They will be >> > available >> > for download only until August 22, 2006. *** >> > As supplemental reading, you may also want to look at this article >> > >> > available on the WE LEARN website: >> > "But Is It Education?" The Challenge of Creating Effective >> > Learning for >> > Survivors of Trauma -- Women's Studies Quarterly, 32: #1&2, 2004-- >> > (16 >> > pages) >> > http://www.litwomen.org/Research/horsman_wsq.pdf >> > >> > Facilitator: Mev Miller >> > Mev Miller, Ed.D. is director and founder of WE LEARN (Women >> > expanding >> > Literacy Education action resource Network -- >> > http://litwomen.org/welearn.html). A long time feminist activist, >> > Mev >> > has years of experience in facilitating reading-discussion circles >> > on a >> > variety of women's issues. Her experience also includes facilitating >> > Women Leading Through Reading Reading-Discussion Circles with >> > women in >> > both ABE and ESOL learning Settings.WE LEARN Women Expanding: >> > Literacy >> > Education Action Resource Network www.litwomen.org/welearn.html >> > >> > >> > WE LEARN >> > Women Expanding: Literacy Education Action Resource Network >> > www.litwomen.org/welearn.html >> > >> > Mev Miller, Ed.D., Director >> > 182 Riverside Ave. >> > Cranston, RI 02910 >> > 401-383-4374 >> > welearn at litwomen.org >> > >> > ---------------------------------------------------- >> > National Institute for Literacy >> > Women and Literacy mailing list >> > WomenLiteracy at nifl.gov >> > To unsubscribe or change your subscription settings, please go to >> > http://www.nifl.gov/mailman/listinfo/womenliteracy > > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20060816/99b4b1d2/attachment.html From mev at litwomen.org Thu Aug 17 08:46:37 2006 From: mev at litwomen.org (mev at litwomen.org) Date: Thu, 17 Aug 2006 08:46:37 -0400 Subject: [WomenLiteracy 496] Re: RD: Bridges to Learning In-Reply-To: Message-ID: <6C492E0A-2DEE-11DB-868B-000393ABE4D2@litwomen.org> Shirley suggested having a list of support services available and communicating understanding can work to help students in trauma. She also indicates that the learning situation is not one in which teachers/learners should discuss their experiences of trauma. These observations lead me to some related questions.... Jenny's work suggests that violence and trauma have an impact on our ability to lean or to stay present in the learning situation. How do we as teachers and students recognize these impacts and when they are actively affecting learners in a particular educational moment or setting? We probably do not need to know the details of each individuals' situation and Jenny suggests that we can reliably assume that many (if not most) learners will have experienced some form of violence. But part of the difficulty for those is trauma can be the preservation of silence, invisibility, or shame. I would venture to say that as women we have learned that much in our life experience has historically been silenced and it's only through discussion and the realization that "we're not the only one" that we gain a sense of relief and the beginning of being able to make change. How do we balance visibility and acknowledgment with good boundaries or learning environments? Ryan also offers some concerns for us to consider (though I personally would not use the language of "saving" or "being saved" as a way to discuss these issues). Ryan makes 2 important observations: 1) the burnout among educators and student peers that can come from the concern for (even frustration with) women who cannot leave their situations for whatever reasons, and 2) the experience of what is sometimes called "survivor's" guilt (which might also lead to post-traumatic stress!) I wonder if these experiences relate to the ways in which we make violence and trauma the responsibility of individuals rather than identifying complex social connections. Is it easier to locate these issues as personal and then somehow in our control? I agree with Jenny that violence must be recognized as systemic and pervasive in our society. How do we recognize these connections in our educational systems? And does this knowledge help us to understand violence in more depth or does it make our responses to it feel even smaller? Mev On Wednesday, August 16, 2006, at 03:34 PM, Ryan Hall wrote: > I think Shirley makes a good point- that we can?t save the world. But, > perhaps ?saving the world? is subjective in that it is usually defined > by the person who is taking on that task. When we?re the outsider > looking at someone who so desperately needs to be saved, it?s easy to > forget that the choices we can offer may not be ones they can choose. > Sometimes, choosing one of the options is too hard or too dangerous. > Perhaps it?s watching as students continue to struggle in their > violent environment that causes much of the teacher burnout. I think > that it is important to remember that some, maybe many, students can?t > be ?saved? if for no other reason than it is just too hard for them to > make those choices. I wonder if this concept may be even more > difficult to understand for those of us who have seen and/or > experienced trauma and been able to escape, or maybe just harder to > deal with because it makes us feel guilty that we were able to do what > many of them can?t. > Ryan > > On 8/16/06 11:43 AM, "sjrhodes at tampabay.rr.com" > wrote: > > I have a few thoughts on: > > In the articles we read, it was suggested that one approach to opening > ? > possibilities for learners is to "provide a reassuring and clear ? > structure while allowing for the possibility of choice and freedom ? > within careful boundaries." > > I had a very dear friend that told me once, you can't save the world, > but you can still be involved and help people by steering them in the > right direction. ?The simple fact that "you" are not alone, I believe, > is a good start for the literacy worker and student. ?And, remember to > followp-through, or if you feel the need to be personally involved, > contact the social organizations you trust, support them and share > information. ?This has worked for me, because I am a victim of trauma, > but I don't believe that literacy learning is the place to share this > kind of information - A look that says, "I understand," and you can do > this and I know how you can work on bettering your life, by directing > women in the right direction, is a way to keep boundaries - so > important, as workers can suffer burn-out and learners can give up - > so easily, it breaks your heart...Network, Be Informed and focus on > learning... > > Shirley > > ----- Original Message ----- > From: "mev at litwomen.org" > Date: Tuesday, August 15, 2006 8:45 pm > Subject: [WomenLiteracy 492] RD: Bridges to Learning > To: womenliteracy at nifl.gov > Cc: NIFL Womenlit > > > Hi Everyone. I sent this message early this am (9:00) -- and have > > been > > away most of the day. It appeared not to have gone through - I > > have no > > idea why. This is a second try. Sorry for the delay. We can extend > > the > > discussion one more day of necessary. > > Mev > > ---------------- > > > > Good morning! > > Welcome to the Reading Discussion on articles written by Jenny > > Horsman's addressing the impacts of violence on women's learning. > > The > > guidelines for discussion as previously outlined, the articles > > being > > discussed, and facilitator's bio are listed at the bottom of this > > email. > > Providing a Reading Discussion is a new experience for the > > Womenliteracy listserv -- it will be an exciting new opportunity > > for > > many of us. Those with Distance Learning experience may adapt to > > this > > forum quicker than others. I have been considering ways to keep > > it > > manageable for our levels of experience. > > > > In the articles we read, it was suggested that one approach to > > opening > > possibilities for learners is to "provide a reassuring and clear > > structure while allowing for the possibility of choice and freedom > > > > within careful boundaries." In that spirit, I would like to > > propose > > this framework for the week as we move forward. For the first few > > days, > > let's focus on "Moving beyond 'Stupid"" as it discusses some of > > the > > more general impacts of violence on women's learning. In the > > middle of > > this week (as the discussion leads us), we can focus more directly > > on > > the 2nd article, "Learning in the Context of Trauma" from Chapter > > 5 of > > _Too Scared to Learn_. In the last 2-3 days of this discussion, we > > can > > draw from both articles and our own experience and discuss more > > broadly > > some ways to develop creative, holistic, and "safer" learning > > environments for women. > > > > As I read "Moving Beyond Stupid," several questions emerged for me > > -- > > and I'm sure they did for you as well. > > Perhaps we can begin by discussing how we understand and define > > violence and trauma. How has Jenny's descriptions in this article > > informed your own views or understanding of violence and trauma? > > To > > what extent have we understood the pervasiveness of violence and > > the > > systemic ways it exists and operates? > > > > This article reveals that slightly more than half of Canadian > > women > > have experienced at least one incident of violence. Jenny states > > (p. > > 181): "...we have to assume that every class will include at least > > some > > with this experience." What do you make of this assumption? Does > > this > > information correspond with the experiences of people from other > > countries on this list? > > > > This article also discusses shame and the way it continues to > > silence > > women and limits their success in learning situations. How have > > you > > experienced the impacts of violence and trauma on students and > > their > > learning as well as on yourselves as teachers/educators? > > > > This article makes the warning to avoid making violence simply an > > individual problem needing diagnosis and treatment (medicalizing). > > Have > > you been able to balance the needs and experiences of individuals > > while > > recognizing and addressing larger social and systemic connections > > to > > violence? How? > > > > I think this gives us enough to start with for now.....begin where > > you > > will, either with these questions or with something else in the > > "Moving > > Beyond Stupid" article that created a stir in you... > > > > Mev Miller, Facilitator for RD: Bridges to Learning > > Director, WE LEARN > > > > ------------------------------------------------------------------- > > ----- > > ------------ > > Guidelines for Reading Discussion - August 15 - 22, 2006 > > * During the designated discussion period, use the assigned > > discussion > > subject line each time you post. For this reading discussion, > > please > > use: [RD: Bridges to Learning] > > > > * Though it will be helpful to have read the articles, everyone is > > > > welcome to participate in the discussion. Subscribers to > > Womenliteracy > > may join the discussion at any time, or read/listen as interested. > > > > * Be mindful that many people only check email once a day or > > sporadically. As with any discussion, if you have made a post, > > please > > allow space and time for others to come into the discussion. > > > > * Remember, this is an open, public discussion. If you have > > something > > private or sensitive to respond, you may want to take it off list > > with > > an individual. > > > > Articles by Jenny Horsman for Reading discussion, August 15 - 22, > > 2006:1) Moving Beyond "Stupid": Taking Account of the Impact of > > Violence on > > Women's Learning (12 pages) > > 2) Chapter 5 from Too Scared to Learn, "Learning in the Context of > > > > Trauma: The Challenge of Setting Goals" (37 pages) > > Download these two articles from the Jenny Horsman website: > > http://www.jennyhorsman.com > > (if you look at the right side bar of her website, you will see > > the two > > readings listed. Click on the readings and you will be taken to > > the > > material. Depending on your computer, it may take a few minutes > > for the > > article to download).*** These articles are posted as a courtesy > > on the > > Internet for the purposes of this discussion. They will be > > available > > for download only until August 22, 2006. *** > > As supplemental reading, you may also want to look at this article > > > > available on the WE LEARN website: > > "But Is It Education?" The Challenge of Creating Effective > > Learning for > > Survivors of Trauma -- Women's Studies Quarterly, 32: #1&2, 2004-- > > (16 > > pages) > > http://www.litwomen.org/Research/horsman_wsq.pdf > > > > Facilitator: Mev Miller > > Mev Miller, Ed.D. is director and founder of WE LEARN (Women > > expanding > > Literacy Education action resource Network -- > > http://litwomen.org/welearn.html). A long time feminist activist, > > Mev > > has years of experience in facilitating reading-discussion circles > > on a > > variety of women's issues. Her experience also includes facilitating > > Women Leading Through Reading Reading-Discussion Circles with > > women in > > both ABE and ESOL learning Settings.WE LEARN Women Expanding: > > Literacy > > Education Action Resource Network www.litwomen.org/welearn.html > > > > > > WE LEARN > > Women Expanding: Literacy Education Action Resource Network > > www.litwomen.org/welearn.html > > > > Mev Miller, Ed.D., Director > > 182 Riverside Ave. > > Cranston, RI 02910 > > 401-383-4374 > > welearn at litwomen.org > > > > ---------------------------------------------------- > > National Institute for Literacy > > Women and Literacy mailing list > > WomenLiteracy at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/womenliteracy > > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 12852 bytes Desc: not available Url : http://www.nifl.gov/pipermail/womenliteracy/attachments/20060817/b6b221be/attachment.bin From amuro5 at epcc.edu Thu Aug 17 11:41:27 2006 From: amuro5 at epcc.edu (Muro, Andres) Date: Thu, 17 Aug 2006 09:41:27 -0600 Subject: [WomenLiteracy 497] Re: RD: Bridges to Learning In-Reply-To: <6C492E0A-2DEE-11DB-868B-000393ABE4D2@litwomen.org> Message-ID: In our program, we assume that all people victims of trauma and violence. This also relates to the article about normality/abnormality. I met Jenny many years ago in a WIL conference. I wanted to address the issue of trauma but still had the mindset that trauma was the issue of the other. After reading Jenny's work but also talking with her, Jane Hugo from Laubach and others I was able to understand that I was medicalizing(?) the problem. Trauma was an issue of the "sick other" and we, teachers/program staff, were there to help by providing a solution/intervention/cure. >From Jenny and others I understood that trauma is our issue and we are all victims of it. With this mindset, we create spaces in our programs were there are opportunities for those who want to and are ready to share and seek help, w/o anyone being forced to share if they don't want to. The spaces are many. Creative writing is one of those spaces. Opportunities for students collaborating in projects and sharing is another space. Many of opportunities for students to dialogue with program staff with privacy is another space. Students knowledge that there are support programs readily available is another space. There is also the opportunity for the program staff to share with each other and with students, and many of us have relied on each other to get over crises. However, a strong asset for us is the awareness that there are resources available for the students and ourselves. When someone reaches out seeking help, we need to be able to access interventions, if necessary, that go beyond peer support. So, we have contacts with all the local services that provide services for victims of trauma. This knowledge creates a safety network for us. If we reach out and seek help, there will be something available. Andres ________________________________ From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of mev at litwomen.org Sent: Thursday, August 17, 2006 6:47 AM To: The List Subject: [WomenLiteracy 496] Re: RD: Bridges to Learning Shirley suggested having a list of support services available and communicating understanding can work to help students in trauma. She also indicates that the learning situation is not one in which teachers/learners should discuss their experiences of trauma. These observations lead me to some related questions.... Jenny's work suggests that violence and trauma have an impact on our ability to lean or to stay present in the learning situation. How do we as teachers and students recognize these impacts and when they are actively affecting learners in a particular educational moment or setting? We probably do not need to know the details of each individuals' situation and Jenny suggests that we can reliably assume that many (if not most) learners will have experienced some form of violence. But part of the difficulty for those is trauma can be the preservation of silence, invisibility, or shame. I would venture to say that as women we have learned that much in our life experience has historically been silenced and it's only through discussion and the realization that "we're not the only one" that we gain a sense of relief and the beginning of being able to make change. How do we balance visibility and acknowledgment with good boundaries or learning environments? Ryan also offers some concerns for us to consider (though I personally would not use the language of "saving" or "being saved" as a way to discuss these issues). Ryan makes 2 important observations: 1) the burnout among educators and student peers that can come from the concern for (even frustration with) women who cannot leave their situations for whatever reasons, and 2) the experience of what is sometimes called "survivor's" guilt (which might also lead to post-traumatic stress!) I wonder if these experiences relate to the ways in which we make violence and trauma the responsibility of individuals rather than identifying complex social connections. Is it easier to locate these issues as personal and then somehow in our control? I agree with Jenny that violence must be recognized as systemic and pervasive in our society. How do we recognize these connections in our educational systems? And does this knowledge help us to understand violence in more depth or does it make our responses to it feel even smaller? Mev On Wednesday, August 16, 2006, at 03:34 PM, Ryan Hall wrote: I think Shirley makes a good point- that we can't save the world. But, perhaps "saving the world" is subjective in that it is usually defined by the person who is taking on that task. When we're the outsider looking at someone who so desperately needs to be saved, it's easy to forget that the choices we can offer may not be ones they can choose. Sometimes, choosing one of the options is too hard or too dangerous. Perhaps it's watching as students continue to struggle in their violent environment that causes much of the teacher burnout. I think that it is important to remember that some, maybe many, students can't be "saved" if for no other reason than it is just too hard for them to make those choices. I wonder if this concept may be even more difficult to understand for those of us who have seen and/or experienced trauma and been able to escape, or maybe just harder to deal with because it makes us feel guilty that we were able to do what many of them can't. Ryan On 8/16/06 11:43 AM, "sjrhodes at tampabay.rr.com" wrote: I have a few thoughts on: In the articles we read, it was suggested that one approach to opening possibilities for learners is to "provide a reassuring and clear structure while allowing for the possibility of choice and freedom within careful boundaries." I had a very dear friend that told me once, you can't save the world, but you can still be involved and help people by steering them in the right direction. The simple fact that "you" are not alone, I believe, is a good start for the literacy worker and student. And, remember to followp-through, or if you feel the need to be personally involved, contact the social organizations you trust, support them and share information. This has worked for me, because I am a victim of trauma, but I don't believe that literacy learning is the place to share this kind of information - A look that says, "I understand," and you can do this and I know how you can work on bettering your life, by directing women in the right direction, is a way to keep boundaries - so important, as workers can suffer burn-out and learners can give up - so easily, it breaks your heart...Network, Be Informed and focus on learning... Shirley ----- Original Message ----- From: "mev at litwomen.org" Date: Tuesday, August 15, 2006 8:45 pm Subject: [WomenLiteracy 492] RD: Bridges to Learning To: womenliteracy at nifl.gov Cc: NIFL Womenlit > Hi Everyone. I sent this message early this am (9:00) -- and have > been > away most of the day. It appeared not to have gone through - I > have no > idea why. This is a second try. Sorry for the delay. We can extend > the > discussion one more day of necessary. > Mev > ---------------- > > Good morning! > Welcome to the Reading Discussion on articles written by Jenny > Horsman's addressing the impacts of violence on women's learning. > The > guidelines for discussion as previously outlined, the articles > being > discussed, and facilitator's bio are listed at the bottom of this > email. > Providing a Reading Discussion is a new experience for the > Womenliteracy listserv -- it will be an exciting new opportunity > for > many of us. Those with Distance Learning experience may adapt to > this > forum quicker than others. I have been considering ways to keep > it > manageable for our levels of experience. > > In the articles we read, it was suggested that one approach to > opening > possibilities for learners is to "provide a reassuring and clear > structure while allowing for the possibility of choice and freedom > > within careful boundaries." In that spirit, I would like to > propose > this framework for the week as we move forward. For the first few > days, > let's focus on "Moving beyond 'Stupid"" as it discusses some of > the > more general impacts of violence on women's learning. In the > middle of > this week (as the discussion leads us), we can focus more directly > on > the 2nd article, "Learning in the Context of Trauma" from Chapter > 5 of > _Too Scared to Learn_. In the last 2-3 days of this discussion, we > can > draw from both articles and our own experience and discuss more > broadly > some ways to develop creative, holistic, and "safer" learning > environments for women. > > As I read "Moving Beyond Stupid," several questions emerged for me > -- > and I'm sure they did for you as well. > Perhaps we can begin by discussing how we understand and define > violence and trauma. How has Jenny's descriptions in this article > informed your own views or understanding of violence and trauma? > To > what extent have we understood the pervasiveness of violence and > the > systemic ways it exists and operates? > > This article reveals that slightly more than half of Canadian > women > have experienced at least one incident of violence. Jenny states > (p. > 181): "...we have to assume that every class will include at least > some > with this experience." What do you make of this assumption? Does > this > information correspond with the experiences of people from other > countries on this list? > > This article also discusses shame and the way it continues to > silence > women and limits their success in learning situations. How have > you > experienced the impacts of violence and trauma on students and > their > learning as well as on yourselves as teachers/educators? > > This article makes the warning to avoid making violence simply an > individual problem needing diagnosis and treatment (medicalizing). > Have > you been able to balance the needs and experiences of individuals > while > recognizing and addressing larger social and systemic connections > to > violence? How? > > I think this gives us enough to start with for now.....begin where > you > will, either with these questions or with something else in the > "Moving > Beyond Stupid" article that created a stir in you... > > Mev Miller, Facilitator for RD: Bridges to Learning > Director, WE LEARN > > ------------------------------------------------------------------- > ----- > ------------ > Guidelines for Reading Discussion - August 15 - 22, 2006 > * During the designated discussion period, use the assigned > discussion > subject line each time you post. For this reading discussion, > please > use: [RD: Bridges to Learning] > > * Though it will be helpful to have read the articles, everyone is > > welcome to participate in the discussion. Subscribers to > Womenliteracy > may join the discussion at any time, or read/listen as interested. > > * Be mindful that many people only check email once a day or > sporadically. As with any discussion, if you have made a post, > please > allow space and time for others to come into the discussion. > > * Remember, this is an open, public discussion. If you have > something > private or sensitive to respond, you may want to take it off list > with > an individual. > > Articles by Jenny Horsman for Reading discussion, August 15 - 22, > 2006:1) Moving Beyond "Stupid": Taking Account of the Impact of > Violence on > Women's Learning (12 pages) > 2) Chapter 5 from Too Scared to Learn, "Learning in the Context of > > Trauma: The Challenge of Setting Goals" (37 pages) > Download these two articles from the Jenny Horsman website: > http://www.jennyhorsman.com > (if you look at the right side bar of her website, you will see > the two > readings listed. Click on the readings and you will be taken to > the > material. Depending on your computer, it may take a few minutes > for the > article to download).*** These articles are posted as a courtesy > on the > Internet for the purposes of this discussion. They will be > available > for download only until August 22, 2006. *** > As supplemental reading, you may also want to look at this article > > available on the WE LEARN website: > "But Is It Education?" The Challenge of Creating Effective > Learning for > Survivors of Trauma -- Women's Studies Quarterly, 32: #1&2, 2004-- > (16 > pages) > http://www.litwomen.org/Research/horsman_wsq.pdf > > Facilitator: Mev Miller > Mev Miller, Ed.D. is director and founder of WE LEARN (Women > expanding > Literacy Education action resource Network -- > http://litwomen.org/welearn.html). A long time feminist activist, > Mev > has years of experience in facilitating reading-discussion circles > on a > variety of women's issues. Her experience also includes facilitating > Women Leading Through Reading Reading-Discussion Circles with > women in > both ABE and ESOL learning Settings.WE LEARN Women Expanding: > Literacy > Education Action Resource Network www.litwomen.org/welearn.html > > > WE LEARN > Women Expanding: Literacy Education Action Resource Network > www.litwomen.org/welearn.html > > Mev Miller, Ed.D., Director > 182 Riverside Ave. > Cranston, RI 02910 > 401-383-4374 > welearn at litwomen.org > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20060817/3ce0485b/attachment.html From alcdgg at langate.gsu.edu Thu Aug 17 18:40:14 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Thu, 17 Aug 2006 18:40:14 -0400 Subject: [WomenLiteracy 498] Position Available Message-ID: <44E4B80E0200003100000BA5@mailsrv4.gsu.edu> Position Title: ADULT BASIC AND LITERACY EDUCATION STATE DIRECTOR Salary: $36,618.00 to $45,772.00 This position exercises leadership and general supervision under applicable laws, rules and regulations in the area of Adult Basic and Literacy Education to the education communities, agencies and citizens of Montana within broad guidance and direction established by the Office of Public Instruction. These services include technical assistance of both a general and a specific nature which relies upon knowledge of effective schools research, successful instructional designs and classroom implementation, innovative curriculum and assessment development, national standards and assessment processes, and the appropriate integration of technology into all disciplines. The specialist is responsible for conducting professional development training for teachers and program directors and site monitors in ABLE programs. This position is also responsible for managing federal and state grants, managing compliance requirements to local education agencies, facilitating program improvement, providing assistance in the development and integration of technology, welfare-to-work and standards development. Donna Bakke Program Improvement Specialist/Professional Dev. Coordinator - ABLE Division of CTAE MT Office of Public Instruction 406-431-4730 dbakke at mt.gov From ALCDGG at langate.gsu.edu Fri Aug 18 16:40:52 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Fri, 18 Aug 2006 16:40:52 -0400 Subject: [WomenLiteracy 499] Re: RD: Bridges to Learning In-Reply-To: References: <6C492E0A-2DEE-11DB-868B-000393ABE4D2@litwomen.org> Message-ID: <44E5ED940200003100000E11@mailsrv4.gsu.edu> I wonder what people think about Mev's statement and question: "I agree with Jenny that violence must be recognized as systemic and pervasive in our society. How do we recognize these connections in our educational systems? " Here are my wonders. 1. What do we think Jenny means by the premise that violence is systemic and pervasive? 2. Do people agree with Jenny's premise that violence is systemic and pervasive? If yes, why? If no, why not? 3. Andres, in his message below, talks about the importance of space. Do others see this as an important issue in relationship to violence and literacy instruction? If yes, how? How does this relate to the issues Jenny has raised in her writing? Any thoughts about these wonders, or any questions you feel like sharing with the rest of us? Daphne >>> "Muro, Andres" 8/17/2006 11:41:27 AM >>> In our program, we assume that all people victims of trauma and violence. This also relates to the article about normality/abnormality. I met Jenny many years ago in a WIL conference. I wanted to address the issue of trauma but still had the mindset that trauma was the issue of the other. After reading Jenny's work but also talking with her, Jane Hugo from Laubach and others I was able to understand that I was medicalizing(?) the problem. Trauma was an issue of the "sick other" and we, teachers/program staff, were there to help by providing a solution/intervention/cure. >From Jenny and others I understood that trauma is our issue and we are all victims of it. With this mindset, we create spaces in our programs were there are opportunities for those who want to and are ready to share and seek help, w/o anyone being forced to share if they don't want to. The spaces are many. Creative writing is one of those spaces. Opportunities for students collaborating in projects and sharing is another space. Many of opportunities for students to dialogue with program staff with privacy is another space. Students knowledge that there are support programs readily available is another space. There is also the opportunity for the program staff to share with each other and with students, and many of us have relied on each other to get over crises. However, a strong asset for us is the awareness that there are resources available for the students and ourselves. When someone reaches out seeking help, we need to be able to access interventions, if necessary, that go beyond peer support. So, we have contacts with all the local services that provide services for victims of trauma. This knowledge creates a safety network for us. If we reach out and seek help, there will be something available. Andres ________________________________ From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of mev at litwomen.org Sent: Thursday, August 17, 2006 6:47 AM To: The List Subject: [WomenLiteracy 496] Re: RD: Bridges to Learning Shirley suggested having a list of support services available and communicating understanding can work to help students in trauma. She also indicates that the learning situation is not one in which teachers/learners should discuss their experiences of trauma. These observations lead me to some related questions.... Jenny's work suggests that violence and trauma have an impact on our ability to lean or to stay present in the learning situation. How do we as teachers and students recognize these impacts and when they are actively affecting learners in a particular educational moment or setting? We probably do not need to know the details of each individuals' situation and Jenny suggests that we can reliably assume that many (if not most) learners will have experienced some form of violence. But part of the difficulty for those is trauma can be the preservation of silence, invisibility, or shame. I would venture to say that as women we have learned that much in our life experience has historically been silenced and it's only through discussion and the realization that "we're not the only one" that we gain a sense of relief and the beginning of being able to make change. How do we balance visibility and acknowledgment with good boundaries or learning environments? Ryan also offers some concerns for us to consider (though I personally would not use the language of "saving" or "being saved" as a way to discuss these issues). Ryan makes 2 important observations: 1) the burnout among educators and student peers that can come from the concern for (even frustration with) women who cannot leave their situations for whatever reasons, and 2) the experience of what is sometimes called "survivor's" guilt (which might also lead to post-traumatic stress!) I wonder if these experiences relate to the ways in which we make violence and trauma the responsibility of individuals rather than identifying complex social connections. Is it easier to locate these issues as personal and then somehow in our control? I agree with Jenny that violence must be recognized as systemic and pervasive in our society. How do we recognize these connections in our educational systems? And does this knowledge help us to understand violence in more depth or does it make our responses to it feel even smaller? Mev On Wednesday, August 16, 2006, at 03:34 PM, Ryan Hall wrote: I think Shirley makes a good point- that we can't save the world. But, perhaps "saving the world" is subjective in that it is usually defined by the person who is taking on that task. When we're the outsider looking at someone who so desperately needs to be saved, it's easy to forget that the choices we can offer may not be ones they can choose. Sometimes, choosing one of the options is too hard or too dangerous. Perhaps it's watching as students continue to struggle in their violent environment that causes much of the teacher burnout. I think that it is important to remember that some, maybe many, students can't be "saved" if for no other reason than it is just too hard for them to make those choices. I wonder if this concept may be even more difficult to understand for those of us who have seen and/or experienced trauma and been able to escape, or maybe just harder to deal with because it makes us feel guilty that we were able to do what many of them can't. Ryan On 8/16/06 11:43 AM, "sjrhodes at tampabay.rr.com" wrote: I have a few thoughts on: In the articles we read, it was suggested that one approach to opening possibilities for learners is to "provide a reassuring and clear structure while allowing for the possibility of choice and freedom within careful boundaries." I had a very dear friend that told me once, you can't save the world, but you can still be involved and help people by steering them in the right direction. The simple fact that "you" are not alone, I believe, is a good start for the literacy worker and student. And, remember to followp-through, or if you feel the need to be personally involved, contact the social organizations you trust, support them and share information. This has worked for me, because I am a victim of trauma, but I don't believe that literacy learning is the place to share this kind of information - A look that says, "I understand," and you can do this and I know how you can work on bettering your life, by directing women in the right direction, is a way to keep boundaries - so important, as workers can suffer burn-out and learners can give up - so easily, it breaks your heart...Network, Be Informed and focus on learning... Shirley ----- Original Message ----- From: "mev at litwomen.org" Date: Tuesday, August 15, 2006 8:45 pm Subject: [WomenLiteracy 492] RD: Bridges to Learning To: womenliteracy at nifl.gov Cc: NIFL Womenlit > Hi Everyone. I sent this message early this am (9:00) -- and have > been > away most of the day. It appeared not to have gone through - I > have no > idea why. This is a second try. Sorry for the delay. We can extend > the > discussion one more day of necessary. > Mev > ---------------- > > Good morning! > Welcome to the Reading Discussion on articles written by Jenny > Horsman's addressing the impacts of violence on women's learning. > The > guidelines for discussion as previously outlined, the articles > being > discussed, and facilitator's bio are listed at the bottom of this > email. > Providing a Reading Discussion is a new experience for the > Womenliteracy listserv -- it will be an exciting new opportunity > for > many of us. Those with Distance Learning experience may adapt to > this > forum quicker than others. I have been considering ways to keep > it > manageable for our levels of experience. > > In the articles we read, it was suggested that one approach to > opening > possibilities for learners is to "provide a reassuring and clear > structure while allowing for the possibility of choice and freedom > > within careful boundaries." In that spirit, I would like to > propose > this framework for the week as we move forward. For the first few > days, > let's focus on "Moving beyond 'Stupid"" as it discusses some of > the > more general impacts of violence on women's learning. In the > middle of > this week (as the discussion leads us), we can focus more directly > on > the 2nd article, "Learning in the Context of Trauma" from Chapter > 5 of > _Too Scared to Learn_. In the last 2-3 days of this discussion, we > can > draw from both articles and our own experience and discuss more > broadly > some ways to develop creative, holistic, and "safer" learning > environments for women. > > As I read "Moving Beyond Stupid," several questions emerged for me > -- > and I'm sure they did for you as well. > Perhaps we can begin by discussing how we understand and define > violence and trauma. How has Jenny's descriptions in this article > informed your own views or understanding of violence and trauma? > To > what extent have we understood the pervasiveness of violence and > the > systemic ways it exists and operates? > > This article reveals that slightly more than half of Canadian > women > have experienced at least one incident of violence. Jenny states > (p. > 181): "...we have to assume that every class will include at least > some > with this experience." What do you make of this assumption? Does > this > information correspond with the experiences of people from other > countries on this list? > > This article also discusses shame and the way it continues to > silence > women and limits their success in learning situations. How have > you > experienced the impacts of violence and trauma on students and > their > learning as well as on yourselves as teachers/educators? > > This article makes the warning to avoid making violence simply an > individual problem needing diagnosis and treatment (medicalizing). > Have > you been able to balance the needs and experiences of individuals > while > recognizing and addressing larger social and systemic connections > to > violence? How? > > I think this gives us enough to start with for now.....begin where > you > will, either with these questions or with something else in the > "Moving > Beyond Stupid" article that created a stir in you... > > Mev Miller, Facilitator for RD: Bridges to Learning > Director, WE LEARN > > ------------------------------------------------------------------- > ----- > ------------ > Guidelines for Reading Discussion - August 15 - 22, 2006 > * During the designated discussion period, use the assigned > discussion > subject line each time you post. For this reading discussion, > please > use: [RD: Bridges to Learning] > > * Though it will be helpful to have read the articles, everyone is > > welcome to participate in the discussion. Subscribers to > Womenliteracy > may join the discussion at any time, or read/listen as interested. > > * Be mindful that many people only check email once a day or > sporadically. As with any discussion, if you have made a post, > please > allow space and time for others to come into the discussion. > > * Remember, this is an open, public discussion. If you have > something > private or sensitive to respond, you may want to take it off list > with > an individual. > > Articles by Jenny Horsman for Reading discussion, August 15 - 22, > 2006:1) Moving Beyond "Stupid": Taking Account of the Impact of > Violence on > Women's Learning (12 pages) > 2) Chapter 5 from Too Scared to Learn, "Learning in the Context of > > Trauma: The Challenge of Setting Goals" (37 pages) > Download these two articles from the Jenny Horsman website: > http://www.jennyhorsman.com > (if you look at the right side bar of her website, you will see > the two > readings listed. Click on the readings and you will be taken to > the > material. Depending on your computer, it may take a few minutes > for the > article to download).*** These articles are posted as a courtesy > on the > Internet for the purposes of this discussion. They will be > available > for download only until August 22, 2006. *** > As supplemental reading, you may also want to look at this article > > available on the WE LEARN website: > "But Is It Education?" The Challenge of Creating Effective > Learning for > Survivors of Trauma -- Women's Studies Quarterly, 32: #1&2, 2004-- > (16 > pages) > http://www.litwomen.org/Research/horsman_wsq.pdf > > Facilitator: Mev Miller > Mev Miller, Ed.D. is director and founder of WE LEARN (Women > expanding > Literacy Education action resource Network -- > http://litwomen.org/welearn.html). A long time feminist activist, > Mev > has years of experience in facilitating reading-discussion circles > on a > variety of women's issues. Her experience also includes facilitating > Women Leading Through Reading Reading-Discussion Circles with > women in > both ABE and ESOL learning Settings.WE LEARN Women Expanding: > Literacy > Education Action Resource Network www.litwomen.org/welearn.html > > > WE LEARN > Women Expanding: Literacy Education Action Resource Network > www.litwomen.org/welearn.html > > Mev Miller, Ed.D., Director > 182 Riverside Ave. > Cranston, RI 02910 > 401-383-4374 > welearn at litwomen.org > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy From bertiemo at yahoo.com Sat Aug 19 11:24:42 2006 From: bertiemo at yahoo.com (Bertha Mo) Date: Sat, 19 Aug 2006 08:24:42 -0700 (PDT) Subject: [WomenLiteracy 500] Re: RD: Bridges to Learning In-Reply-To: <44E5ED940200003100000E11@mailsrv4.gsu.edu> Message-ID: <20060819152442.76965.qmail@web30008.mail.mud.yahoo.com> I'm wondering if I am registered on the Discussion List... Anyway, here goes...I agree with Jenny that in our society violence is pervasive, but I'm not sure about systematic. For me, violence is about power...having power over others and expressing that in ways that make people feel powerless. The power is exerted through the use of physical force, harassment or intimidation it makes other people feel that they can't act independent of the person who has power over them. Here are some examples of violence in education; 1. Teachers who tell students that they are in "weedout course" and that only one out of four students will survive the course...This is very common in math classes... 2. Teachers who make all the rules in class and do not encourage questions by making fun of students who ask questions... Here are examples of ways to overcome violence in education; 1. Have students work in groups. 2. Tell students that the choice to pass or not is their choice. The teacher expects everyone to pass if they do the work. If they have problems they should talk with teacher. 3. I'm current running a summer program for incoming freshies...Last night, my students and I participated in a 3-hr team building and communications called, "Adventures in Reality". The processes helped us get to know each other, begin building team, learning what good communication skills are...After a week of being together in interactive workshops and fieldtrips, next Thursday we'll get together again and see how far we've come and where we are going. We are building a learning community and I'm pretty excited. I wonder if some of these activities can be built into "literacy work." Bertie Mo, Ph.D., MPH CSTEP Director SUNY Potsdam Daphne Greenberg wrote: I wonder what people think about Mev's statement and question: "I agree with Jenny that violence must be recognized as systemic and pervasive in our society. How do we recognize these connections in our educational systems? " Here are my wonders. 1. What do we think Jenny means by the premise that violence is systemic and pervasive? 2. Do people agree with Jenny's premise that violence is systemic and pervasive? If yes, why? If no, why not? 3. Andres, in his message below, talks about the importance of space. Do others see this as an important issue in relationship to violence and literacy instruction? If yes, how? How does this relate to the issues Jenny has raised in her writing? Any thoughts about these wonders, or any questions you feel like sharing with the rest of us? Daphne >>> "Muro, Andres" 8/17/2006 11:41:27 AM >>> In our program, we assume that all people victims of trauma and violence. This also relates to the article about normality/abnormality. I met Jenny many years ago in a WIL conference. I wanted to address the issue of trauma but still had the mindset that trauma was the issue of the other. After reading Jenny's work but also talking with her, Jane Hugo from Laubach and others I was able to understand that I was medicalizing(?) the problem. Trauma was an issue of the "sick other" and we, teachers/program staff, were there to help by providing a solution/intervention/cure. >From Jenny and others I understood that trauma is our issue and we are all victims of it. With this mindset, we create spaces in our programs were there are opportunities for those who want to and are ready to share and seek help, w/o anyone being forced to share if they don't want to. The spaces are many. Creative writing is one of those spaces. Opportunities for students collaborating in projects and sharing is another space. Many of opportunities for students to dialogue with program staff with privacy is another space. Students knowledge that there are support programs readily available is another space. There is also the opportunity for the program staff to share with each other and with students, and many of us have relied on each other to get over crises. However, a strong asset for us is the awareness that there are resources available for the students and ourselves. When someone reaches out seeking help, we need to be able to access interventions, if necessary, that go beyond peer support. So, we have contacts with all the local services that provide services for victims of trauma. This knowledge creates a safety network for us. If we reach out and seek help, there will be something available. Andres ________________________________ From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of mev at litwomen.org Sent: Thursday, August 17, 2006 6:47 AM To: The List Subject: [WomenLiteracy 496] Re: RD: Bridges to Learning Shirley suggested having a list of support services available and communicating understanding can work to help students in trauma. She also indicates that the learning situation is not one in which teachers/learners should discuss their experiences of trauma. These observations lead me to some related questions.... Jenny's work suggests that violence and trauma have an impact on our ability to lean or to stay present in the learning situation. How do we as teachers and students recognize these impacts and when they are actively affecting learners in a particular educational moment or setting? We probably do not need to know the details of each individuals' situation and Jenny suggests that we can reliably assume that many (if not most) learners will have experienced some form of violence. But part of the difficulty for those is trauma can be the preservation of silence, invisibility, or shame. I would venture to say that as women we have learned that much in our life experience has historically been silenced and it's only through discussion and the realization that "we're not the only one" that we gain a sense of relief and the beginning of being able to make change. How do we balance visibility and acknowledgment with good boundaries or learning environments? Ryan also offers some concerns for us to consider (though I personally would not use the language of "saving" or "being saved" as a way to discuss these issues). Ryan makes 2 important observations: 1) the burnout among educators and student peers that can come from the concern for (even frustration with) women who cannot leave their situations for whatever reasons, and 2) the experience of what is sometimes called "survivor's" guilt (which might also lead to post-traumatic stress!) I wonder if these experiences relate to the ways in which we make violence and trauma the responsibility of individuals rather than identifying complex social connections. Is it easier to locate these issues as personal and then somehow in our control? I agree with Jenny that violence must be recognized as systemic and pervasive in our society. How do we recognize these connections in our educational systems? And does this knowledge help us to understand violence in more depth or does it make our responses to it feel even smaller? Mev On Wednesday, August 16, 2006, at 03:34 PM, Ryan Hall wrote: I think Shirley makes a good point- that we can't save the world. But, perhaps "saving the world" is subjective in that it is usually defined by the person who is taking on that task. When we're the outsider looking at someone who so desperately needs to be saved, it's easy to forget that the choices we can offer may not be ones they can choose. Sometimes, choosing one of the options is too hard or too dangerous. Perhaps it's watching as students continue to struggle in their violent environment that causes much of the teacher burnout. I think that it is important to remember that some, maybe many, students can't be "saved" if for no other reason than it is just too hard for them to make those choices. I wonder if this concept may be even more difficult to understand for those of us who have seen and/or experienced trauma and been able to escape, or maybe just harder to deal with because it makes us feel guilty that we were able to do what many of them can't. Ryan On 8/16/06 11:43 AM, "sjrhodes at tampabay.rr.com" wrote: I have a few thoughts on: In the articles we read, it was suggested that one approach to opening possibilities for learners is to "provide a reassuring and clear structure while allowing for the possibility of choice and freedom within careful boundaries." I had a very dear friend that told me once, you can't save the world, but you can still be involved and help people by steering them in the right direction. The simple fact that "you" are not alone, I believe, is a good start for the literacy worker and student. And, remember to followp-through, or if you feel the need to be personally involved, contact the social organizations you trust, support them and share information. This has worked for me, because I am a victim of trauma, but I don't believe that literacy learning is the place to share this kind of information - A look that says, "I understand," and you can do this and I know how you can work on bettering your life, by directing women in the right direction, is a way to keep boundaries - so important, as workers can suffer burn-out and learners can give up - so easily, it breaks your heart...Network, Be Informed and focus on learning... Shirley ----- Original Message ----- From: "mev at litwomen.org" Date: Tuesday, August 15, 2006 8:45 pm Subject: [WomenLiteracy 492] RD: Bridges to Learning To: womenliteracy at nifl.gov Cc: NIFL Womenlit > Hi Everyone. I sent this message early this am (9:00) -- and have > been > away most of the day. It appeared not to have gone through - I > have no > idea why. This is a second try. Sorry for the delay. We can extend > the > discussion one more day of necessary. > Mev > ---------------- > > Good morning! > Welcome to the Reading Discussion on articles written by Jenny > Horsman's addressing the impacts of violence on women's learning. > The > guidelines for discussion as previously outlined, the articles > being > discussed, and facilitator's bio are listed at the bottom of this > email. > Providing a Reading Discussion is a new experience for the > Womenliteracy listserv -- it will be an exciting new opportunity > for > many of us. Those with Distance Learning experience may adapt to > this > forum quicker than others. I have been considering ways to keep > it > manageable for our levels of experience. > > In the articles we read, it was suggested that one approach to > opening > possibilities for learners is to "provide a reassuring and clear > structure while allowing for the possibility of choice and freedom > > within careful boundaries." In that spirit, I would like to > propose > this framework for the week as we move forward. For the first few > days, > let's focus on "Moving beyond 'Stupid"" as it discusses some of > the > more general impacts of violence on women's learning. In the > middle of > this week (as the discussion leads us), we can focus more directly > on > the 2nd article, "Learning in the Context of Trauma" from Chapter > 5 of > _Too Scared to Learn_. In the last 2-3 days of this discussion, we > can > draw from both articles and our own experience and discuss more > broadly > some ways to develop creative, holistic, and "safer" learning > environments for women. > > As I read "Moving Beyond Stupid," several questions emerged for me > -- > and I'm sure they did for you as well. > Perhaps we can begin by discussing how we understand and define > violence and trauma. How has Jenny's descriptions in this article > informed your own views or understanding of violence and trauma? > To > what extent have we understood the pervasiveness of violence and > the > systemic ways it exists and operates? > > This article reveals that slightly more than half of Canadian > women > have experienced at least one incident of violence. Jenny states > (p. > 181): "...we have to assume that every class will include at least > some > with this experience." What do you make of this assumption? Does > this > information correspond with the experiences of people from other > countries on this list? > > This article also discusses shame and the way it continues to > silence > women and limits their success in learning situations. How have > you > experienced the impacts of violence and trauma on students and > their > learning as well as on yourselves as teachers/educators? > > This article makes the warning to avoid making violence simply an > individual problem needing diagnosis and treatment (medicalizing). > Have > you been able to balance the needs and experiences of individuals > while > recognizing and addressing larger social and systemic connections > to > violence? How? > > I think this gives us enough to start with for now.....begin where > you > will, either with these questions or with something else in the > "Moving > Beyond Stupid" article that created a stir in you... > > Mev Miller, Facilitator for RD: Bridges to Learning > Director, WE LEARN > > ------------------------------------------------------------------- > ----- > ------------ > Guidelines for Reading Discussion - August 15 - 22, 2006 > * During the designated discussion period, use the assigned > discussion > subject line each time you post. For this reading discussion, > please > use: [RD: Bridges to Learning] > > * Though it will be helpful to have read the articles, everyone is > > welcome to participate in the discussion. Subscribers to > Womenliteracy > may join the discussion at any time, or read/listen as interested. > > * Be mindful that many people only check email once a day or > sporadically. As with any discussion, if you have made a post, > please > allow space and time for others to come into the discussion. > > * Remember, this is an open, public discussion. If you have > something > private or sensitive to respond, you may want to take it off list > with > an individual. > > Articles by Jenny Horsman for Reading discussion, August 15 - 22, > 2006:1) Moving Beyond "Stupid": Taking Account of the Impact of > Violence on > Women's Learning (12 pages) > 2) Chapter 5 from Too Scared to Learn, "Learning in the Context of > > Trauma: The Challenge of Setting Goals" (37 pages) > Download these two articles from the Jenny Horsman website: > http://www.jennyhorsman.com > (if you look at the right side bar of her website, you will see > the two > readings listed. Click on the readings and you will be taken to > the > material. Depending on your computer, it may take a few minutes > for the > article to download).*** These articles are posted as a courtesy > on the > Internet for the purposes of this discussion. They will be > available > for download only until August 22, 2006. *** > As supplemental reading, you may also want to look at this article > > available on the WE LEARN website: > "But Is It Education?" The Challenge of Creating Effective > Learning for > Survivors of Trauma -- Women's Studies Quarterly, 32: #1&2, 2004-- > (16 > pages) > http://www.litwomen.org/Research/horsman_wsq.pdf > > Facilitator: Mev Miller > Mev Miller, Ed.D. is director and founder of WE LEARN (Women > expanding > Literacy Education action resource Network -- > http://litwomen.org/welearn.html). A long time feminist activist, > Mev > has years of experience in facilitating reading-discussion circles > on a > variety of women's issues. Her experience also includes facilitating > Women Leading Through Reading Reading-Discussion Circles with > women in > both ABE and ESOL learning Settings.WE LEARN Women Expanding: > Literacy > Education Action Resource Network www.litwomen.org/welearn.html > > > WE LEARN > Women Expanding: Literacy Education Action Resource Network > www.litwomen.org/welearn.html > > Mev Miller, Ed.D., Director > 182 Riverside Ave. > Cranston, RI 02910 > 401-383-4374 > welearn at litwomen.org > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20060819/694de277/attachment.html From sjrhodes at tampabay.rr.com Sat Aug 19 13:51:11 2006 From: sjrhodes at tampabay.rr.com (sjrhodes at tampabay.rr.com) Date: Sat, 19 Aug 2006 13:51:11 -0400 Subject: [WomenLiteracy 501] Re: RD: Bridges to Learning and Mutual Respect In-Reply-To: <20060819152442.76965.qmail@web30008.mail.mud.yahoo.com> References: <44E5ED940200003100000E11@mailsrv4.gsu.edu> <20060819152442.76965.qmail@web30008.mail.mud.yahoo.com> Message-ID: I think that the systematic planning, including lesson plans relative to the local community and making connections with the community, to inform, support, and include or integrate the learner is what makes a program great. My school experience as 'observer' of the UMCM non-profit literacy workers, used many methods of teaching based on the learning needs, and created sub-groups within their program - But, the most important difference between a government funded and affiliated group in literacy training was the caring and mutual respect that developed over time. For example, this particular community was primarily of Mexican heritage, and for fun, the program holds a Cinco de Mayo celebration. Parents, Grandparents and friends in the community were invited and had a the kids put on planned a program, prior to the potluck dinner - The program was given in English and then repeated in the Spanish dialect, of the group. Respect and community involvement is the key to the s! uccess of Although, this close relationship with the community identity, developed by UMCM workers, led to an investigation and break in a refugee/child exploitation ring in Tampa, FL. This was carefully handled by the authorities, but the tip wouldn't have come out in a program, like Worknet Pinellas or any other program, in which a level of trust may not exist. Literacy workers build communities, and can make a direct influence of reporting violence, promoting self-sufficiency, and understanding of American citizenship. Our learners are not outsiders, if we can help them know how they can belong to a non-violent society and the worth of that there is power in literate/educated groups that can send their children to college, have their own businesses, or have grandmothers read to their children in English or Spanish - just a few examples of what occurs when there is mutual respect and trust in our literacy programs. Shirley ----- Original Message ----- From: Bertha Mo Date: Saturday, August 19, 2006 11:27 am Subject: [WomenLiteracy 500] Re: RD: Bridges to Learning To: The Women and Literacy Discussion List > I'm wondering if I am registered on the Discussion List... > > Anyway, here goes...I agree with Jenny that in our society > violence is pervasive, but I'm not sure about systematic. > > For me, violence is about power...having power over others and > expressing that in ways that make people feel powerless. The power > is exerted through the use of physical force, harassment or > intimidation it makes other people feel that they can't act > independent of the person who has power over them. > > Here are some examples of violence in education; > > 1. Teachers who tell students that they are in "weedout course" > and that only one out of four students will survive the > course...This is very common in math classes... > > 2. Teachers who make all the rules in class and do not > encourage questions by making fun of students who ask questions... > > Here are examples of ways to overcome violence in education; > > 1. Have students work in groups. > > 2. Tell students that the choice to pass or not is their > choice. The teacher expects everyone to pass if they do the work. > If they have problems they should talk with teacher. > > 3. I'm current running a summer program for incoming > freshies...Last night, my students and I participated in a 3-hr > team building and communications called, "Adventures in Reality". > The processes helped us get to know each other, begin building > team, learning what good communication skills are...After a week > of being together in interactive workshops and fieldtrips, next > Thursday we'll get together again and see how far we've come and > where we are going. > > We are building a learning community and I'm pretty excited. I > wonder if some of these activities can be built into "literacy work." > > Bertie Mo, Ph.D., MPH > CSTEP Director > SUNY Potsdam > > Daphne Greenberg wrote: > I wonder what people think about Mev's statement and question: > "I agree > with Jenny that violence must be recognized as systemic and > pervasive in > our society. How do we recognize these connections in our educational > systems? " > Here are my wonders. > 1. What do we think Jenny means by the premise that violence is > systemic and pervasive? > 2. Do people agree with Jenny's premise that violence is systemic and > pervasive? If yes, why? If no, why not? > 3. Andres, in his message below, talks about the importance of space. > Do others see this as an important issue in relationship to > violence and > literacy instruction? If yes, how? How does this relate to the issues > Jenny has raised in her writing? > Any thoughts about these wonders, or any questions you feel like > sharing with the rest of us? > Daphne > > >>> "Muro, Andres" 8/17/2006 11:41:27 AM >>> > In our program, we assume that all people victims of trauma and > violence. This also relates to the article about > normality/abnormality. > I met Jenny many years ago in a WIL conference. I wanted to address > the > issue of trauma but still had the mindset that trauma was the > issue of > the other. After reading Jenny's work but also talking with her, Jane > Hugo from Laubach and others I was able to understand that I was > medicalizing(?) the problem. Trauma was an issue of the "sick other" > and > we, teachers/program staff, were there to help by providing a > solution/intervention/cure. > > > > >From Jenny and others I understood that trauma is our issue and we > are > all victims of it. With this mindset, we create spaces in our programs > were there are opportunities for those who want to and are ready to > share and seek help, w/o anyone being forced to share if they don't > want > to. The spaces are many. Creative writing is one of those spaces. > Opportunities for students collaborating in projects and sharing is > another space. Many of opportunities for students to dialogue with > program staff with privacy is another space. Students knowledge that > there are support programs readily available is another space. There > is > also the opportunity for the program staff to share with each other > and > with students, and many of us have relied on each other to get over > crises. However, a strong asset for us is the awareness that there are > resources available for the students and ourselves. > > > > When someone reaches out seeking help, we need to be able to access > interventions, if necessary, that go beyond peer support. So, we have > contacts with all the local services that provide services for victims > of trauma. This knowledge creates a safety network for us. If we reach > out and seek help, there will be something available. > > > > Andres > > > > > > ________________________________ > > From: womenliteracy-bounces at nifl.gov > [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of > mev at litwomen.org > Sent: Thursday, August 17, 2006 6:47 AM > To: The List > Subject: [WomenLiteracy 496] Re: RD: Bridges to Learning > > > > Shirley suggested having a list of support services available and > communicating understanding can work to help students in trauma. She > also indicates that the learning situation is not one in which > teachers/learners should discuss their experiences of trauma. > > > > These observations lead me to some related questions.... > > Jenny's work suggests that violence and trauma have an impact on our > ability to lean or to stay present in the learning situation. How do > we > as teachers and students recognize these impacts and when they are > actively affecting learners in a particular educational moment or > setting? We probably do not need to know the details of each > individuals' situation and Jenny suggests that we can reliably assume > that many (if not most) learners will have experienced some form of > violence. But part of the difficulty for those is trauma can be the > preservation of silence, invisibility, or shame. I would venture to > say > that as women we have learned that much in our life experience has > historically been silenced and it's only through discussion and the > realization that "we're not the only one" that we gain a sense of > relief > and the beginning of being able to make change. How do we balance > visibility and acknowledgment with good boundaries or learning > environments? > > > > Ryan also offers some concerns for us to consider (though I personally > would not use the language of "saving" or "being saved" as a way to > discuss these issues). Ryan makes 2 important observations: 1) the > burnout among educators and student peers that can come from the > concern > for (even frustration with) women who cannot leave their situations > for > whatever reasons, and 2) the experience of what is sometimes called > "survivor's" guilt (which might also lead to post-traumatic > stress!) > > > > I wonder if these experiences relate to the ways in which we make > violence and trauma the responsibility of individuals rather than > identifying complex social connections. Is it easier to locate these > issues as personal and then somehow in our control? I agree with Jenny > that violence must be recognized as systemic and pervasive in our > society. How do we recognize these connections in our educational > systems? And does this knowledge help us to understand violence in > more > depth or does it make our responses to it feel even smaller? > > > > Mev > > > > > > > > > On Wednesday, August 16, 2006, at 03:34 PM, Ryan Hall wrote: > > > > I think Shirley makes a good point- that we can't save the > world. But, perhaps "saving the world" is subjective in that it is > usually defined by the person who is taking on that task. When we're > the > outsider looking at someone who so desperately needs to be saved, it's > easy to forget that the choices we can offer may not be ones they can > choose. Sometimes, choosing one of the options is too hard or too > dangerous. Perhaps it's watching as students continue to struggle in > their violent environment that causes much of the teacher burnout. I > think that it is important to remember that some, maybe many, students > can't be "saved" if for no other reason than it is just too hard for > them to make those choices. I wonder if this concept may be even more > difficult to understand for those of us who have seen and/or > experienced > trauma and been able to escape, or maybe just harder to deal with > because it makes us feel guilty that we were able to do what many of > them can't. > > Ryan > > > > On 8/16/06 11:43 AM, "sjrhodes at tampabay.rr.com" > wrote: > > > > I have a few thoughts on: > > > > In the articles we read, it was suggested that one approach to > opening > > possibilities for learners is to "provide a reassuring and > clear > > > structure while allowing for the possibility of choice and > freedom > > within careful boundaries." > > > > I had a very dear friend that told me once, you can't save the > world, but you can still be involved and help people by steering them > in > the right direction. The simple fact that "you" are not alone, I > believe, is a good start for the literacy worker and student. And, > remember to followp-through, or if you feel the need to be personally > involved, contact the social organizations you trust, support them and > share information. This has worked for me, because I am a victim of > trauma, but I don't believe that literacy learning is the place to > share > this kind of information - A look that says, "I understand," and you > can > do this and I know how you can work on bettering your life, by > directing > women in the right direction, is a way to keep boundaries - so > important, as workers can suffer burn-out and learners can give up > - > so > easily, it breaks your heart...Network, Be Informed and focus on > learning... > > > > Shirley > > > > ----- Original Message ----- > > From: "mev at litwomen.org" > > Date: Tuesday, August 15, 2006 8:45 pm > > Subject: [WomenLiteracy 492] RD: Bridges to Learning > > To: womenliteracy at nifl.gov > > Cc: NIFL Womenlit > > > > > Hi Everyone. I sent this message early this am (9:00) -- and > have > > > been > > > away most of the day. It appeared not to have gone through - > I > > > > have no > > > idea why. This is a second try. Sorry for the delay. We can > extend > > > the > > > discussion one more day of necessary. > > > Mev > > > ---------------- > > > > > > Good morning! > > > Welcome to the Reading Discussion on articles written by > Jenny > > > > Horsman's addressing the impacts of violence on women's > learning. > > > The > > > guidelines for discussion as previously outlined, the > articles > > > > being > > > discussed, and facilitator's bio are listed at the bottom of > this > > > email. > > > Providing a Reading Discussion is a new experience for the > > > Womenliteracy listserv -- it will be an exciting new > opportunity > > > for > > > many of us. Those with Distance Learning experience may adapt > to > > > this > > > forum quicker than others. I have been considering ways to > keep > > > it > > > manageable for our levels of experience. > > > > > > In the articles we read, it was suggested that one approach > to > > > > opening > > > possibilities for learners is to "provide a reassuring and > clear > > > structure while allowing for the possibility of choice and > freedom > > > > > > within careful boundaries." In that spirit, I would like to > > > propose > > > this framework for the week as we move forward. For the first > few > > > days, > > > let's focus on "Moving beyond 'Stupid"" as it discusses some > of > > > the > > > more general impacts of violence on women's learning. In the > > > middle of > > > this week (as the discussion leads us), we can focus more > directly > > > on > > > the 2nd article, "Learning in the Context of Trauma" from > Chapter > > > 5 of > > > _Too Scared to Learn_. In the last 2-3 days of this > discussion, we > > > can > > > draw from both articles and our own experience and discuss > more > > > broadly > > > some ways to develop creative, holistic, and "safer" learning > > > > environments for women. > > > > > > As I read "Moving Beyond Stupid," several questions emerged > for me > > > -- > > > and I'm sure they did for you as well. > > > Perhaps we can begin by discussing how we understand and > define > > > violence and trauma. How has Jenny's descriptions in this > article > > > informed your own views or understanding of violence and > trauma? > > > To > > > what extent have we understood the pervasiveness of violence > and > > > the > > > systemic ways it exists and operates? > > > > > > This article reveals that slightly more than half of Canadian > > > > women > > > have experienced at least one incident of violence. Jenny > states > > > (p. > > > 181): "...we have to assume that every class will include at > least > > > some > > > with this experience." What do you make of this assumption? > Does > > > this > > > information correspond with the experiences of people from > other > > > countries on this list? > > > > > > This article also discusses shame and the way it continues to > > > > silence > > > women and limits their success in learning situations. How > have > > > you > > > experienced the impacts of violence and trauma on students > and > > > > their > > > learning as well as on yourselves as teachers/educators? > > > > > > This article makes the warning to avoid making violence > simply > an > > > individual problem needing diagnosis and treatment > (medicalizing). > > > Have > > > you been able to balance the needs and experiences of > individuals > > > while > > > recognizing and addressing larger social and systemic > connections > > > to > > > violence? How? > > > > > > I think this gives us enough to start with for now.....begin > where > > > you > > > will, either with these questions or with something else in > the > > > "Moving > > > Beyond Stupid" article that created a stir in you... > > > > > > Mev Miller, Facilitator for RD: Bridges to Learning > > > Director, WE LEARN > > > > > > > ------------------------------------------------------------------- > > > > ----- > > > ------------ > > > Guidelines for Reading Discussion - August 15 - 22, 2006 > > > * During the designated discussion period, use the assigned > > > discussion > > > subject line each time you post. For this reading discussion, > > > > please > > > use: [RD: Bridges to Learning] > > > > > > * Though it will be helpful to have read the articles, > everyone is > > > > > > welcome to participate in the discussion. Subscribers to > > > Womenliteracy > > > may join the discussion at any time, or read/listen as > interested. > > > > > > * Be mindful that many people only check email once a day or > > > sporadically. As with any discussion, if you have made a > post, > > > > please > > > allow space and time for others to come into the discussion. > > > > > > * Remember, this is an open, public discussion. If you have > > > something > > > private or sensitive to respond, you may want to take it off > list > > > with > > > an individual. > > > > > > Articles by Jenny Horsman for Reading discussion, August 15 - > 22, > > > 2006:1) Moving Beyond "Stupid": Taking Account of the Impact > of > > > Violence on > > > Women's Learning (12 pages) > > > 2) Chapter 5 from Too Scared to Learn, "Learning in the > Context of > > > > > > Trauma: The Challenge of Setting Goals" (37 pages) > > > Download these two articles from the Jenny Horsman website: > > > http://www.jennyhorsman.com > > > (if you look at the right side bar of her website, you will > see > > > the two > > > readings listed. Click on the readings and you will be taken > to > > > the > > > material. Depending on your computer, it may take a few > minutes > > > for the > > > article to download).*** These articles are posted as a > courtesy > > > on the > > > Internet for the purposes of this discussion. They will be > > > available > > > for download only until August 22, 2006. *** > > > As supplemental reading, you may also want to look at this > article > > > > > > available on the WE LEARN website: > > > "But Is It Education?" The Challenge of Creating Effective > > > Learning for > > > Survivors of Trauma -- Women's Studies Quarterly, 32: #1&2, > 2004-- > > > (16 > > > pages) > > > http://www.litwomen.org/Research/horsman_wsq.pdf > > > > > > Facilitator: Mev Miller > > > Mev Miller, Ed.D. is director and founder of WE LEARN (Women > > > expanding > > > Literacy Education action resource Network -- > > > http://litwomen.org/welearn.html). A long time feminist > activist, > > > Mev > > > has years of experience in facilitating reading-discussion > circles > > > on a > > > variety of women's issues. Her experience also includes > facilitating > > > Women Leading Through Reading Reading-Discussion Circles with > > > > women in > > > both ABE and ESOL learning Settings.WE LEARN Women Expanding: > > > > Literacy > > > Education Action Resource Network > www.litwomen.org/welearn.html > > > > > > > > > WE LEARN > > > Women Expanding: Literacy Education Action Resource Network > > > www.litwomen.org/welearn.html > > > > > > Mev Miller, Ed.D., Director > > > 182 Riverside Ave. > > > Cranston, RI 02910 > > > 401-383-4374 > > > welearn at litwomen.org > > > > > > ---------------------------------------------------- > > > National Institute for Literacy > > > Women and Literacy mailing list > > > WomenLiteracy at nifl.gov > > > To unsubscribe or change your subscription settings, please > go > to > > > http://www.nifl.gov/mailman/listinfo/womenliteracy > > > > > > ---------------------------------------------------- > > National Institute for Literacy > > Women and Literacy mailing list > > WomenLiteracy at nifl.gov > > To unsubscribe or change your subscription settings, please go > to http://www.nifl.gov/mailman/listinfo/womenliteracy > > > > ---------------------------------------------------- > > National Institute for Literacy > > Women and Literacy mailing list > > WomenLiteracy at nifl.gov > > To unsubscribe or change your subscription settings, please go > to http://www.nifl.gov/mailman/listinfo/womenliteracy > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20060819/679bf8b2/attachment.html From ryanryanc at yahoo.com Sat Aug 19 17:42:26 2006 From: ryanryanc at yahoo.com (Ryan Hall) Date: Sat, 19 Aug 2006 17:42:26 -0400 Subject: [WomenLiteracy 502] Re: RD: Bridges to Learning In-Reply-To: <6C492E0A-2DEE-11DB-868B-000393ABE4D2@litwomen.org> Message-ID: I don?t want to open the doorway to a discussion about word choice just for the sake of arguing over semantics, but I agree with Mev that words like ?save? or ?rescue? are not appropriate terms for discussing these issues. I think the words we use, regardless of the reason we use them, often shape our perception, which then shapes our beliefs and the ways we choose to respond to situations. I used the word ?save? in my post because it was part of the previous post. But, we shouldn?t use terms like that because they place unfair assumptions on learners and teachers alike. I do believe many teachers join the profession in hopes of ?saving? students from whatever it is they need to be ?saved? from. This concept is implied somewhere--I?m not really sure where, maybe society in general?and many teachers are left frustrated, and maybe even embarrassed, when they are unable to do what has been implied that they should be able to do...especially when they are given very little, if any, guidance as to how to 1) identify all the possible issues that individual students have and the possible obstacles to learning that are present in so many of their lives and 2) how to deal with them effectively without causing added issues that would further prevent learning. Jenny talks about how the current discourse surrounding violence and its impact on learning creates a ??self-evident? divide between violence and education? (p. 179) and goes on to say that creating new ways to discuss it ?...can open possibilities for more effective practices? (p. 179). I think she's correct, and I also agree that there needs to be a new discourse so that there can be new ways to perceive what is and what does occur in the lives of our students, as well as how what happens to them outside the classroom affects what they are able to do inside the classroom. Having had tons of education classes in my undergraduate and master?s programs that focused on many aspects of the learner and how to do this and that in order to increase student achievement, I heard nothing about the impact of violence on learning until this past year. Although I was somewhat relieved that I had learned about another, very plausible reason some of my students wouldn?t (or maybe I should say couldn?t) respond to my instruction as I had hoped, I was also frustrated that the issue of violence and its impact on learning had never been introduced to me as a possible obstacle to learning. Now, I am trying to figure out what to do with this information in terms of how I structure the classes I teach, which activities I include in the course, the expectations I should place on my students? public participation, and, of course, what I am to do when I am told about students? experiences with violence and trauma. In short, I am left with many questions, some of which I list below in hopes that some of you have experiences and/or advice you are willing to share with the rest of us: 1.How often is the impact of violence discussed in professional development settings? How is it discussed- as something to be dealt with in the educational setting or as something that should be handled somewhere else by someone else? What are the common responses programs have to students who are experiencing violence or whose learning is apparent affected by their traumatic experiences? 2. How should we as teachers view the impact of violence on our students? learning? Should we view it as just another consideration to add to the list of considerations we should have in mind for all students (e.g., cultural differences, various forms of learning disabilities, physical disabilities like head injuries, attention issues, etc.)? Or, does the impact of violence necessitate its own special place and require other considerations? 3. How should we deal with the issues of violence and trauma without adding another category of the ?other? to our classroom? 4. How do we get students to participate in class activities that require them to speak or make choices about their own learning? How can we help students to trust their own knowledge and, if/when they are wrong, what are some strategies for dealing with wrong answers- ones that won't add to their beliefs that they are "too stupid to learn"? 5. And, finally for now, Jenny makes the comment that "educators have a responsibility to create a safer place to learn where learning is not blocked by silence and denial" (p. 184). Some have already stated that literacy classes are not the place for dealing with issues of violence- I wonder what others think about that. Ryan On 8/17/06 8:46 AM, "mev at litwomen.org" wrote: > Shirley suggested having a list of support services available and > communicating understanding can work to help students in trauma. She also > indicates that the learning situation is not one in which teachers/learners > should discuss their experiences of trauma. > > These observations lead me to some related questions.... > Jenny's work suggests that violence and trauma have an impact on our ability > to lean or to stay present in the learning situation. How do we as teachers > and students recognize these impacts and when they are actively affecting > learners in a particular educational moment or setting? We probably do not > need to know the details of each individuals' situation and Jenny suggests > that we can reliably assume that many (if not most) learners will have > experienced some form of violence. But part of the difficulty for those is > trauma can be the preservation of silence, invisibility, or shame. I would > venture to say that as women we have learned that much in our life experience > has historically been silenced and it's only through discussion and the > realization that "we're not the only one" that we gain a sense of relief and > the beginning of being able to make change. How do we balance visibility and > acknowledgment with good boundaries or learning environments? > > Ryan also offers some concerns for us to consider (though I personally would > not use the language of "saving" or "being saved" as a way to discuss these > issues). Ryan makes 2 important observations: 1) the burnout among educators > and student peers that can come from the concern for (even frustration with) > women who cannot leave their situations for whatever reasons, and 2) the > experience of what is sometimes called "survivor's" guilt (which might also > lead to post-traumatic stress!) > > I wonder if these experiences relate to the ways in which we make violence and > trauma the responsibility of individuals rather than identifying complex > social connections. Is it easier to locate these issues as personal and then > somehow in our control? I agree with Jenny that violence must be recognized as > systemic and pervasive in our society. How do we recognize these connections > in our educational systems? And does this knowledge help us to understand > violence in more depth or does it make our responses to it feel even smaller? > > Mev > > > > > > > On Wednesday, August 16, 2006, at 03:34 PM, Ryan Hall wrote: > >> I think Shirley makes a good point- that we can?t save the world. But, >> perhaps ?saving the world? is subjective in that it is usually defined by the >> person who is taking on that task. When we?re the outsider looking at someone >> who so desperately needs to be saved, it?s easy to forget that the choices we >> can offer may not be ones they can choose. Sometimes, choosing one of the >> options is too hard or too dangerous. Perhaps it?s watching as students >> continue to struggle in their violent environment that causes much of the >> teacher burnout. I think that it is important to remember that some, maybe >> many, students can?t be ?saved? if for no other reason than it is just too >> hard for them to make those choices. I wonder if this concept may be even >> more difficult to understand for those of us who have seen and/or experienced >> trauma and been able to escape, or maybe just harder to deal with because it >> makes us feel guilty that we were able to do what many of them can?t. >> Ryan >> >> On 8/16/06 11:43 AM, "sjrhodes at tampabay.rr.com" >> wrote: >> >> I have a few thoughts on: >> >> In the articles we read, it was suggested that one approach to opening ? >> possibilities for learners is to "provide a reassuring and clear ? >> structure while allowing for the possibility of choice and freedom ? >> within careful boundaries." >> >> I had a very dear friend that told me once, you can't save the world, but you >> can still be involved and help people by steering them in the right >> direction. ?The simple fact that "you" are not alone, I believe, is a good >> start for the literacy worker and student. ?And, remember to followp-through, >> or if you feel the need to be personally involved, contact the social >> organizations you trust, support them and share information. ?This has worked >> for me, because I am a victim of trauma, but I don't believe that literacy >> learning is the place to share this kind of information - A look that says, >> "I understand," and you can do this and I know how you can work on bettering >> your life, by directing women in the right direction, is a way to keep >> boundaries - so important, as workers can suffer burn-out and learners can >> give up - so easily, it breaks your heart...Network, Be Informed and focus on >> learning... >> >> Shirley >> >> ----- Original Message ----- >> From: "mev at litwomen.org" >> Date: Tuesday, August 15, 2006 8:45 pm >> Subject: [WomenLiteracy 492] RD: Bridges to Learning >> To: womenliteracy at nifl.gov >> Cc: NIFL Womenlit >> >>> > Hi Everyone. I sent this message early this am (9:00) -- and have >>> > been >>> > away most of the day. It appeared not to have gone through - I >>> > have no >>> > idea why. This is a second try. Sorry for the delay. We can extend >>> > the >>> > discussion one more day of necessary. >>> > Mev >>> > ---------------- >>> > >>> > Good morning! >>> > Welcome to the Reading Discussion on articles written by Jenny >>> > Horsman's addressing the impacts of violence on women's learning. >>> > The >>> > guidelines for discussion as previously outlined, the articles >>> > being >>> > discussed, and facilitator's bio are listed at the bottom of this >>> > email. >>> > Providing a Reading Discussion is a new experience for the >>> > Womenliteracy listserv -- it will be an exciting new opportunity >>> > for >>> > many of us. Those with Distance Learning experience may adapt to >>> > this >>> > forum quicker than others. I have been considering ways to keep >>> > it >>> > manageable for our levels of experience. >>> > >>> > In the articles we read, it was suggested that one approach to >>> > opening >>> > possibilities for learners is to "provide a reassuring and clear >>> > structure while allowing for the possibility of choice and freedom >>> > >>> > within careful boundaries." In that spirit, I would like to >>> > propose >>> > this framework for the week as we move forward. For the first few >>> > days, >>> > let's focus on "Moving beyond 'Stupid"" as it discusses some of >>> > the >>> > more general impacts of violence on women's learning. In the >>> > middle of >>> > this week (as the discussion leads us), we can focus more directly >>> > on >>> > the 2nd article, "Learning in the Context of Trauma" from Chapter >>> > 5 of >>> > _Too Scared to Learn_. In the last 2-3 days of this discussion, we >>> > can >>> > draw from both articles and our own experience and discuss more >>> > broadly >>> > some ways to develop creative, holistic, and "safer" learning >>> > environments for women. >>> > >>> > As I read "Moving Beyond Stupid," several questions emerged for me >>> > -- >>> > and I'm sure they did for you as well. >>> > Perhaps we can begin by discussing how we understand and define >>> > violence and trauma. How has Jenny's descriptions in this article >>> > informed your own views or understanding of violence and trauma? >>> > To >>> > what extent have we understood the pervasiveness of violence and >>> > the >>> > systemic ways it exists and operates? >>> > >>> > This article reveals that slightly more than half of Canadian >>> > women >>> > have experienced at least one incident of violence. Jenny states >>> > (p. >>> > 181): "...we have to assume that every class will include at least >>> > some >>> > with this experience." What do you make of this assumption? Does >>> > this >>> > information correspond with the experiences of people from other >>> > countries on this list? >>> > >>> > This article also discusses shame and the way it continues to >>> > silence >>> > women and limits their success in learning situations. How have >>> > you >>> > experienced the impacts of violence and trauma on students and >>> > their >>> > learning as well as on yourselves as teachers/educators? >>> > >>> > This article makes the warning to avoid making violence simply an >>> > individual problem needing diagnosis and treatment (medicalizing). >>> > Have >>> > you been able to balance the needs and experiences of individuals >>> > while >>> > recognizing and addressing larger social and systemic connections >>> > to >>> > violence? How? >>> > >>> > I think this gives us enough to start with for now.....begin where >>> > you >>> > will, either with these questions or with something else in the >>> > "Moving >>> > Beyond Stupid" article that created a stir in you... >>> > >>> > Mev Miller, Facilitator for RD: Bridges to Learning >>> > Director, WE LEARN >>> > >>> > ------------------------------------------------------------------- >>> > ----- >>> > ------------ >>> > Guidelines for Reading Discussion - August 15 - 22, 2006 >>> > * During the designated discussion period, use the assigned >>> > discussion >>> > subject line each time you post. For this reading discussion, >>> > please >>> > use: [RD: Bridges to Learning] >>> > >>> > * Though it will be helpful to have read the articles, everyone is >>> > >>> > welcome to participate in the discussion. Subscribers to >>> > Womenliteracy >>> > may join the discussion at any time, or read/listen as interested. >>> > >>> > * Be mindful that many people only check email once a day or >>> > sporadically. As with any discussion, if you have made a post, >>> > please >>> > allow space and time for others to come into the discussion. >>> > >>> > * Remember, this is an open, public discussion. If you have >>> > something >>> > private or sensitive to respond, you may want to take it off list >>> > with >>> > an individual. >>> > >>> > Articles by Jenny Horsman for Reading discussion, August 15 - 22, >>> > 2006:1) Moving Beyond "Stupid": Taking Account of the Impact of >>> > Violence on >>> > Women's Learning (12 pages) >>> > 2) Chapter 5 from Too Scared to Learn, "Learning in the Context of >>> > >>> > Trauma: The Challenge of Setting Goals" (37 pages) >>> > Download these two articles from the Jenny Horsman website: >>> > http://www.jennyhorsman.com >>> > (if you look at the right side bar of her website, you will see >>> > the two >>> > readings listed. Click on the readings and you will be taken to >>> > the >>> > material. Depending on your computer, it may take a few minutes >>> > for the >>> > article to download).*** These articles are posted as a courtesy >>> > on the >>> > Internet for the purposes of this discussion. They will be >>> > available >>> > for download only until August 22, 2006. *** >>> > As supplemental reading, you may also want to look at this article >>> > >>> > available on the WE LEARN website: >>> > "But Is It Education?" The Challenge of Creating Effective >>> > Learning for >>> > Survivors of Trauma -- Women's Studies Quarterly, 32: #1&2, 2004-- >>> > (16 >>> > pages) >>> > http://www.litwomen.org/Research/horsman_wsq.pdf >>> > >>> > Facilitator: Mev Miller >>> > Mev Miller, Ed.D. is director and founder of WE LEARN (Women >>> > expanding >>> > Literacy Education action resource Network -- >>> > http://litwomen.org/welearn.html). A long time feminist activist, >>> > Mev >>> > has years of experience in facilitating reading-discussion circles >>> > on a >>> > variety of women's issues. Her experience also includes facilitating >>> > Women Leading Through Reading Reading-Discussion Circles with >>> > women in >>> > both ABE and ESOL learning Settings.WE LEARN Women Expanding: >>> > Literacy >>> > Education Action Resource Network www.litwomen.org/welearn.html >>> > >>> > >>> > WE LEARN >>> > Women Expanding: Literacy Education Action Resource Network >>> > www.litwomen.org/welearn.html >>> > >>> > Mev Miller, Ed.D., Director >>> > 182 Riverside Ave. >>> > Cranston, RI 02910 >>> > 401-383-4374 >>> > welearn at litwomen.org >>> > >>> > ---------------------------------------------------- >>> > National Institute for Literacy >>> > Women and Literacy mailing list >>> > WomenLiteracy at nifl.gov >>> > To unsubscribe or change your subscription settings, please go to >>> > http://www.nifl.gov/mailman/listinfo/womenliteracy >> > >> >> ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/womenliteracy >> >> >> ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/womenliteracy > > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20060819/9b9e3d0f/attachment.html From mev at litwomen.org Mon Aug 21 08:53:18 2006 From: mev at litwomen.org (mev at litwomen.org) Date: Mon, 21 Aug 2006 08:53:18 -0400 Subject: [WomenLiteracy 503] Re: RD: Bridges to Learning Message-ID: <04860BD0-3114-11DB-9B63-000393ABE4D2@litwomen.org> Thanks to all who have posted in the past few days... Even though we said Tuesday was the closing day for this discussion. I think I will try to make some closing remarks on Wednesday....but list participants should feel welcome to continue with the discussion for a bit longer. I'm feeling a bit overwhelmed because there are so many directions to take this conversation...so I hope my thought below are not too rambling. A couple of keen observations have come from these posts and some new terrain for discussion. Both Andres and Ryan mention the issue of "other-ing." As Andres point out, medicalizing the experience of trauma and violence adds another layer of perception about those who survive trauma - another way of distancing ourselves from them - making them "other" than us. Ryan asks, "How should we deal with the issues of violence and trauma without adding another category of the 'other' to our classroom?" But the reality is what Jenny has helped Andres and Ryan -- and many of us who read her work -- understand that we too are affected by violence as well. I came to understand this for myself in a different way a long time ago when I realized that there have been many times when my ability to become intimate with women as friends or lovers was threatened, denied, or even destroyed by the emotional and physical harm inflicted in those women's lives by past and present male abusers. I can only explain this as grief and sadness about the profound loss this brings to women's power and to the creativity and power that our lives can bring. That grief has since turned to rage and anger and now to activism and compassion -- a circle of emotion I continue to experience in various and simultaneous cycles! I don't mean to sound self-serving -- but understanding how violence is pervasive has helped me to identify the myriad of ways violence functions in my life in ways I don't always claim as well as how it affects my relationships with other women and my ability to trust and respect other people in general. Connected to this other-ing, I also wonder about the effects of victimization. Feminism warns us not to "blame the victim." Sometimes I fear that while we are making safer spaces, we might also be reinforcing women's self-perception of being a victim, or unconsciously move into patronizing or "deficiency" models of teaching. How do we diffuse women's sense of self as victim? How do we move beyond the debilitating effects of victimization? How do we en-courage women to identify, embrace and use their power? I think these are questions to consider as we think about developing empowering learning environments. Bertie questions the ways in which violence is systematic. This is one of those word places that can become difficult. Jenny uses the word systemic -- which has somewhat different implications. We might understand it this way -- systematic might look like the abuser who creates emotional and physical changes in increments over time that places more and more control over the abused. Systemic refers to harder to recognize places where violence exists in systems of power - slavery, colonialism, genocide, war, but also social systems like welfare, racism, some ways in which the legal system works, and, yes, even education (among many others). Bertie offers some good examples of how education can manifest violence and abuses of power. Shirley discusses another important factor - that of education within the context of program, family, and community. By maintaining a holistic approach, much can be gained by the learners as well as family and community. Sometimes it becomes too easily to "silo" the pieces or make sure things stay within the boundaries of compartments. I would say that power systems (patriarchy for examples) functions because it insists that certain things stay in certain boxes and remain isolated from each other. Women who experience trauma and violence are isolated in many ways. I wonder sometimes about the distinctions we make between maintaining "good boundaries" as compared to make sure that certain information, people, or functions stay within their separate boxes in order to prevent awareness or to maintain control. Jenny's work offers s some ways to recognize violence and to address ways to make learning environments possible places of success for learners (and teachers). While we might think it's easy to "offer choices," Jenny outlines some important considerations for ways to make that happen -- through control, connection, and meaning. Given al that has been said, perhaps we can focus on regaining a sense of control. What does it look like for learners to have control over their education/learning? What does it mean for a teacher to have control while not being controlling? Keeping in mind Jenny's sense of what control means -- the possibility of influencing an outcome - or the belief that it is possible to influence an outcome). Mev -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 5102 bytes Desc: not available Url : http://www.nifl.gov/pipermail/womenliteracy/attachments/20060821/d5b6fa4f/attachment.bin From amuro5 at epcc.edu Mon Aug 21 11:52:57 2006 From: amuro5 at epcc.edu (Muro, Andres) Date: Mon, 21 Aug 2006 09:52:57 -0600 Subject: [WomenLiteracy 504] Re: RD: Bridges to Learning In-Reply-To: <04860BD0-3114-11DB-9B63-000393ABE4D2@litwomen.org> Message-ID: ________________________________ Mev asks: "Keeping in mind Jenny's sense of what control means -- the possibility of influencing an outcome - or the belief that it is possible to influence an outcome)." After working with students for many years, we have tried different things that people have written about and suggested. I believe that one of the best strategies is to help the students write and publish their work. I mentioned before that we have published students' work in a collection called Memorias del Silencio http://bordersenses.com/memorias. The collection, poetry and prose, is about the experiences of immigrants coming to the US. While they all deal with trauma, it is not trauma in the traditional sense of domestic abuse. However, it is indeed trauma. Writing and publishing is a powerful tool for our students, majority women, to feel empowered and to earn a sense of control. Writing and publishing works in multiple ways. First, it fulfills the academic requirement that teachers and students are trying to achieve. Second, it offers students a vehicle for release in a way that they control. Third, it gives them a voice. Fourth, it gives them a tremendous self esteem. Fifth, it gives them a sense of pride among their family members (especially their children), their peers and the community. Children look at their parents with admiration and respect when they see them as published authors. Children seek their parents' academic support. Children put more effort in school. Of course the sort of writing that I am talking about is not the typical composition assignment with the typical writing prompt. Yet, it does lead to good academic writing. I am talking about creative writing where the students have control of their texts. I believe that there is a need for a creative writing teacher to lead workshops with the students rather than the typical ABE teacher. Andres -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20060821/cc67fc94/attachment.html From Janet_Isserlis at brown.edu Mon Aug 21 12:04:02 2006 From: Janet_Isserlis at brown.edu (Janet Isserlis) Date: Mon, 21 Aug 2006 12:04:02 -0400 Subject: [WomenLiteracy 505] violence and professional development In-Reply-To: Message-ID: Ryan In response to your questions about learning about the prevalence of violence within your own professional development: 1.How often is the impact of violence discussed in professional development settings? How is it discussed- as something to be dealt with in the educational setting or as something that should be handled somewhere else by someone else? What are the common responses programs have to students who are experiencing violence or whose learning is apparent affected by their traumatic experiences? For the past several years - since becoming familiar with Jenny?s work ? I?ve included explicit reference to possibilities of violence in a range of professional development settings - - as facilitator and participant, hoping to making the possibilities of people?s having experienced violence visible. By this I mean not asking people to disclose histories of trauma, but to indicate that chances are high that one or some of us in any group will have experienced some sort of trauma and that our behavior towards and interaction with one another should take that into account in being respectful, and in being aware of who has / doesn?t have power in a particular moment. (In other words, don?t take all the air time, try to listen actively, respond constructively, etc.) I talk about ?school safety? and privilege ? how, in grade school, I?d always raise my hand to answer questions and how I couldn?t imagine why other kids weren?t doing the same ? it took me a long time to understand that many kids were made to feel stupid and afraid and so wouldn?t risk offering an answer that might cause more ridicule. As I came to see the connections between this largely unearned school privilege I had (I just did well at school) - I also slowly began to see the connections between fear of failure, ridicule, harm in classrooms and those fears experienced by survivors/victims of violence or trauma. The long and short of it is that for me, the possibilities that anyone (teachers, learners, people on the street) have had experiences of violence shapes the way I try to interact with them all the time. I?m not ?nicer? to folks that I think have had experiences of violence, but try to be respectful of all ? knowing that it?s always possible that someone will be in a place where they can?t be present to learning, or react in a way that she/he/I hadn?t anticipated. 2. How should we as teachers view the impact of violence on our students? learning? Should we view it as just another consideration to add to the list of considerations we should have in mind for all students (e.g., cultural differences, various forms of learning disabilities, physical disabilities like head injuries, attention issues, etc.)? Or, does the impact of violence necessitate its own special place and require other considerations? 3. How should we deal with the issues of violence and trauma without adding another category of the ?other? to our classroom? How do we view the impact of violence in our own lives? In the communities in which we live and work? I think of universal design (e.g. curbs that are curved so folks in wheelchairs can gain mobility ? which is also useful for skateboarders, people pushing prams and shopping baskets) -- and think that careful treatment of everyone also benefits those for whom violence may or may not be a particular issue. 4. How do we get students to participate in class activities that require them to speak or make choices about their own learning? How can we help students to trust their own knowledge and, if/when they are wrong, what are some strategies for dealing with wrong answers- ones that won't add to their beliefs that they are "too stupid to learn"? We need to give students choices about how much or how little to say. We need to give each other permission to ?pass? if a question is something we don?t wish to answer. In ESOL classes, for example, I tell students that if you don?t want to talk about what you did last night (say, we?re working on the past tense) , you can just tell anything you?ve done in the last week, so long as you use the past tense ? this gives folks space to participate fully in the exercise but to not have to reveal something that they don?t want to ? I think of it as lateral choices we can make so that we can participate, or not, without losing energy over worrying about what to tell or what not to tell (something Jenny also describes well in her work). 5. And, finally for now, Jenny makes the comment that "educators have a responsibility to create a safer place to learn where learning is not blocked by silence and denial" (p. 184). Some have already stated that literacy classes are not the place for dealing with issues of violence- I wonder what others think about that. I think that creating safe space does not have to mean that issues of violence are ?dealt with? through discussion ? but that for all of us, we work and think better when obstacles to safety and trust are removed. Janet Isserlis -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20060821/2e752bb2/attachment.html From nonesuch at MALA.BC.CA Mon Aug 21 14:10:03 2006 From: nonesuch at MALA.BC.CA (Kate Nonesuch) Date: Mon, 21 Aug 2006 11:10:03 -0700 Subject: [WomenLiteracy 506] Re: RD: Bridges to Learning References: Message-ID: <4DA696749F7F4B4F85E67688BF659E82A7CDD5@sidney.capitan.mala.bc.ca> Like Andres, I know that publishing student writing works for all the reasons he gives--I'm working now on publishing a collection of writing done by women in a transition house program. However, I disagree that "there is a need for a creative writing teacher to lead workshops with the students rather than the typical ABE teacher." I think that "the typical ABE teacher" doesn't do the kind of creative writing we are talking about because there is resistance from program administration, and from other teachers, and from within ourselves; I think that, rather than bring in creative writing teachers for students, we need to bring in support for "typical ABE teachers" to provide the kind of safe space students need--the kind of professional development and training that Janet talks about in her recent post. (I guess you can tell by the quotation marks that I'm having trouble with the term "typical ABE teacher.") And, by the way, I'm reminded of the video Tell Me Something I Can't Forget that documents the power of personal writing in a setting where the aim is writing, not therapy. Interesting discussion--thanks, everyone. Kate Nonesuch Career and Academic Preparation Malaspina University-College, Cowichan Campus 222 Cowichan Way Duncan, BC V9L 6P4 nonesuch at mala.ca phone: (250) 746-3565 Fax: (250) 746-3563 ________________________________ From: womenliteracy-bounces at nifl.gov on behalf of Muro, Andres Sent: Mon 21-Aug-06 8:52 AM To: The Women and Literacy Discussion List Subject: [WomenLiteracy 504] Re: RD: Bridges to Learning ________________________________ Mev asks: "Keeping in mind Jenny's sense of what control means -- the possibility of influencing an outcome - or the belief that it is possible to influence an outcome)." After working with students for many years, we have tried different things that people have written about and suggested. I believe that one of the best strategies is to help the students write and publish their work. I mentioned before that we have published students' work in a collection called Memorias del Silencio http://bordersenses.com/memorias. The collection, poetry and prose, is about the experiences of immigrants coming to the US. While they all deal with trauma, it is not trauma in the traditional sense of domestic abuse. However, it is indeed trauma. Writing and publishing is a powerful tool for our students, majority women, to feel empowered and to earn a sense of control. Writing and publishing works in multiple ways. First, it fulfills the academic requirement that teachers and students are trying to achieve. Second, it offers students a vehicle for release in a way that they control. Third, it gives them a voice. Fourth, it gives them a tremendous self esteem. Fifth, it gives them a sense of pride among their family members (especially their children), their peers and the community. Children look at their parents with admiration and respect when they see them as published authors. Children seek their parents' academic support. Children put more effort in school. Of course the sort of writing that I am talking about is not the typical composition assignment with the typical writing prompt. Yet, it does lead to good academic writing. I am talking about creative writing where the students have control of their texts. I believe that there is a need for a creative writing teacher to lead workshops with the students rather than the typical ABE teacher. Andres -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: application/ms-tnef Size: 7916 bytes Desc: not available Url : http://www.nifl.gov/pipermail/womenliteracy/attachments/20060821/a9fd2ae3/attachment.bin From ALCDGG at langate.gsu.edu Mon Aug 21 15:52:58 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Mon, 21 Aug 2006 15:52:58 -0400 Subject: [WomenLiteracy 507] Lifetime will promote Literacy In-Reply-To: <4DA696749F7F4B4F85E67688BF659E82A7CDD5@sidney.capitan.mala.bc.ca> References: <4DA696749F7F4B4F85E67688BF659E82A7CDD5@sidney.capitan.mala.bc.ca> Message-ID: <44E9D6DA02000031000012D9@mailsrv4.gsu.edu> Fantasia Barrino, Lifetime Television and NCFL Join to Promote Literacy NCFL (National Center for Family Literacy) will be in the national spotlight this weekend when Lifetime Television presents "The Fantasia Barrino Story: Life is Not a Fairy Tale." The 2004 American Idol winner who went public last year with her reading difficulties, will star in the "biopic." It will detail the many obstacles -- including low literacy and being a single mother -- she overcame on her way to the top. Barrino will tout NCFL following the movie in a national Public Service Announcement: "I overcame the feeling of not being a confident reader and then I became the American Idol. Thirty million Americans face similar challenges, whether trying to read a book or complete a job application." The PSA goes on to promote the NCFL resources available via Lifetimetv.com and gives NCFL's 1-877-FAMLIT1 toll free number. "When real life success stories like Fantasia's are shared, people are often so inspired they clear a path toward accomplishing their own goals," said Sharon Darling, president & founder of NCFL. "NCFL applauds Fantasia and the millions like her who take that first step toward success through family learning and keep going." The movie will air at 9 p.m. Aug. 19, 8 p.m. Aug. 20 and 9 p.m. Aug.21 (All times are Eastern). Find out more at www.lifetimetv.com/movies/originals/fantasia.html on the Lifetime site. Daphne Greenberg Assistant Professor Educational Psych. & Special Ed. Georgia State University P.O. Box 3979 Atlanta, Georgia 30302-3979 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu Daphne Greenberg Associate Director Center for the Study of Adult Literacy Georgia State University P.O. Box 3977 Atlanta, Georgia 30302-3977 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu From amuro5 at epcc.edu Tue Aug 22 11:22:14 2006 From: amuro5 at epcc.edu (Muro, Andres) Date: Tue, 22 Aug 2006 09:22:14 -0600 Subject: [WomenLiteracy 508] Re: RD: Bridges to Learning In-Reply-To: <4DA696749F7F4B4F85E67688BF659E82A7CDD5@sidney.capitan.mala.bc.ca> Message-ID: Kate: I agree that ideally, the ABE teacher should lead creative writing activities. In my experience, though, our teachers have difficulty doing so and tend to revert to the traditional academic model. We do extensive training with them but they put pressure on themselves and feel pressure from students to focus on the traditional stuff. We hired a creative writing instructor and she has been able to create the creative writing spaces. What we want to do is have her train the ABE teachers to be able to create those spaces. In our program we have the reverse of what you describe. We want teachers to be as non-traditional as possible. The teachers and the students have difficulty adjusting to the non-traditional environments. So we must work with them extensively to help them adjust to the cultural shock of non-traditional classes. I think that there has to be a balance where the academic stuff and the real life, the contextual, the content, the creative, etc come together. I know some teachers that are great at doing this. However, we are trying to do this in 20 different classes at the time. Andres ________________________________ From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Kate Nonesuch Sent: Monday, August 21, 2006 12:10 PM To: The Women and Literacy Discussion List Subject: RE: [WomenLiteracy 504] Re: RD: Bridges to Learning Like Andres, I know that publishing student writing works for all the reasons he gives--I'm working now on publishing a collection of writing done by women in a transition house program. However, I disagree that "there is a need for a creative writing teacher to lead workshops with the students rather than the typical ABE teacher." I think that "the typical ABE teacher" doesn't do the kind of creative writing we are talking about because there is resistance from program administration, and from other teachers, and from within ourselves; I think that, rather than bring in creative writing teachers for students, we need to bring in support for "typical ABE teachers" to provide the kind of safe space students need--the kind of professional development and training that Janet talks about in her recent post. (I guess you can tell by the quotation marks that I'm having trouble with the term "typical ABE teacher.") And, by the way, I'm reminded of the video Tell Me Something I Can't Forget that documents the power of personal writing in a setting where the aim is writing, not therapy. Interesting discussion--thanks, everyone. Kate Nonesuch Career and Academic Preparation Malaspina University-College, Cowichan Campus 222 Cowichan Way Duncan, BC V9L 6P4 nonesuch at mala.ca phone: (250) 746-3565 Fax: (250) 746-3563 ________________________________ From: womenliteracy-bounces at nifl.gov on behalf of Muro, Andres Sent: Mon 21-Aug-06 8:52 AM To: The Women and Literacy Discussion List Subject: [WomenLiteracy 504] Re: RD: Bridges to Learning ________________________________ Mev asks: "Keeping in mind Jenny's sense of what control means -- the possibility of influencing an outcome - or the belief that it is possible to influence an outcome)." After working with students for many years, we have tried different things that people have written about and suggested. I believe that one of the best strategies is to help the students write and publish their work. I mentioned before that we have published students' work in a collection called Memorias del Silencio http://bordersenses.com/memorias. The collection, poetry and prose, is about the experiences of immigrants coming to the US. While they all deal with trauma, it is not trauma in the traditional sense of domestic abuse. However, it is indeed trauma. Writing and publishing is a powerful tool for our students, majority women, to feel empowered and to earn a sense of control. Writing and publishing works in multiple ways. First, it fulfills the academic requirement that teachers and students are trying to achieve. Second, it offers students a vehicle for release in a way that they control. Third, it gives them a voice. Fourth, it gives them a tremendous self esteem. Fifth, it gives them a sense of pride among their family members (especially their children), their peers and the community. Children look at their parents with admiration and respect when they see them as published authors. Children seek their parents' academic support. Children put more effort in school. Of course the sort of writing that I am talking about is not the typical composition assignment with the typical writing prompt. Yet, it does lead to good academic writing. I am talking about creative writing where the students have control of their texts. I believe that there is a need for a creative writing teacher to lead workshops with the students rather than the typical ABE teacher. Andres -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20060822/6e2adda4/attachment.html From bertiemo at yahoo.com Tue Aug 22 16:13:05 2006 From: bertiemo at yahoo.com (Bertha Mo) Date: Tue, 22 Aug 2006 13:13:05 -0700 (PDT) Subject: [WomenLiteracy 509] Re: RD: Bridges to Learning In-Reply-To: Message-ID: <20060822201306.58162.qmail@web30008.mail.mud.yahoo.com> Forgive me if I'm being overly sensitive. However the term "typical ABE teacher" is starting to get on my nerves. It sounds pejorative, judgemental.... Bertie Mo "Muro, Andres" wrote: v\:* {behavior:url(#default#VML);} o\:* {behavior:url(#default#VML);} w\:* {behavior:url(#default#VML);} .shape {behavior:url(#default#VML);} st1\:*{behavior:url(#default#ieooui) } --------------------------------- Mev asks: ?Keeping in mind Jenny's sense of what control means -- the possibility of influencing an outcome - or the belief that it is possible to influence an outcome).? After working with students for many years, we have tried different things that people have written about and suggested. I believe that one of the best strategies is to help the students write and publish their work. I mentioned before that we have published students? work in a collection called Memorias del Silencio http://bordersenses.com/memorias. The collection, poetry and prose, is about the experiences of immigrants coming to the US. While they all deal with trauma, it is not trauma in the traditional sense of domestic abuse. However, it is indeed trauma. Writing and publishing is a powerful tool for our students, majority women, to feel empowered and to earn a sense of control. Writing and publishing works in multiple ways. First, it fulfills the academic requirement that teachers and students are trying to achieve. Second, it offers students a vehicle for release in a way that they control. Third, it gives them a voice. Fourth, it gives them a tremendous self esteem. Fifth, it gives them a sense of pride among their family members (especially their children), their peers and the community. Children look at their parents with admiration and respect when they see them as published authors. Children seek their parents? academic support. Children put more effort in school. Of course the sort of writing that I am talking about is not the typical composition assignment with the typical writing prompt. Yet, it does lead to good academic writing. I am talking about creative writing where the students have control of their texts. I believe that there is a need for a creative writing teacher to lead workshops with the students rather than the typical ABE teacher. Andres ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20060822/39674762/attachment.html From mev at litwomen.org Wed Aug 23 08:39:02 2006 From: mev at litwomen.org (mev at litwomen.org) Date: Wed, 23 Aug 2006 08:39:02 -0400 Subject: [WomenLiteracy 509] Re: RD: Bridges to Learning Message-ID: <5B6D7F32-32A4-11DB-A85A-000393ABE4D2@litwomen.org> I want to thank everyone who has participated this week in the reading discussion of articles by Jenny Horsman on the effects of violence and trauma on women's learning. In the past few days, Janet, Andres, and Kate have each added some specific examples of what they are doing in their programs. I would still like to hear what others have done as well. We have, by no means, reached the end of things we can say or write about this topic. I encourage folks to continue this discussion in the next few weeks -- perhaps we could revisit it again as people come back to their programs and find new challenges in the coming year. Daphne will have someone summarize this conversation to be posted on the NIFL website. I'm signing off -- I will be out of town for a few days with no access to email -- but I look forward to continued discussion on this topic. Thanks. Mev WE LEARN Women Expanding: Literacy Education Action Resource Network www.litwomen.org/welearn.html Mev Miller, Ed.D., Director 182 Riverside Ave. Cranston, RI 02910 401-383-4374 welearn at litwomen.org From ALCDGG at langate.gsu.edu Wed Aug 23 10:04:47 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Wed, 23 Aug 2006 10:04:47 -0400 Subject: [WomenLiteracy 510] Job Announcement In-Reply-To: <5B6D7F32-32A4-11DB-A85A-000393ABE4D2@litwomen.org> References: <5B6D7F32-32A4-11DB-A85A-000393ABE4D2@litwomen.org> Message-ID: <44EC283F020000310000169A@mailsrv4.gsu.edu> Special Projects Coordinator Queens Library Adult Learner Program This is a temporary grant funded position. The Adult Learner Program (ALP) Special Projects Coordinator is responsible for administration and implementation of ALP's special projects. Responsible for development of distance learning instruction via video teleconferencing to increase use of technology throughout the Adult Learner Programs; manages the Wireless Computer Centers; supervises the Basic Computer Literacy and Health Literacy classes; revises and maintains Computer Literacy and Health Literacy curricula; writes all reporting required for grant funded projects; hires and trains staff for special projects; visits classes and evaluates classroom instruction. Performs other duties as required. The schedule for this position will include Saturdays and evenings as required. Requires a Master's Degree in Education or related area, and/or ESOL Certification. Adult Education experience required, at least two years working with literacy and/or ESOL programs. Knowledge of current trends in literacy and ESOL instruction. Must have knowledge of Computer Assisted Instruction such as Internet, educational software, and MS Office Software. Experience in staff /curriculum development and supervision preferred. Excellent written and verbal communication skills. Ability to work with diversified community. Must be able to complete multiple projects with competing deadlines. About Queens Library: Situated in New York City, the Queens Library has one of the highest circulations of any library in the world and serves more than two million people in one of the most ethnically diverse counties in the United States. The Library pulses with the multiculturalism and excitement of life in "the greatest city in the world". Queens County is one of the five boroughs of New York City. Situated across the East River from Manhattan, Queens enjoys 7,000 acres of beautiful parks, 196 miles of waterfront and an excellent mass transit system. Queens has diverse and charming neighborhoods, excellent shopping and a wealth of ethnic eateries and shops reflecting the unique multicultural mosaic that defines Queens. To apply, please send your resume with cover letter to: QUEENS LIBRARY Human Resources Department 89-11 Merrick Boulevard, Jamaica, NY 11432 Fax: 718-658-2919 E-mail: employment at queenslibrary.org The Queens Library is an Equal Opportunity Employer www.queenslibrary.org From ALCDGG at langate.gsu.edu Wed Aug 23 16:44:25 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Wed, 23 Aug 2006 16:44:25 -0400 Subject: [WomenLiteracy 511] Re: RD: Bridges to Learning In-Reply-To: <5B6D7F32-32A4-11DB-A85A-000393ABE4D2@litwomen.org> References: <5B6D7F32-32A4-11DB-A85A-000393ABE4D2@litwomen.org> Message-ID: <44EC85E9020000310000181D@mailsrv4.gsu.edu> A big thank you to Mev for facilitating this conversation, to Jenny for sharing her work and making it accessible, to all the subscribers who posted messages on this topic, and to all the subscribers who took the time to read and think about the messages. Daphne >>> mev at litwomen.org 8/23/2006 8:39:02 AM >>> I want to thank everyone who has participated this week in the reading discussion of articles by Jenny Horsman on the effects of violence and trauma on women's learning. In the past few days, Janet, Andres, and Kate have each added some specific examples of what they are doing in their programs. I would still like to hear what others have done as well. We have, by no means, reached the end of things we can say or write about this topic. I encourage folks to continue this discussion in the next few weeks -- perhaps we could revisit it again as people come back to their programs and find new challenges in the coming year. Daphne will have someone summarize this conversation to be posted on the NIFL website. I'm signing off -- I will be out of town for a few days with no access to email -- but I look forward to continued discussion on this topic. Thanks. Mev WE LEARN Women Expanding: Literacy Education Action Resource Network www.litwomen.org/welearn.html Mev Miller, Ed.D., Director 182 Riverside Ave. Cranston, RI 02910 401-383-4374 welearn at litwomen.org ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy From ALCDGG at langate.gsu.edu Wed Aug 23 17:00:48 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Wed, 23 Aug 2006 17:00:48 -0400 Subject: [WomenLiteracy 512] the other In-Reply-To: <5B6D7F32-32A4-11DB-A85A-000393ABE4D2@litwomen.org> References: <5B6D7F32-32A4-11DB-A85A-000393ABE4D2@litwomen.org> Message-ID: <44EC89C00200003100001827@mailsrv4.gsu.edu> The previous discussion sparked by the readings made me think about a few things, and then today on NPR I heard something which made me want to pose a question to this group. As mentioned in this listserv, those of us who have not endured violence in our lives sometimes think of people who have endured violence as "the other" and we are often confronted with realizing this when we hear our friends/colleagues talk about violence in their lives, and suddenly, "the other" is not "the other" any longer. Many say that this is one of the things that perpetuates the frequency of violence, that as a society, we simply do not really acknowledge how pervasive, common, and frequent it is. A topic that we talk about even less, and I think "other" even more, is the perpetrator of violence. If we ourselves have not perpetrated violence, we often think of "perps" as the "other." My question to the group is: Are "perps" really as much of the "other" as we often make them seem to be? This is something that I often wonder about. For example, we often hear that torturers are known as loving family members. We hear that people are shocked to find out that their friend is a secret serial murderer. People are shocked to hear that a beloved teacher has been sexually abusing her students. We tend to forget that whole communities are involved in atrocities that occurred in the Holocaust, in Bosnia, in Darfur, etc., etc. I could go on and on. The NPR commentator today talked about how ordinary people are involved in many world atrocities. We talk on this listserv about the need to realize that amongst are individuals who have been abused and are being abused. Do we also need to talk about the fact that amongst are individuals who have been, and/or are currently perpetrators of abuse? For example, we talk about the need to be careful when we read aloud passages that involve abuse, because it may be triggering for some of our learners who are survivors. Well, what about the perpetrators who are teachers, or learners? Do we need to think about them, and the impact reading aloud passages have on them? I wonder what would happen if we acknowledged that in our classrooms, our research meetings, our corporate meetings, etc., etc. we probably have both survivors and perpetrators. Would that change the way we teach, the way we interact? Any thoughts? Daphne From alcdgg at langate.gsu.edu Thu Aug 24 22:01:35 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Thu, 24 Aug 2006 22:01:35 -0400 Subject: [WomenLiteracy 513] CASAS Discussion on Content Standards List Message-ID: <44EE21BF0200003100001BF0@mailsrv4.gsu.edu> A message from the moderator of the Content Standards list: Greetings colleagues, Next week, Monday, August 28 thru Friday, September 1, the Content Standards Discussion List will be hosting a guest discussion on the CASAS Basic Skills Content Standards Project. Our guests will be Jane Eguez, Jim Harrison, and Linda Taylor from CASAS. Please read the introductory information below which includes a link to the CASAS website to help prepare you for the discussion. To participate, sign up for the list at: http://www.nifl.gov/mailman/listinfo/Contentstandards Aaron Aaron Kohring Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) ************************************ Since its inception, CASAS (Comprehensive Adult Student Assessment System) has focused on teaching and assessing basic skills in contexts that are relevant and important to adult learners. CASAS has developed and continues to refine a highly formalized hierarchy of competencies, the application of basic skills that adults need to be fully functional and productive members of society. In the past few years, at the request of the CASAS National Consortium, representing approximately 30 states, CASAS has begun development of basic skills content standards as a formal part of the CASAS system. This enhancement of the CASAS system is intended to assist and encourage teachers to more fully integrate basic skills content standards and functional competencies in instruction. The basic skills content standards for Reading and Listening contain simple, clearly stated, detailed statements that are leveled according to the NRS Educational Functioning Levels, and are also related to CASAS test items in several CASAS test series. The statements are divided into Categories to assist teachers to navigate through the standards. In the past two years, CASAS has worked with Iowa and California to pilot these standards with teachers in a variety of adult education programs. A number of useful teacher worksheets and other tools have emerged from these efforts. We invite you to learn more about the CASAS basic skills Content Standards Project and to ask questions about it during the listserv discussion next week. To prepare for this discussion, we refer you to the CASAS website where you will find more detailed information about the development of the standards, the standards themselves, worksheets for teachers, and information about the pilot project in Iowa. Go to http://www.casas.org/DirctDwnlds.cfm?mfile_id=4504&selected_id=1720&wtar get=body We look forward to engaging with you in this discussion next week. Jane Eguez (jeguez at casas.org) , Jim Harrison (jharrison at casas.org ) and Linda Taylor (ltaylor at casas.org ), CASAS From ryanryanc at yahoo.com Fri Aug 25 08:47:43 2006 From: ryanryanc at yahoo.com (Ryan Hall) Date: Fri, 25 Aug 2006 08:47:43 -0400 Subject: [WomenLiteracy 514] Re: the other In-Reply-To: <44EC89C00200003100001827@mailsrv4.gsu.edu> Message-ID: This is a very hard question, Daphne, but one that I think should be considered. I believe that we do "other" the perps of violence, or at least of certain types of violence, and I think we do so because we just don't want to or can't allow the thoughts that violent people are actually closer to us than we think. The truth is, though, that there are many perps of violence, and they do attend the classes we teach, the meetings we have at work, our places of worship, and the gatherings we have at our house. Some even live with us. To consider all the places one shares with perps of violence is, to say the least, disturbing. Who wants to believe that their friend, colleague, student, professor, minister, or even relative is connected in any way to violent behavior? No one, of course, which is why people are so surprised to find out things like their minister sexually abuses members of the congregation, or their friends beat their children, or that their neighbor murdered or tortured someone, etc. I think, though, too that, just as we "other" survivors of violence less when we realize we know survivors, we would "other" perps less, too, if we realized that we knew one. I think this is true because, when we find out we know a perp, we would almost instantly ask why- why did this person--a person I consider to be such a nice person, a good friend, etc.--do such a horrible thing? Usually, there is an explanation for the violence that makes us understand why, even if we can never excuse what was done (because I'm not saying violence of any sort should ever be excused). And, usually, perps of violence have either been or are still also victims of violence. Knowing that they exist is not the hard part for me- it's the question of interaction that gets me. This is what I have come up with after having to teach classes that I was pretty certain had at least one perp in them. I could be oversimplifying this, but I think that we do need to consider that, not only do we encounter victims and survivors of violence regularly, but that some of them are also perps of violence. Should we act any differently knowing that there are more perps of violence in the spaces we occupy? I guess that depends on your beliefs about the way we should treat people in general. If you are a person who believes that you must mask your opinions and beliefs about certain things so that you don't offend certain people, then maybe you do need to make some changes. If you are a person who strives to be respectful and considerate of all people no matter who you are around, however, then I think considering that people are different in many different aspects and for many different reasons may be enough...because you're just going to be nice to everyone anyway. I think the same goes for teaching- we must strive to be respectful, considerate, and sensitive to the fact that the content we teach and the activities we ask students to do will have a different effect on each of them depending on their personal situation. If you are able to do that, then you will also be able to tell when a student is having difficulty with what you are asking him/her to do- at least in most cases. Ryan On 8/23/06 5:00 PM, "Daphne Greenberg" wrote: > The previous discussion sparked by the readings made me think about a > few things, and then today on NPR I heard something which made me want > to pose a question to this group. > As mentioned in this listserv, those of us who have not endured > violence in our lives sometimes think of people who have endured > violence as "the other" and we are often confronted with realizing this > when we hear our friends/colleagues talk about violence in their lives, > and suddenly, "the other" is not "the other" any longer. Many say that > this is one of the things that perpetuates the frequency of violence, > that as a society, we simply do not really acknowledge how pervasive, > common, and frequent it is. > A topic that we talk about even less, and I think "other" even more, is > the perpetrator of violence. If we ourselves have not perpetrated > violence, we often think of "perps" as the "other." > My question to the group is: Are "perps" really as much of the "other" > as we often make them seem to be? This is something that I often wonder > about. For example, we often hear that torturers are known as loving > family members. We hear that people are shocked to find out that their > friend is a secret serial murderer. People are shocked to hear that a > beloved teacher has been sexually abusing her students. We tend to > forget that whole communities are involved in atrocities that occurred > in the Holocaust, in Bosnia, in Darfur, etc., etc. I could go on and on. > The NPR commentator today talked about how ordinary people are involved > in many world atrocities. > We talk on this listserv about the need to realize that amongst are > individuals who have been abused and are being abused. Do we also need > to talk about the fact that amongst are individuals who have been, > and/or are currently perpetrators of abuse? > For example, we talk about the need to be careful when we read aloud > passages that involve abuse, because it may be triggering for some of > our learners who are survivors. Well, what about the perpetrators who > are teachers, or learners? Do we need to think about them, and the > impact reading aloud passages have on them? > I wonder what would happen if we acknowledged that in our classrooms, > our research meetings, our corporate meetings, etc., etc. we probably > have both survivors and perpetrators. Would that change the way we > teach, the way we interact? > Any thoughts? > Daphne > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy From amuro5 at epcc.edu Fri Aug 25 18:17:47 2006 From: amuro5 at epcc.edu (Muro, Andres) Date: Fri, 25 Aug 2006 16:17:47 -0600 Subject: [WomenLiteracy 515] Re: the other In-Reply-To: Message-ID: Ryan, taking your argument a step further, I wonder how many of us are perps of violence too. We may be, in our efforts to teach and to create spaces for the students, crating spaces that perpetuate violence too. One thing that I usually talk about w/ teachers, is the fact that many teachers raise their voices, or slam things once in a while. They may not realize this, but a victim of violence will find this very unsettling. In fact, most teachers never discuss domestic violence in teachers prep courses. So, in a way, they are creating or perpetuating violent spaces w/o being aware. Also. what is the extent to which we perpetuate violence by "othering" (abnormalizing) certain groups. For example, do we use texts that only represent heterosexual relationships? Do we use texts, or stories or movies that show happy families, happy endings and stories ( a la Cosby show)? Do the literature and movies, tv shows, etc always portrait nice comfortable dwellings, people driving nice cars, etc. While teachers may not be conscious of this, they are creating environments that may abnormalize or "other" the lifestyles of many of our students. Also, are we moody, cynical, sarcastic, quick to judge, etc. Many of these acts can be threatening and perpetuate violence. So, to what extent are we unconscious perpetuators of violence? I have, in the past, responded, cynically, sarcastically, w/hostility, judgementally, etc in this and other listservs. In fact, I think that they might have a file about me. In a sense, I am a virtual perp of violence. While this may be amusing to some, I have talked to many people that are intimidated by this medium. Andres -----Original Message----- From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Ryan Hall Sent: Friday, August 25, 2006 6:48 AM To: The Women and Literacy Discussion List Subject: [WomenLiteracy 514] Re: the other This is a very hard question, Daphne, but one that I think should be considered. I believe that we do "other" the perps of violence, or at least of certain types of violence, and I think we do so because we just don't want to or can't allow the thoughts that violent people are actually closer to us than we think. The truth is, though, that there are many perps of violence, and they do attend the classes we teach, the meetings we have at work, our places of worship, and the gatherings we have at our house. Some even live with us. To consider all the places one shares with perps of violence is, to say the least, disturbing. Who wants to believe that their friend, colleague, student, professor, minister, or even relative is connected in any way to violent behavior? No one, of course, which is why people are so surprised to find out things like their minister sexually abuses members of the congregation, or their friends beat their children, or that their neighbor murdered or tortured someone, etc. I think, though, too that, just as we "other" survivors of violence less when we realize we know survivors, we would "other" perps less, too, if we realized that we knew one. I think this is true because, when we find out we know a perp, we would almost instantly ask why- why did this person--a person I consider to be such a nice person, a good friend, etc.--do such a horrible thing? Usually, there is an explanation for the violence that makes us understand why, even if we can never excuse what was done (because I'm not saying violence of any sort should ever be excused). And, usually, perps of violence have either been or are still also victims of violence. Knowing that they exist is not the hard part for me- it's the question of interaction that gets me. This is what I have come up with after having to teach classes that I was pretty certain had at least one perp in them. I could be oversimplifying this, but I think that we do need to consider that, not only do we encounter victims and survivors of violence regularly, but that some of them are also perps of violence. Should we act any differently knowing that there are more perps of violence in the spaces we occupy? I guess that depends on your beliefs about the way we should treat people in general. If you are a person who believes that you must mask your opinions and beliefs about certain things so that you don't offend certain people, then maybe you do need to make some changes. If you are a person who strives to be respectful and considerate of all people no matter who you are around, however, then I think considering that people are different in many different aspects and for many different reasons may be enough...because you're just going to be nice to everyone anyway. I think the same goes for teaching- we must strive to be respectful, considerate, and sensitive to the fact that the content we teach and the activities we ask students to do will have a different effect on each of them depending on their personal situation. If you are able to do that, then you will also be able to tell when a student is having difficulty with what you are asking him/her to do- at least in most cases. Ryan On 8/23/06 5:00 PM, "Daphne Greenberg" wrote: > The previous discussion sparked by the readings made me think about a > few things, and then today on NPR I heard something which made me want > to pose a question to this group. > As mentioned in this listserv, those of us who have not endured > violence in our lives sometimes think of people who have endured > violence as "the other" and we are often confronted with realizing this > when we hear our friends/colleagues talk about violence in their lives, > and suddenly, "the other" is not "the other" any longer. Many say that > this is one of the things that perpetuates the frequency of violence, > that as a society, we simply do not really acknowledge how pervasive, > common, and frequent it is. > A topic that we talk about even less, and I think "other" even more, is > the perpetrator of violence. If we ourselves have not perpetrated > violence, we often think of "perps" as the "other." > My question to the group is: Are "perps" really as much of the "other" > as we often make them seem to be? This is something that I often wonder > about. For example, we often hear that torturers are known as loving > family members. We hear that people are shocked to find out that their > friend is a secret serial murderer. People are shocked to hear that a > beloved teacher has been sexually abusing her students. We tend to > forget that whole communities are involved in atrocities that occurred > in the Holocaust, in Bosnia, in Darfur, etc., etc. I could go on and on. > The NPR commentator today talked about how ordinary people are involved > in many world atrocities. > We talk on this listserv about the need to realize that amongst are > individuals who have been abused and are being abused. Do we also need > to talk about the fact that amongst are individuals who have been, > and/or are currently perpetrators of abuse? > For example, we talk about the need to be careful when we read aloud > passages that involve abuse, because it may be triggering for some of > our learners who are survivors. Well, what about the perpetrators who > are teachers, or learners? Do we need to think about them, and the > impact reading aloud passages have on them? > I wonder what would happen if we acknowledged that in our classrooms, > our research meetings, our corporate meetings, etc., etc. we probably > have both survivors and perpetrators. Would that change the way we > teach, the way we interact? > Any thoughts? > Daphne > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy From alcdgg at langate.gsu.edu Mon Aug 28 09:48:00 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Mon, 28 Aug 2006 09:48:00 -0400 Subject: [WomenLiteracy 516] Family Literacy Discussion Message-ID: <44F2BBD002000031000020BE@mailsrv4.gsu.edu> On September 11th through the 13th, Cyndy Colletti, Literacy Program Manager at the Illinois State Library, will join the Family Literacy Discussion List as a guest speaker/discussion leader. Cyndy's topic will be "Implementing Interactive Parent Child Activities"-- a topic of much interest to those working with families. To participate in the discussion, sign up for the Family Literacy Discussion List at http://www.nifl.gov/mailman/listinfo/familyliteracy Here is some information about Cyndy: Cyndy Colletti, currently the Literacy Program Manager at the Illinois State Library (ISL), worked as the Family Literacy Coordinator at ISL for nine years. In that position, she was responsible for comprehensive grant administration including developing and implementing the Family Literacy Grant Program, a comprehensive five component program including library services as the fifth component. The Illinois State Library has consistently funded between 40 and 55 family literacy projects annually since 1991. She has worked cooperatively with the practitioners in Illinois to develop programmatic resources for the Family Literacy projects such as parent-child activities (The Story Kits, online at http://leep.lis.uiuc.edu/publish/ccollett/storykit/sitemap.html are an example.) and workshops on other issues vital to family literacy. She has a master?s degree from the University of Illinois and more than 20 years experience in the field of adult education and literacy and social service. Her current responsibility as Literacy Program Manager includes grants management and facilitating the effectiveness of program implementation on the local level by providing resource materials, training and support for local adult education and family literacy providers throughout Illinois. To participate in the discussion, sign up for the Family Literacy Discussion List at http://www.nifl.gov/mailman/listinfo/familyliteracy From alcdgg at langate.gsu.edu Mon Aug 28 12:08:03 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Mon, 28 Aug 2006 12:08:03 -0400 Subject: [WomenLiteracy 517] Assistive Technology discussion Message-ID: <44F2DCA30200003100002138@mailsrv4.gsu.edu> Beginning Tuesday, September 19th through Friday, September 22nd, there will be a guest discussion on the NIFL Technology and Literacy list on ?Assistive Technology, Instructional Technology, and Universal Design Strategies for Adult Literacy? with guest facilitator Dr. Dave Edyburn of the University of Wisconsin-Milwaukee. To participate in the discussion, sign up for the Technology and Literacy List at http://www.nifl.gov/mailman/listinfo/Technology Title: Assistive Technology, Instructional Technology, and Universal Design Strategies for Adult Literacy Overview Adult literacy professionals and volunteers are well aware of the effects of school failure and the lifelong impact of failing to acquire functional reading skills. In this online event, Dr. Dave Edyburn a professor at the University of Wisconsin-Milwaukee, will engage participants in a discussion about three forms of technology and their application for adult literacy learners and programs. On day one, participants will be introduced to the concept of assistive technology and learn about products that have been designed to support struggling readers. On day two, conversations will focus on instructional technology. That is, how can technology be used to teach and assess critical literacy skills. On day three, participants will learn about universal design for learning and the promise of this approach to address the needs of diverse learners in ways that combine the best attributes of assistive and instructional technology. Participants in this online event will have the opportunity to learn about practical applications of technology in adult literacy programs, ask questions, and obtain information about software and web resources. Bio Dave L. Edyburn, Ph.D. Dave L. Edyburn, Ph.D., is a Professor in the Department of Exceptional Education at the University of Wisconsin-Milwaukee. Dr. Edyburn?s teaching and research interests focus on the use of technology to enhance teaching, learning, and performance. He has authored over 100 articles and book chapters on assistive and instructional technology. He is a co-editor of the recently published book, Handbook of Special Education Technology Research and Practice. He is a past president of the Special Education Technology Special Interest Group (SETSIG) in the International Society for Technology in Education (ISTE) as well as a past president of the Technology and Media (TAM) Division of the Council for Exceptional Children (CEC). He is a frequent conference presenter and national workshop leader. To participate in the discussion, sign up for the Technology and Literacy List at http://www.nifl.gov/mailman/listinfo/Technology From kabeall at comcast.net Wed Aug 30 07:53:21 2006 From: kabeall at comcast.net (Kaye Beall) Date: Wed, 30 Aug 2006 07:53:21 -0400 Subject: [WomenLiteracy 518] New from NCSALL--NCSALL by Role Message-ID: <002e01c6cc2a$e45ed230$0202a8c0@your4105e587b6> NCSALL by Role This new section of NCSALL's Web site offers a variety of professional development ideas on: * adult multiple intelligences * adult student persistence * authentic context * General Educational Development (GED) * reading Professional developers and program administrators access guides for facilitating half-day seminars and multi-session study circles. Policymakers read relevant research articles and reflect on policy-related questions. Teachers and tutors access self-studies that invite them to (1) read the related research, (2) reflect on this research and their practice, and (3) focus on an aspect of their practice. Check out NCSALL by Role at http://www.ncsall.net/?id=787. **************** Kaye Beall Outreach Coordinator/NCSALL Dissemination Project World Education 4401 S. Madison St. Muncie, IN 47302 Tel: 765-717-3942 Fax: 208-694-8262 kaye_beall at worlded.org http://www.ncsall.net -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20060830/7770e068/attachment.html From ALCDGG at langate.gsu.edu Wed Aug 30 12:27:53 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Wed, 30 Aug 2006 12:27:53 -0400 Subject: [WomenLiteracy 519] Re: the other In-Reply-To: References: Message-ID: <44F5844902000031000026BC@mailsrv4.gsu.edu> Ryan and Andres raise very good points. I wonder what would happen if we think of all of this as a continuum and therefore, realize that we have all been survivors of some kind of abuse and have all perpetrated some kind of abuse. For example, many of us as children have been "picked on" and have done our share of "picking on others" What would happen if we stopped thinking of survivors and perps as "the other" and realize that some of that resides in each one of us? Would we be diluting the importance and impact of severe abuse, or would it be a step in starting to talk about abuse in the open? Would it help create a safe classroom for our learners, or would it have an opposite effect? Daphne >>> "Muro, Andres" 8/25/2006 6:17:47 PM >>> Ryan, taking your argument a step further, I wonder how many of us are perps of violence too. We may be, in our efforts to teach and to create spaces for the students, crating spaces that perpetuate violence too. One thing that I usually talk about w/ teachers, is the fact that many teachers raise their voices, or slam things once in a while. They may not realize this, but a victim of violence will find this very unsettling. In fact, most teachers never discuss domestic violence in teachers prep courses. So, in a way, they are creating or perpetuating violent spaces w/o being aware. Also. what is the extent to which we perpetuate violence by "othering" (abnormalizing) certain groups. For example, do we use texts that only represent heterosexual relationships? Do we use texts, or stories or movies that show happy families, happy endings and stories ( a la Cosby show)? Do the literature and movies, tv shows, etc always portrait nice comfortable dwellings, people driving nice cars, etc. While teachers may not be conscious of this, they are creating environments that may abnormalize or "other" the lifestyles of many of our students. Also, are we moody, cynical, sarcastic, quick to judge, etc. Many of these acts can be threatening and perpetuate violence. So, to what extent are we unconscious perpetuators of violence? I have, in the past, responded, cynically, sarcastically, w/hostility, judgementally, etc in this and other listservs. In fact, I think that they might have a file about me. In a sense, I am a virtual perp of violence. While this may be amusing to some, I have talked to many people that are intimidated by this medium. Andres -----Original Message----- From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Ryan Hall Sent: Friday, August 25, 2006 6:48 AM To: The Women and Literacy Discussion List Subject: [WomenLiteracy 514] Re: the other This is a very hard question, Daphne, but one that I think should be considered. I believe that we do "other" the perps of violence, or at least of certain types of violence, and I think we do so because we just don't want to or can't allow the thoughts that violent people are actually closer to us than we think. The truth is, though, that there are many perps of violence, and they do attend the classes we teach, the meetings we have at work, our places of worship, and the gatherings we have at our house. Some even live with us. To consider all the places one shares with perps of violence is, to say the least, disturbing. Who wants to believe that their friend, colleague, student, professor, minister, or even relative is connected in any way to violent behavior? No one, of course, which is why people are so surprised to find out things like their minister sexually abuses members of the congregation, or their friends beat their children, or that their neighbor murdered or tortured someone, etc. I think, though, too that, just as we "other" survivors of violence less when we realize we know survivors, we would "other" perps less, too, if we realized that we knew one. I think this is true because, when we find out we know a perp, we would almost instantly ask why- why did this person--a person I consider to be such a nice person, a good friend, etc.--do such a horrible thing? Usually, there is an explanation for the violence that makes us understand why, even if we can never excuse what was done (because I'm not saying violence of any sort should ever be excused). And, usually, perps of violence have either been or are still also victims of violence. Knowing that they exist is not the hard part for me- it's the question of interaction that gets me. This is what I have come up with after having to teach classes that I was pretty certain had at least one perp in them. I could be oversimplifying this, but I think that we do need to consider that, not only do we encounter victims and survivors of violence regularly, but that some of them are also perps of violence. Should we act any differently knowing that there are more perps of violence in the spaces we occupy? I guess that depends on your beliefs about the way we should treat people in general. If you are a person who believes that you must mask your opinions and beliefs about certain things so that you don't offend certain people, then maybe you do need to make some changes. If you are a person who strives to be respectful and considerate of all people no matter who you are around, however, then I think considering that people are different in many different aspects and for many different reasons may be enough...because you're just going to be nice to everyone anyway. I think the same goes for teaching- we must strive to be respectful, considerate, and sensitive to the fact that the content we teach and the activities we ask students to do will have a different effect on each of them depending on their personal situation. If you are able to do that, then you will also be able to tell when a student is having difficulty with what you are asking him/her to do- at least in most cases. Ryan On 8/23/06 5:00 PM, "Daphne Greenberg" wrote: > The previous discussion sparked by the readings made me think about a > few things, and then today on NPR I heard something which made me want > to pose a question to this group. > As mentioned in this listserv, those of us who have not endured > violence in our lives sometimes think of people who have endured > violence as "the other" and we are often confronted with realizing this > when we hear our friends/colleagues talk about violence in their lives, > and suddenly, "the other" is not "the other" any longer. Many say that > this is one of the things that perpetuates the frequency of violence, > that as a society, we simply do not really acknowledge how pervasive, > common, and frequent it is. > A topic that we talk about even less, and I think "other" even more, is > the perpetrator of violence. If we ourselves have not perpetrated > violence, we often think of "perps" as the "other." > My question to the group is: Are "perps" really as much of the "other" > as we often make them seem to be? This is something that I often wonder > about. For example, we often hear that torturers are known as loving > family members. We hear that people are shocked to find out that their > friend is a secret serial murderer. People are shocked to hear that a > beloved teacher has been sexually abusing her students. We tend to > forget that whole communities are involved in atrocities that occurred > in the Holocaust, in Bosnia, in Darfur, etc., etc. I could go on and on. > The NPR commentator today talked about how ordinary people are involved > in many world atrocities. > We talk on this listserv about the need to realize that amongst are > individuals who have been abused and are being abused. Do we also need > to talk about the fact that amongst are individuals who have been, > and/or are currently perpetrators of abuse? > For example, we talk about the need to be careful when we read aloud > passages that involve abuse, because it may be triggering for some of > our learners who are survivors. Well, what about the perpetrators who > are teachers, or learners? Do we need to think about them, and the > impact reading aloud passages have on them? > I wonder what would happen if we acknowledged that in our classrooms, > our research meetings, our corporate meetings, etc., etc. we probably > have both survivors and perpetrators. Would that change the way we > teach, the way we interact? > Any thoughts? > Daphne > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy From Janet_Isserlis at brown.edu Wed Aug 30 12:41:59 2006 From: Janet_Isserlis at brown.edu (Janet Isserlis) Date: Wed, 30 Aug 2006 12:41:59 -0400 Subject: [WomenLiteracy 520] Re: the other In-Reply-To: <44F5844902000031000026BC@mailsrv4.gsu.edu> Message-ID: Or what if we realize that at some point we're always one or the other (no hideous pun intended) - and that there is something of a continuum of overlapping oppressions... I'm thinking of an article brought to my attention some time ago by Moon Joyce and Jenny Horsman, entitled, The Race to Innocence: Confronting Hierarchical Relations Among Women by M.L. Fellows and Sherene Razack (google search for some preliminary supplemental resources: http://www.google.com/search?hl=en&sa=X&oi=spell&resnum=0&ct=result&cd=1&q=% 22the+race+to+innocence%22+%2B+razack&spell=1) While the article isn't directly related to the topic at hand, the notion of heirarchical relations, I think, does have some bearing. Janet Isserlis > From: Daphne Greenberg > Reply-To: The Women and Literacy Discussion List > Date: Wed, 30 Aug 2006 12:27:53 -0400 > To: The Women and Literacy Discussion List > Subject: [WomenLiteracy 519] Re: the other > > Ryan and Andres raise very good points. I wonder what would happen if we > think of all of this as a continuum and therefore, realize that we have > all been survivors of some kind of abuse and have all perpetrated some > kind of abuse. For example, many of us as children have been "picked on" > and have done our share of "picking on others" > What would happen if we stopped thinking of survivors and perps as "the > other" and realize that some of that resides in each one of us? Would we > be diluting the importance and impact of severe abuse, or would it be a > step in starting to talk about abuse in the open? Would it help create a > safe classroom for our learners, or would it have an opposite effect? > Daphne > > >>>> "Muro, Andres" 8/25/2006 6:17:47 PM >>> > Ryan, taking your argument a step further, I wonder how many of us are > perps of violence too. We may be, in our efforts to teach and to > create > spaces for the students, crating spaces that perpetuate violence too. > > One thing that I usually talk about w/ teachers, is the fact that many > teachers raise their voices, or slam things once in a while. They may > not realize this, but a victim of violence will find this very > unsettling. In fact, most teachers never discuss domestic violence in > teachers prep courses. So, in a way, they are creating or perpetuating > violent spaces w/o being aware. > > Also. what is the extent to which we perpetuate violence by "othering" > (abnormalizing) certain groups. For example, do we use texts that only > represent heterosexual relationships? Do we use texts, or stories or > movies that show happy families, happy endings and stories ( a la > Cosby > show)? Do the literature and movies, tv shows, etc always portrait > nice > comfortable dwellings, people driving nice cars, etc. While teachers > may > not be conscious of this, they are creating environments that may > abnormalize or "other" the lifestyles of many of our students. Also, > are > we moody, cynical, sarcastic, quick to judge, etc. Many of these acts > can be threatening and perpetuate violence. So, to what extent are we > unconscious perpetuators of violence? > > I have, in the past, responded, cynically, sarcastically, w/hostility, > judgementally, etc in this and other listservs. In fact, I think that > they might have a file about me. In a sense, I am a virtual perp of > violence. While this may be amusing to some, I have talked to many > people that are intimidated by this medium. > > Andres > > -----Original Message----- > From: womenliteracy-bounces at nifl.gov > [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Ryan Hall > Sent: Friday, August 25, 2006 6:48 AM > To: The Women and Literacy Discussion List > Subject: [WomenLiteracy 514] Re: the other > > This is a very hard question, Daphne, but one that I think should be > considered. > > I believe that we do "other" the perps of violence, or at least of > certain > types of violence, and I think we do so because we just don't want to > or > can't allow the thoughts that violent people are actually closer to us > than > we think. The truth is, though, that there are many perps of violence, > and > they do attend the classes we teach, the meetings we have at work, our > places of worship, and the gatherings we have at our house. Some even > live > with us. To consider all the places one shares with perps of violence > is, to > say the least, disturbing. Who wants to believe that their friend, > colleague, student, professor, minister, or even relative is connected > in > any way to violent behavior? No one, of course, which is why people > are > so > surprised to find out things like their minister sexually abuses > members > of > the congregation, or their friends beat their children, or that their > neighbor murdered or tortured someone, etc. > > I think, though, too that, just as we "other" survivors of violence > less > when we realize we know survivors, we would "other" perps less, too, > if > we > realized that we knew one. I think this is true because, when we find > out we > know a perp, we would almost instantly ask why- why did this person--a > person I consider to be such a nice person, a good friend, etc.--do > such > a > horrible thing? Usually, there is an explanation for the violence that > makes > us understand why, even if we can never excuse what was done (because > I'm > not saying violence of any sort should ever be excused). And, usually, > perps > of violence have either been or are still also victims of violence. > > Knowing that they exist is not the hard part for me- it's the question > of > interaction that gets me. This is what I have come up with after > having > to > teach classes that I was pretty certain had at least one perp in them. > I > could be oversimplifying this, but I think that we do need to consider > that, > not only do we encounter victims and survivors of violence regularly, > but > that some of them are also perps of violence. Should we act any > differently > knowing that there are more perps of violence in the spaces we occupy? > I > guess that depends on your beliefs about the way we should treat > people > in > general. If you are a person who believes that you must mask your > opinions > and beliefs about certain things so that you don't offend certain > people, > then maybe you do need to make some changes. If you are a person who > strives > to be respectful and considerate of all people no matter who you are > around, > however, then I think considering that people are different in many > different aspects and for many different reasons may be > enough...because > you're just going to be nice to everyone anyway. I think the same goes > for > teaching- we must strive to be respectful, considerate, and sensitive > to > the > fact that the content we teach and the activities we ask students to > do > will > have a different effect on each of them depending on their personal > situation. If you are able to do that, then you will also be able to > tell > when a student is having difficulty with what you are asking him/her > to > do- > at least in most cases. > Ryan > > > > On 8/23/06 5:00 PM, "Daphne Greenberg" wrote: > >> The previous discussion sparked by the readings made me think about > a >> few things, and then today on NPR I heard something which made me > want >> to pose a question to this group. >> As mentioned in this listserv, those of us who have not endured >> violence in our lives sometimes think of people who have endured >> violence as "the other" and we are often confronted with realizing > this >> when we hear our friends/colleagues talk about violence in their > lives, >> and suddenly, "the other" is not "the other" any longer. Many say > that >> this is one of the things that perpetuates the frequency of > violence, >> that as a society, we simply do not really acknowledge how > pervasive, >> common, and frequent it is. >> A topic that we talk about even less, and I think "other" even more, > is >> the perpetrator of violence. If we ourselves have not perpetrated >> violence, we often think of "perps" as the "other." >> My question to the group is: Are "perps" really as much of the > "other" >> as we often make them seem to be? This is something that I often > wonder >> about. For example, we often hear that torturers are known as loving >> family members. We hear that people are shocked to find out that > their >> friend is a secret serial murderer. People are shocked to hear that > a >> beloved teacher has been sexually abusing her students. We tend to >> forget that whole communities are involved in atrocities that > occurred >> in the Holocaust, in Bosnia, in Darfur, etc., etc. I could go on and > on. >> The NPR commentator today talked about how ordinary people are > involved >> in many world atrocities. >> We talk on this listserv about the need to realize that amongst are >> individuals who have been abused and are being abused. Do we also > need >> to talk about the fact that amongst are individuals who have been, >> and/or are currently perpetrators of abuse? >> For example, we talk about the need to be careful when we read aloud >> passages that involve abuse, because it may be triggering for some > of >> our learners who are survivors. Well, what about the perpetrators > who >> are teachers, or learners? Do we need to think about them, and the >> impact reading aloud passages have on them? >> I wonder what would happen if we acknowledged that in our > classrooms, >> our research meetings, our corporate meetings, etc., etc. we > probably >> have both survivors and perpetrators. Would that change the way we >> teach, the way we interact? >> Any thoughts? >> Daphne >> ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/womenliteracy > > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy From sjrhodes at tampabay.rr.com Wed Aug 30 13:20:38 2006 From: sjrhodes at tampabay.rr.com (sjrhodes at tampabay.rr.com) Date: Wed, 30 Aug 2006 13:20:38 -0400 Subject: [WomenLiteracy 521] Re: the other In-Reply-To: <44F5844902000031000026BC@mailsrv4.gsu.edu> References: <44F5844902000031000026BC@mailsrv4.gsu.edu> Message-ID: Interesting comments. However, I think the subject of the trauma student and being able to focus on learning is the bottom line of the issue. As educators, we may have had trauma, or may even be living in an abusive relationship - that should not affect how we treat any of the literacy students. If, statistically, we presume that most have been abused or abused, as a child or adult, then we can understand that we are all human, with limitations. The "other" doesn't really exist, because if there is such a person that has never experienced trauma, that would be an isolated case. Not to over simplify, but I believe that training for the educator is a must, in order to identify, objectively, the abuse factor. Maybe, we should consider ourselves "others" that have had therapy and insights to our own issues, but to bring it out in open discussion is victimization to those not able to cope with their issues, at the time. As we've read, I do believe that creating a safe and comfortable learning environment is the key to draw out people that want to change, whether they are survivors or perps or know of someone that was severely abused - No, I think that building trust is a way to best serve our learners with information that they may need to heal. Learning will come, once the student gains focus and motivation to learn. If the learner needs referrals to support groups or services that can truly help them through the trauma, maintain an up-to-date brochure tree or discuss services available, in an inclusive way. Positive messages, inviting programs with mutual respect, appropriate learning materials, and a warm, safe environment is really the basic necessity to induce a collaborative learning environment, from what I've seen. Shirley ----- Original Message ----- From: Daphne Greenberg Date: Wednesday, August 30, 2006 12:30 pm Subject: [WomenLiteracy 519] Re: the other To: The Women and Literacy Discussion List > Ryan and Andres raise very good points. I wonder what would happen > if we > think of all of this as a continuum and therefore, realize that we > haveall been survivors of some kind of abuse and have all > perpetrated some > kind of abuse. For example, many of us as children have been > "picked on" > and have done our share of "picking on others" > What would happen if we stopped thinking of survivors and perps as > "theother" and realize that some of that resides in each one of > us? Would we > be diluting the importance and impact of severe abuse, or would it > be a > step in starting to talk about abuse in the open? Would it help > create a > safe classroom for our learners, or would it have an opposite effect? > Daphne > > > >>> "Muro, Andres" 8/25/2006 6:17:47 PM >>> > Ryan, taking your argument a step further, I wonder how many of us are > perps of violence too. We may be, in our efforts to teach and to > create > spaces for the students, crating spaces that perpetuate violence > too. > > One thing that I usually talk about w/ teachers, is the fact that many > teachers raise their voices, or slam things once in a while. They may > not realize this, but a victim of violence will find this very > unsettling. In fact, most teachers never discuss domestic violence in > teachers prep courses. So, in a way, they are creating or perpetuating > violent spaces w/o being aware. > > Also. what is the extent to which we perpetuate violence by "othering" > (abnormalizing) certain groups. For example, do we use texts that only > represent heterosexual relationships? Do we use texts, or stories or > movies that show happy families, happy endings and stories ( a la > Cosby > show)? Do the literature and movies, tv shows, etc always portrait > nice > comfortable dwellings, people driving nice cars, etc. While teachers > may > not be conscious of this, they are creating environments that may > abnormalize or "other" the lifestyles of many of our students. Also, > are > we moody, cynical, sarcastic, quick to judge, etc. Many of these acts > can be threatening and perpetuate violence. So, to what extent are we > unconscious perpetuators of violence? > > I have, in the past, responded, cynically, sarcastically, w/hostility, > judgementally, etc in this and other listservs. In fact, I think that > they might have a file about me. In a sense, I am a virtual perp of > violence. While this may be amusing to some, I have talked to many > people that are intimidated by this medium. > > Andres > > -----Original Message----- > From: womenliteracy-bounces at nifl.gov > [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Ryan Hall > Sent: Friday, August 25, 2006 6:48 AM > To: The Women and Literacy Discussion List > Subject: [WomenLiteracy 514] Re: the other > > This is a very hard question, Daphne, but one that I think should be > considered. > > I believe that we do "other" the perps of violence, or at least of > certain > types of violence, and I think we do so because we just don't want to > or > can't allow the thoughts that violent people are actually closer > to us > than > we think. The truth is, though, that there are many perps of violence, > and > they do attend the classes we teach, the meetings we have at work, our > places of worship, and the gatherings we have at our house. Some even > live > with us. To consider all the places one shares with perps of violence > is, to > say the least, disturbing. Who wants to believe that their friend, > colleague, student, professor, minister, or even relative is connected > in > any way to violent behavior? No one, of course, which is why people > are > so > surprised to find out things like their minister sexually abuses > members > of > the congregation, or their friends beat their children, or that their > neighbor murdered or tortured someone, etc. > > I think, though, too that, just as we "other" survivors of violence > less > when we realize we know survivors, we would "other" perps less, too, > if > we > realized that we knew one. I think this is true because, when we find > out we > know a perp, we would almost instantly ask why- why did this > person--a > person I consider to be such a nice person, a good friend, etc.--do > such > a > horrible thing? Usually, there is an explanation for the violence that > makes > us understand why, even if we can never excuse what was done (because > I'm > not saying violence of any sort should ever be excused). And, usually, > perps > of violence have either been or are still also victims of violence. > > Knowing that they exist is not the hard part for me- it's the question > of > interaction that gets me. This is what I have come up with after > having > to > teach classes that I was pretty certain had at least one perp in them. > I > could be oversimplifying this, but I think that we do need to consider > that, > not only do we encounter victims and survivors of violence regularly, > but > that some of them are also perps of violence. Should we act any > differently > knowing that there are more perps of violence in the spaces we occupy? > I > guess that depends on your beliefs about the way we should treat > people > in > general. If you are a person who believes that you must mask your > opinions > and beliefs about certain things so that you don't offend certain > people, > then maybe you do need to make some changes. If you are a person who > strives > to be respectful and considerate of all people no matter who you are > around, > however, then I think considering that people are different in many > different aspects and for many different reasons may be > enough...because > you're just going to be nice to everyone anyway. I think the same goes > for > teaching- we must strive to be respectful, considerate, and sensitive > to > the > fact that the content we teach and the activities we ask students to > do > will > have a different effect on each of them depending on their personal > situation. If you are able to do that, then you will also be able to > tell > when a student is having difficulty with what you are asking him/her > to > do- > at least in most cases. > Ryan > > > > On 8/23/06 5:00 PM, "Daphne Greenberg" wrote: > > > The previous discussion sparked by the readings made me think about > a > > few things, and then today on NPR I heard something which made me > want > > to pose a question to this group. > > As mentioned in this listserv, those of us who have not endured > > violence in our lives sometimes think of people who have endured > > violence as "the other" and we are often confronted with realizing > this > > when we hear our friends/colleagues talk about violence in their > lives, > > and suddenly, "the other" is not "the other" any longer. Many say > that > > this is one of the things that perpetuates the frequency of > violence, > > that as a society, we simply do not really acknowledge how > pervasive, > > common, and frequent it is. > > A topic that we talk about even less, and I think "other" even more, > is > > the perpetrator of violence. If we ourselves have not perpetrated > > violence, we often think of "perps" as the "other." > > My question to the group is: Are "perps" really as much of the > "other" > > as we often make them seem to be? This is something that I often > wonder > > about. For example, we often hear that torturers are known as loving > > family members. We hear that people are shocked to find out that > their > > friend is a secret serial murderer. People are shocked to hear that > a > > beloved teacher has been sexually abusing her students. We tend to > > forget that whole communities are involved in atrocities that > occurred > > in the Holocaust, in Bosnia, in Darfur, etc., etc. I could go on and > on. > > The NPR commentator today talked about how ordinary people are > involved > > in many world atrocities. > > We talk on this listserv about the need to realize that amongst are > > individuals who have been abused and are being abused. Do we also > need > > to talk about the fact that amongst are individuals who have been, > > and/or are currently perpetrators of abuse? > > For example, we talk about the need to be careful when we read aloud > > passages that involve abuse, because it may be triggering for some > of > > our learners who are survivors. Well, what about the perpetrators > who > > are teachers, or learners? Do we need to think about them, and the > > impact reading aloud passages have on them? > > I wonder what would happen if we acknowledged that in our > classrooms, > > our research meetings, our corporate meetings, etc., etc. we > probably > > have both survivors and perpetrators. Would that change the way we > > teach, the way we interact? > > Any thoughts? > > Daphne > > ---------------------------------------------------- > > National Institute for Literacy > > Women and Literacy mailing list > > WomenLiteracy at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/womenliteracy > > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20060830/36e61c8f/attachment.html From Mylinh.Nguyen at ed.gov Wed Aug 30 13:17:30 2006 From: Mylinh.Nguyen at ed.gov (Nguyen, My Linh) Date: Wed, 30 Aug 2006 13:17:30 -0400 Subject: [WomenLiteracy 522] NIFL Webcast Now Available in Archive Message-ID: Hi Everyone, The National Institute for Literacy has now made available an archived version of its latest webcast: "Adults with Basic and Below Basic Literacy Levels: Findings from NAAL and Implications for Practice" from August 15, 2006. We have made the entire webcast available (include transcript and slides for download) on our website at www.nifl.gov. Look under the heading "What's New." Thank you. My Linh Nguyen Associate Director of Communications National Institute for Literacy (202) 233-2041 fax (202) 233-2050 mnguyen at nifl.gov From sjrhodes at tampabay.rr.com Wed Aug 30 14:34:35 2006 From: sjrhodes at tampabay.rr.com (sjrhodes at tampabay.rr.com) Date: Wed, 30 Aug 2006 14:34:35 -0400 Subject: [WomenLiteracy 523] Re: the other In-Reply-To: References: <44F5844902000031000026BC@mailsrv4.gsu.edu> Message-ID: Janet, this is a great article/resource and especially the quote, "I do want to learn as much as possible about diverse world views. However, if that is all I do, I risk locking myself and 'the other' into cultural stereotypes. Culture and identity are fluid, changing over time and with each individual and situation." (Source: http://www.brown.edu/Departments/Swearer_Center/Literacy_Resources/wells.html) However, if abuse/trauma is the issue of focusing on learning/communicating, etc., the number of women that have been abused crosses all sterotypes - but, it did bring to my mind of how we, as women, keep ourselves in a "victim" state of being. We can change how we experience trauma victims, albeit ourselves, our co-worker, our student. Additionally, more and more victims are being identified and stigmatized by locking into "the other" cultural stereotype, by prejudice and bias against people. It also makes me think of a women I met from Tampa at a Proliteracy Regional meeting. This woman worked only with refugees, and I was shocked, not just by any abuse issues, but cultural differences in cleanliness, and other differences. Yes, by applying the feminist approach to all learners, I do believe that we can avoid "locking ourselves" into a mind set and keep learning about people, in general. But, I do maintain that we must have the strength to keep ourselves from creating the "other" or labeling or look at the ways we treat victims, by remaining "fluid" in our approaches to learning and trends, but stay in touch with our students on an individual basis. Empowerment and self-sufficiency must still play major roles in literacy training, for any individual. Shirley ----- Original Message ----- From: Janet Isserlis Date: Wednesday, August 30, 2006 2:09 pm Subject: [WomenLiteracy 520] Re: the other To: The Women and Literacy Discussion List > Or what if we realize that at some point we're always one or the > other (no > hideous pun intended) - and that there is something of a continuum of > overlapping oppressions... > > I'm thinking of an article brought to my attention some time ago > by Moon > Joyce and Jenny Horsman, entitled, The Race to Innocence: Confronting > Hierarchical Relations Among Women by M.L. Fellows and Sherene Razack > > (google search for some preliminary supplemental resources: > http://www.google.com/search?hl=en&sa=X&oi=spell&resnum=0&ct=result&cd=1&q=% > 22the+race+to+innocence%22+%2B+razack&spell=1) > > While the article isn't directly related to the topic at hand, the > notion of > heirarchical relations, I think, does have some bearing. > > Janet Isserlis > > > > From: Daphne Greenberg > > Reply-To: The Women and Literacy Discussion List > > Date: Wed, 30 Aug 2006 12:27:53 -0400 > > To: The Women and Literacy Discussion List > > Subject: [WomenLiteracy 519] Re: the other > > > > Ryan and Andres raise very good points. I wonder what would > happen if we > > think of all of this as a continuum and therefore, realize that > we have > > all been survivors of some kind of abuse and have all > perpetrated some > > kind of abuse. For example, many of us as children have been > "picked on" > > and have done our share of "picking on others" > > What would happen if we stopped thinking of survivors and perps > as "the > > other" and realize that some of that resides in each one of us? > Would we > > be diluting the importance and impact of severe abuse, or would > it be a > > step in starting to talk about abuse in the open? Would it help > create a > > safe classroom for our learners, or would it have an opposite > effect?> Daphne > > > > > >>>> "Muro, Andres" 8/25/2006 6:17:47 PM >>> > > Ryan, taking your argument a step further, I wonder how many of > us are > > perps of violence too. We may be, in our efforts to teach and to > > create > > spaces for the students, crating spaces that perpetuate violence > too.> > > One thing that I usually talk about w/ teachers, is the fact > that many > > teachers raise their voices, or slam things once in a while. > They may > > not realize this, but a victim of violence will find this very > > unsettling. In fact, most teachers never discuss domestic > violence in > > teachers prep courses. So, in a way, they are creating or > perpetuating> violent spaces w/o being aware. > > > > Also. what is the extent to which we perpetuate violence by > "othering"> (abnormalizing) certain groups. For example, do we use > texts that only > > represent heterosexual relationships? Do we use texts, or > stories or > > movies that show happy families, happy endings and stories ( a la > > Cosby > > show)? Do the literature and movies, tv shows, etc always portrait > > nice > > comfortable dwellings, people driving nice cars, etc. While teachers > > may > > not be conscious of this, they are creating environments that may > > abnormalize or "other" the lifestyles of many of our students. Also, > > are > > we moody, cynical, sarcastic, quick to judge, etc. Many of these > acts> can be threatening and perpetuate violence. So, to what > extent are we > > unconscious perpetuators of violence? > > > > I have, in the past, responded, cynically, sarcastically, > w/hostility,> judgementally, etc in this and other listservs. In > fact, I think that > > they might have a file about me. In a sense, I am a virtual perp of > > violence. While this may be amusing to some, I have talked to many > > people that are intimidated by this medium. > > > > Andres > > > > -----Original Message----- > > From: womenliteracy-bounces at nifl.gov > > [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Ryan Hall > > Sent: Friday, August 25, 2006 6:48 AM > > To: The Women and Literacy Discussion List > > Subject: [WomenLiteracy 514] Re: the other > > > > This is a very hard question, Daphne, but one that I think > should be > > considered. > > > > I believe that we do "other" the perps of violence, or at least of > > certain > > types of violence, and I think we do so because we just don't > want to > > or > > can't allow the thoughts that violent people are actually closer > to us > > than > > we think. The truth is, though, that there are many perps of > violence,> and > > they do attend the classes we teach, the meetings we have at > work, our > > places of worship, and the gatherings we have at our house. Some > even> live > > with us. To consider all the places one shares with perps of > violence> is, to > > say the least, disturbing. Who wants to believe that their friend, > > colleague, student, professor, minister, or even relative is > connected> in > > any way to violent behavior? No one, of course, which is why people > > are > > so > > surprised to find out things like their minister sexually abuses > > members > > of > > the congregation, or their friends beat their children, or that > their> neighbor murdered or tortured someone, etc. > > > > I think, though, too that, just as we "other" survivors of violence > > less > > when we realize we know survivors, we would "other" perps less, too, > > if > > we > > realized that we knew one. I think this is true because, when we > find> out we > > know a perp, we would almost instantly ask why- why did this > person--a > > person I consider to be such a nice person, a good friend, etc.--do > > such > > a > > horrible thing? Usually, there is an explanation for the > violence that > > makes > > us understand why, even if we can never excuse what was done > (because> I'm > > not saying violence of any sort should ever be excused). And, > usually,> perps > > of violence have either been or are still also victims of violence. > > > > Knowing that they exist is not the hard part for me- it's the > question> of > > interaction that gets me. This is what I have come up with after > > having > > to > > teach classes that I was pretty certain had at least one perp in > them.> I > > could be oversimplifying this, but I think that we do need to > consider> that, > > not only do we encounter victims and survivors of violence > regularly,> but > > that some of them are also perps of violence. Should we act any > > differently > > knowing that there are more perps of violence in the spaces we > occupy?> I > > guess that depends on your beliefs about the way we should treat > > people > > in > > general. If you are a person who believes that you must mask your > > opinions > > and beliefs about certain things so that you don't offend certain > > people, > > then maybe you do need to make some changes. If you are a person who > > strives > > to be respectful and considerate of all people no matter who you are > > around, > > however, then I think considering that people are different in many > > different aspects and for many different reasons may be > > enough...because > > you're just going to be nice to everyone anyway. I think the > same goes > > for > > teaching- we must strive to be respectful, considerate, and > sensitive> to > > the > > fact that the content we teach and the activities we ask > students to > > do > > will > > have a different effect on each of them depending on their personal > > situation. If you are able to do that, then you will also be > able to > > tell > > when a student is having difficulty with what you are asking him/her > > to > > do- > > at least in most cases. > > Ryan > > > > > > > > On 8/23/06 5:00 PM, "Daphne Greenberg" > wrote:> > >> The previous discussion sparked by the readings made me think about > > a > >> few things, and then today on NPR I heard something which made me > > want > >> to pose a question to this group. > >> As mentioned in this listserv, those of us who have not endured > >> violence in our lives sometimes think of people who have endured > >> violence as "the other" and we are often confronted with realizing > > this > >> when we hear our friends/colleagues talk about violence in their > > lives, > >> and suddenly, "the other" is not "the other" any longer. Many say > > that > >> this is one of the things that perpetuates the frequency of > > violence, > >> that as a society, we simply do not really acknowledge how > > pervasive, > >> common, and frequent it is. > >> A topic that we talk about even less, and I think "other" even > more,> is > >> the perpetrator of violence. If we ourselves have not perpetrated > >> violence, we often think of "perps" as the "other." > >> My question to the group is: Are "perps" really as much of the > > "other" > >> as we often make them seem to be? This is something that I often > > wonder > >> about. For example, we often hear that torturers are known as > loving>> family members. We hear that people are shocked to find > out that > > their > >> friend is a secret serial murderer. People are shocked to hear that > > a > >> beloved teacher has been sexually abusing her students. We tend to > >> forget that whole communities are involved in atrocities that > > occurred > >> in the Holocaust, in Bosnia, in Darfur, etc., etc. I could go > on and > > on. > >> The NPR commentator today talked about how ordinary people are > > involved > >> in many world atrocities. > >> We talk on this listserv about the need to realize that amongst are > >> individuals who have been abused and are being abused. Do we also > > need > >> to talk about the fact that amongst are individuals who have been, > >> and/or are currently perpetrators of abuse? > >> For example, we talk about the need to be careful when we read > aloud>> passages that involve abuse, because it may be triggering > for some > > of > >> our learners who are survivors. Well, what about the perpetrators > > who > >> are teachers, or learners? Do we need to think about them, and the > >> impact reading aloud passages have on them? > >> I wonder what would happen if we acknowledged that in our > > classrooms, > >> our research meetings, our corporate meetings, etc., etc. we > > probably > >> have both survivors and perpetrators. Would that change the way we > >> teach, the way we interact? > >> Any thoughts? > >> Daphne > >> ---------------------------------------------------- > >> National Institute for Literacy > >> Women and Literacy mailing list > >> WomenLiteracy at nifl.gov > >> To unsubscribe or change your subscription settings, please go to > >> http://www.nifl.gov/mailman/listinfo/womenliteracy > > > > > > ---------------------------------------------------- > > National Institute for Literacy > > Women and Literacy mailing list > > WomenLiteracy at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/womenliteracy > > ---------------------------------------------------- > > National Institute for Literacy > > Women and Literacy mailing list > > WomenLiteracy at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/womenliteracy > > ---------------------------------------------------- > > National Institute for Literacy > > Women and Literacy mailing list > > WomenLiteracy at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/womenliteracy > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20060830/4f26c6c2/attachment.html From ednahoover at hotmail.com Wed Aug 30 15:32:21 2006 From: ednahoover at hotmail.com (Edna Hoover) Date: Wed, 30 Aug 2006 15:32:21 -0400 Subject: [WomenLiteracy 524] Re: the other References: Message-ID: janet- can't get your link to work, any other way to access the race to innocence article online? ahuva ----- Original Message ----- From: "Janet Isserlis" To: "The Women and Literacy Discussion List" Sent: Wednesday, August 30, 2006 12:41 PM Subject: [WomenLiteracy 520] Re: the other > Or what if we realize that at some point we're always one or the other (no > hideous pun intended) - and that there is something of a continuum of > overlapping oppressions... > > I'm thinking of an article brought to my attention some time ago by Moon > Joyce and Jenny Horsman, entitled, The Race to Innocence: Confronting > Hierarchical Relations Among Women by M.L. Fellows and Sherene Razack > > (google search for some preliminary supplemental resources: > http://www.google.com/search?hl=en&sa=X&oi=spell&resnum=0&ct=result&cd=1&q=% > 22the+race+to+innocence%22+%2B+razack&spell=1) > > While the article isn't directly related to the topic at hand, the notion > of > heirarchical relations, I think, does have some bearing. > > Janet Isserlis > > >> From: Daphne Greenberg >> Reply-To: The Women and Literacy Discussion List >> Date: Wed, 30 Aug 2006 12:27:53 -0400 >> To: The Women and Literacy Discussion List >> Subject: [WomenLiteracy 519] Re: the other >> >> Ryan and Andres raise very good points. I wonder what would happen if we >> think of all of this as a continuum and therefore, realize that we have >> all been survivors of some kind of abuse and have all perpetrated some >> kind of abuse. For example, many of us as children have been "picked on" >> and have done our share of "picking on others" >> What would happen if we stopped thinking of survivors and perps as "the >> other" and realize that some of that resides in each one of us? Would we >> be diluting the importance and impact of severe abuse, or would it be a >> step in starting to talk about abuse in the open? Would it help create a >> safe classroom for our learners, or would it have an opposite effect? >> Daphne >> >> >>>>> "Muro, Andres" 8/25/2006 6:17:47 PM >>> >> Ryan, taking your argument a step further, I wonder how many of us are >> perps of violence too. We may be, in our efforts to teach and to >> create >> spaces for the students, crating spaces that perpetuate violence too. >> >> One thing that I usually talk about w/ teachers, is the fact that many >> teachers raise their voices, or slam things once in a while. They may >> not realize this, but a victim of violence will find this very >> unsettling. In fact, most teachers never discuss domestic violence in >> teachers prep courses. So, in a way, they are creating or perpetuating >> violent spaces w/o being aware. >> >> Also. what is the extent to which we perpetuate violence by "othering" >> (abnormalizing) certain groups. For example, do we use texts that only >> represent heterosexual relationships? Do we use texts, or stories or >> movies that show happy families, happy endings and stories ( a la >> Cosby >> show)? Do the literature and movies, tv shows, etc always portrait >> nice >> comfortable dwellings, people driving nice cars, etc. While teachers >> may >> not be conscious of this, they are creating environments that may >> abnormalize or "other" the lifestyles of many of our students. Also, >> are >> we moody, cynical, sarcastic, quick to judge, etc. Many of these acts >> can be threatening and perpetuate violence. So, to what extent are we >> unconscious perpetuators of violence? >> >> I have, in the past, responded, cynically, sarcastically, w/hostility, >> judgementally, etc in this and other listservs. In fact, I think that >> they might have a file about me. In a sense, I am a virtual perp of >> violence. While this may be amusing to some, I have talked to many >> people that are intimidated by this medium. >> >> Andres >> >> -----Original Message----- >> From: womenliteracy-bounces at nifl.gov >> [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Ryan Hall >> Sent: Friday, August 25, 2006 6:48 AM >> To: The Women and Literacy Discussion List >> Subject: [WomenLiteracy 514] Re: the other >> >> This is a very hard question, Daphne, but one that I think should be >> considered. >> >> I believe that we do "other" the perps of violence, or at least of >> certain >> types of violence, and I think we do so because we just don't want to >> or >> can't allow the thoughts that violent people are actually closer to us >> than >> we think. The truth is, though, that there are many perps of violence, >> and >> they do attend the classes we teach, the meetings we have at work, our >> places of worship, and the gatherings we have at our house. Some even >> live >> with us. To consider all the places one shares with perps of violence >> is, to >> say the least, disturbing. Who wants to believe that their friend, >> colleague, student, professor, minister, or even relative is connected >> in >> any way to violent behavior? No one, of course, which is why people >> are >> so >> surprised to find out things like their minister sexually abuses >> members >> of >> the congregation, or their friends beat their children, or that their >> neighbor murdered or tortured someone, etc. >> >> I think, though, too that, just as we "other" survivors of violence >> less >> when we realize we know survivors, we would "other" perps less, too, >> if >> we >> realized that we knew one. I think this is true because, when we find >> out we >> know a perp, we would almost instantly ask why- why did this person--a >> person I consider to be such a nice person, a good friend, etc.--do >> such >> a >> horrible thing? Usually, there is an explanation for the violence that >> makes >> us understand why, even if we can never excuse what was done (because >> I'm >> not saying violence of any sort should ever be excused). And, usually, >> perps >> of violence have either been or are still also victims of violence. >> >> Knowing that they exist is not the hard part for me- it's the question >> of >> interaction that gets me. This is what I have come up with after >> having >> to >> teach classes that I was pretty certain had at least one perp in them. >> I >> could be oversimplifying this, but I think that we do need to consider >> that, >> not only do we encounter victims and survivors of violence regularly, >> but >> that some of them are also perps of violence. Should we act any >> differently >> knowing that there are more perps of violence in the spaces we occupy? >> I >> guess that depends on your beliefs about the way we should treat >> people >> in >> general. If you are a person who believes that you must mask your >> opinions >> and beliefs about certain things so that you don't offend certain >> people, >> then maybe you do need to make some changes. If you are a person who >> strives >> to be respectful and considerate of all people no matter who you are >> around, >> however, then I think considering that people are different in many >> different aspects and for many different reasons may be >> enough...because >> you're just going to be nice to everyone anyway. I think the same goes >> for >> teaching- we must strive to be respectful, considerate, and sensitive >> to >> the >> fact that the content we teach and the activities we ask students to >> do >> will >> have a different effect on each of them depending on their personal >> situation. If you are able to do that, then you will also be able to >> tell >> when a student is having difficulty with what you are asking him/her >> to >> do- >> at least in most cases. >> Ryan >> >> >> >> On 8/23/06 5:00 PM, "Daphne Greenberg" wrote: >> >>> The previous discussion sparked by the readings made me think about >> a >>> few things, and then today on NPR I heard something which made me >> want >>> to pose a question to this group. >>> As mentioned in this listserv, those of us who have not endured >>> violence in our lives sometimes think of people who have endured >>> violence as "the other" and we are often confronted with realizing >> this >>> when we hear our friends/colleagues talk about violence in their >> lives, >>> and suddenly, "the other" is not "the other" any longer. Many say >> that >>> this is one of the things that perpetuates the frequency of >> violence, >>> that as a society, we simply do not really acknowledge how >> pervasive, >>> common, and frequent it is. >>> A topic that we talk about even less, and I think "other" even more, >> is >>> the perpetrator of violence. If we ourselves have not perpetrated >>> violence, we often think of "perps" as the "other." >>> My question to the group is: Are "perps" really as much of the >> "other" >>> as we often make them seem to be? This is something that I often >> wonder >>> about. For example, we often hear that torturers are known as loving >>> family members. We hear that people are shocked to find out that >> their >>> friend is a secret serial murderer. People are shocked to hear that >> a >>> beloved teacher has been sexually abusing her students. We tend to >>> forget that whole communities are involved in atrocities that >> occurred >>> in the Holocaust, in Bosnia, in Darfur, etc., etc. I could go on and >> on. >>> The NPR commentator today talked about how ordinary people are >> involved >>> in many world atrocities. >>> We talk on this listserv about the need to realize that amongst are >>> individuals who have been abused and are being abused. Do we also >> need >>> to talk about the fact that amongst are individuals who have been, >>> and/or are currently perpetrators of abuse? >>> For example, we talk about the need to be careful when we read aloud >>> passages that involve abuse, because it may be triggering for some >> of >>> our learners who are survivors. Well, what about the perpetrators >> who >>> are teachers, or learners? Do we need to think about them, and the >>> impact reading aloud passages have on them? >>> I wonder what would happen if we acknowledged that in our >> classrooms, >>> our research meetings, our corporate meetings, etc., etc. we >> probably >>> have both survivors and perpetrators. Would that change the way we >>> teach, the way we interact? >>> Any thoughts? >>> Daphne >>> ---------------------------------------------------- >>> National Institute for Literacy >>> Women and Literacy mailing list >>> WomenLiteracy at nifl.gov >>> To unsubscribe or change your subscription settings, please go to >>> http://www.nifl.gov/mailman/listinfo/womenliteracy >> >> >> ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/womenliteracy >> ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/womenliteracy >> ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/womenliteracy > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > From Janet_Isserlis at brown.edu Wed Aug 30 17:05:55 2006 From: Janet_Isserlis at brown.edu (Janet Isserlis) Date: Wed, 30 Aug 2006 17:05:55 -0400 Subject: [WomenLiteracy 525] Re: the other In-Reply-To: Message-ID: Edna and all The link probably broke because it's so long. I just put "the race to innocence" + razack into Google to get a broad range of resources related to the article and one of the authors . Sorry for the inconvenience - janet > janet- can't get your link to work, any other way to access the race to > innocence article online? ahuva > > The Race to Innocence: Confronting >> Hierarchical Relations Among Women by M.L. Fellows and Sherene Razack >> >> (google search for some preliminary supplemental resources: >> http://www.google.com/search?hl=en&sa=X&oi=spell&resnum=0&ct=result&cd=1&q=% >> 22the+race+to+innocence%22+%2B+razack&spell=1) From alcdgg at langate.gsu.edu Wed Aug 30 19:56:55 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Wed, 30 Aug 2006 19:56:55 -0400 Subject: [WomenLiteracy 526] interesting article Message-ID: <44F5ED870200003100002947@mailsrv4.gsu.edu> There is a new article in the on-line journal "Exploring Adult Literacy" at http://literacy.kent.edu/cra/new.html The article is titled Intergenerational Literacy Programs for Incarcerated Parents and Their Families: A Review of the Literature By William R. Muth, Ph.D. Please take time to read what research has found out about the effects of family literacy activities on incarcerated parents and their children. Dianna Baycich Ohio Literacy Resource Center Research 1 - 1100 Summit Street, P.O. Box 5190 Kent State University Kent, OH 44242-0001 330.672.7841 330.672.4841 (fax) From sjrhodes at tampabay.rr.com Wed Aug 30 23:32:11 2006 From: sjrhodes at tampabay.rr.com (sjrhodes at tampabay.rr.com) Date: Wed, 30 Aug 2006 23:32:11 -0400 Subject: [WomenLiteracy 527] Re: the other In-Reply-To: References: <44F5844902000031000026BC@mailsrv4.gsu.edu> Message-ID: To all Just use the "Source" link I have listed below - it is the same article and includes bibliography, which is a bit dated, but nonetheless, very interesting. Shirley ----- Original Message ----- From: Date: Wednesday, August 30, 2006 2:34 pm Subject: Re: [WomenLiteracy 520] Re: the other To: The Women and Literacy Discussion List > Janet, this is a great article/resource and especially the quote, > "I do want to learn as much as possible about diverse world views. > However, if that is all I do, I risk locking myself and 'the > other' into cultural stereotypes. Culture and identity are fluid, > changing over time and with each individual and situation." > (Source: > http://www.brown.edu/Departments/Swearer_Center/Literacy_Resources/wells.html)However, if abuse/trauma is the issue of focusing on learning/communicating, etc., the number of women that have been abused crosses all sterotypes - but, it did bring to my mind of how we, as women, keep ourselves in a "victim" state of being. We can change how we experience trauma victims, albeit ourselves, our co-worker, our student. Additionally, more and more victims are being identified and stigmatized by locking into "the other" cultural stereotype, by prejudice and bias against people. > It also makes me think of a women I met from Tampa at a > Proliteracy Regional meeting. This woman worked only with > refugees, and I was shocked, not just by any abuse issues, but > cultural differences in cleanliness, and other differences. > Yes, by applying the feminist approach to all learners, I do > believe that we can avoid "locking ourselves" into a mind set and > keep learning about people, in general. But, I do maintain that > we must have the strength to keep ourselves from creating the > "other" or labeling or look at the ways we treat victims, by > remaining "fluid" in our approaches to learning and trends, but > stay in touch with our students on an individual basis. > Empowerment and self-sufficiency must still play major roles in > literacy training, for any individual. > Shirley > > > > ----- Original Message ----- > From: Janet Isserlis > Date: Wednesday, August 30, 2006 2:09 pm > Subject: [WomenLiteracy 520] Re: the other > To: The Women and Literacy Discussion List > > > > Or what if we realize that at some point we're always one or the > > other (no > > hideous pun intended) - and that there is something of a > continuum of > > overlapping oppressions... > > > > I'm thinking of an article brought to my attention some time ago > > by Moon > > Joyce and Jenny Horsman, entitled, The Race to Innocence: > Confronting > > Hierarchical Relations Among Women by M.L. Fellows and Sherene > Razack > > > > (google search for some preliminary supplemental resources: > > > http://www.google.com/search?hl=en&sa=X&oi=spell&resnum=0&ct=result&cd=1&q=% > > 22the+race+to+innocence%22+%2B+razack&spell=1) > > > > While the article isn't directly related to the topic at hand, > the > > notion of > > heirarchical relations, I think, does have some bearing. > > > > Janet Isserlis > > > > > > > From: Daphne Greenberg > > > Reply-To: The Women and Literacy Discussion List > > > Date: Wed, 30 Aug 2006 12:27:53 -0400 > > > To: The Women and Literacy Discussion List > > > > Subject: [WomenLiteracy 519] Re: the other > > > > > > Ryan and Andres raise very good points. I wonder what would > > happen if we > > > think of all of this as a continuum and therefore, realize > that > > we have > > > all been survivors of some kind of abuse and have all > > perpetrated some > > > kind of abuse. For example, many of us as children have been > > "picked on" > > > and have done our share of "picking on others" > > > What would happen if we stopped thinking of survivors and > perps > > as "the > > > other" and realize that some of that resides in each one of > us? > > Would we > > > be diluting the importance and impact of severe abuse, or > would > > it be a > > > step in starting to talk about abuse in the open? Would it > help > > create a > > > safe classroom for our learners, or would it have an opposite > > effect?> Daphne > > > > > > > > >>>> "Muro, Andres" 8/25/2006 6:17:47 PM >>> > > > Ryan, taking your argument a step further, I wonder how many > of > > us are > > > perps of violence too. We may be, in our efforts to teach and > to > > > create > > > spaces for the students, crating spaces that perpetuate > violence > > too.> > > > One thing that I usually talk about w/ teachers, is the fact > > that many > > > teachers raise their voices, or slam things once in a while. > > They may > > > not realize this, but a victim of violence will find this very > > > unsettling. In fact, most teachers never discuss domestic > > violence in > > > teachers prep courses. So, in a way, they are creating or > > perpetuating> violent spaces w/o being aware. > > > > > > Also. what is the extent to which we perpetuate violence by > > "othering"> (abnormalizing) certain groups. For example, do we > use > > texts that only > > > represent heterosexual relationships? Do we use texts, or > > stories or > > > movies that show happy families, happy endings and stories ( a > la > > > Cosby > > > show)? Do the literature and movies, tv shows, etc always > portrait > > > nice > > > comfortable dwellings, people driving nice cars, etc. While > teachers > > > may > > > not be conscious of this, they are creating environments that > may > > > abnormalize or "other" the lifestyles of many of our students. > Also, > > > are > > > we moody, cynical, sarcastic, quick to judge, etc. Many of > these > > acts> can be threatening and perpetuate violence. So, to what > > extent are we > > > unconscious perpetuators of violence? > > > > > > I have, in the past, responded, cynically, sarcastically, > > w/hostility,> judgementally, etc in this and other listservs. In > > fact, I think that > > > they might have a file about me. In a sense, I am a virtual > perp of > > > violence. While this may be amusing to some, I have talked to > many > > > people that are intimidated by this medium. > > > > > > Andres > > > > > > -----Original Message----- > > > From: womenliteracy-bounces at nifl.gov > > > [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Ryan Hall > > > Sent: Friday, August 25, 2006 6:48 AM > > > To: The Women and Literacy Discussion List > > > Subject: [WomenLiteracy 514] Re: the other > > > > > > This is a very hard question, Daphne, but one that I think > > should be > > > considered. > > > > > > I believe that we do "other" the perps of violence, or at > least of > > > certain > > > types of violence, and I think we do so because we just don't > > want to > > > or > > > can't allow the thoughts that violent people are actually > closer > > to us > > > than > > > we think. The truth is, though, that there are many perps of > > violence,> and > > > they do attend the classes we teach, the meetings we have at > > work, our > > > places of worship, and the gatherings we have at our house. > Some > > even> live > > > with us. To consider all the places one shares with perps of > > violence> is, to > > > say the least, disturbing. Who wants to believe that their > friend, > > > colleague, student, professor, minister, or even relative is > > connected> in > > > any way to violent behavior? No one, of course, which is why > people > > > are > > > so > > > surprised to find out things like their minister sexually > abuses > > > members > > > of > > > the congregation, or their friends beat their children, or > that > > their> neighbor murdered or tortured someone, etc. > > > > > > I think, though, too that, just as we "other" survivors of > violence > > > less > > > when we realize we know survivors, we would "other" perps > less, too, > > > if > > > we > > > realized that we knew one. I think this is true because, when > we > > find> out we > > > know a perp, we would almost instantly ask why- why did this > > person--a > > > person I consider to be such a nice person, a good friend, > etc.--do > > > such > > > a > > > horrible thing? Usually, there is an explanation for the > > violence that > > > makes > > > us understand why, even if we can never excuse what was done > > (because> I'm > > > not saying violence of any sort should ever be excused). And, > > usually,> perps > > > of violence have either been or are still also victims of > violence. > > > > > > Knowing that they exist is not the hard part for me- it's the > > question> of > > > interaction that gets me. This is what I have come up with > after > > > having > > > to > > > teach classes that I was pretty certain had at least one perp > in > > them.> I > > > could be oversimplifying this, but I think that we do need to > > consider> that, > > > not only do we encounter victims and survivors of violence > > regularly,> but > > > that some of them are also perps of violence. Should we act > any > > > differently > > > knowing that there are more perps of violence in the spaces we > > occupy?> I > > > guess that depends on your beliefs about the way we should > treat > > > people > > > in > > > general. If you are a person who believes that you must mask > your > > > opinions > > > and beliefs about certain things so that you don't offend > certain > > > people, > > > then maybe you do need to make some changes. If you are a > person who > > > strives > > > to be respectful and considerate of all people no matter who > you are > > > around, > > > however, then I think considering that people are different in > many > > > different aspects and for many different reasons may be > > > enough...because > > > you're just going to be nice to everyone anyway. I think the > > same goes > > > for > > > teaching- we must strive to be respectful, considerate, and > > sensitive> to > > > the > > > fact that the content we teach and the activities we ask > > students to > > > do > > > will > > > have a different effect on each of them depending on their > personal > > > situation. If you are able to do that, then you will also be > > able to > > > tell > > > when a student is having difficulty with what you are asking > him/her > > > to > > > do- > > > at least in most cases. > > > Ryan > > > > > > > > > > > > On 8/23/06 5:00 PM, "Daphne Greenberg" > > > wrote:> > > >> The previous discussion sparked by the readings made me think > about > > > a > > >> few things, and then today on NPR I heard something which > made me > > > want > > >> to pose a question to this group. > > >> As mentioned in this listserv, those of us who have not > endured > > >> violence in our lives sometimes think of people who have > endured > > >> violence as "the other" and we are often confronted with > realizing > > > this > > >> when we hear our friends/colleagues talk about violence in > their > > > lives, > > >> and suddenly, "the other" is not "the other" any longer. Many > say > > > that > > >> this is one of the things that perpetuates the frequency of > > > violence, > > >> that as a society, we simply do not really acknowledge how > > > pervasive, > > >> common, and frequent it is. > > >> A topic that we talk about even less, and I think "other" > even > > more,> is > > >> the perpetrator of violence. If we ourselves have not > perpetrated > > >> violence, we often think of "perps" as the "other." > > >> My question to the group is: Are "perps" really as much of > the > > > "other" > > >> as we often make them seem to be? This is something that I > often > > > wonder > > >> about. For example, we often hear that torturers are known as > > loving>> family members. We hear that people are shocked to find > > out that > > > their > > >> friend is a secret serial murderer. People are shocked to > hear that > > > a > > >> beloved teacher has been sexually abusing her students. We > tend to > > >> forget that whole communities are involved in atrocities that > > > occurred > > >> in the Holocaust, in Bosnia, in Darfur, etc., etc. I could go > > on and > > > on. > > >> The NPR commentator today talked about how ordinary people > are > > > involved > > >> in many world atrocities. > > >> We talk on this listserv about the need to realize that > amongst are > > >> individuals who have been abused and are being abused. Do we > also > > > need > > >> to talk about the fact that amongst are individuals who have > been, > > >> and/or are currently perpetrators of abuse? > > >> For example, we talk about the need to be careful when we > read > > aloud>> passages that involve abuse, because it may be > triggering > > for some > > > of > > >> our learners who are survivors. Well, what about the > perpetrators > > > who > > >> are teachers, or learners? Do we need to think about them, > and the > > >> impact reading aloud passages have on them? > > >> I wonder what would happen if we acknowledged that in our > > > classrooms, > > >> our research meetings, our corporate meetings, etc., etc. we > > > probably > > >> have both survivors and perpetrators. Would that change the > way we > > >> teach, the way we interact? > > >> Any thoughts? > > >> Daphne > > >> ---------------------------------------------------- > > >> National Institute for Literacy > > >> Women and Literacy mailing list > > >> WomenLiteracy at nifl.gov > > >> To unsubscribe or change your subscription settings, please > go to > > >> http://www.nifl.gov/mailman/listinfo/womenliteracy > > > > > > > > > ---------------------------------------------------- > > > National Institute for Literacy > > > Women and Literacy mailing list > > > WomenLiteracy at nifl.gov > > > To unsubscribe or change your subscription settings, please go > to > > > http://www.nifl.gov/mailman/listinfo/womenliteracy > > > ---------------------------------------------------- > > > National Institute for Literacy > > > Women and Literacy mailing list > > > WomenLiteracy at nifl.gov > > > To unsubscribe or change your subscription settings, please go > to > > > http://www.nifl.gov/mailman/listinfo/womenliteracy > > > ---------------------------------------------------- > > > National Institute for Literacy > > > Women and Literacy mailing list > > > WomenLiteracy at nifl.gov > > > To unsubscribe or change your subscription settings, please go > to > > > http://www.nifl.gov/mailman/listinfo/womenliteracy > > > > ---------------------------------------------------- > > National Institute for Literacy > > Women and Literacy mailing list > > WomenLiteracy at nifl.gov > > To unsubscribe or change your subscription settings, please go > to > > http://www.nifl.gov/mailman/listinfo/womenliteracy > -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20060830/811c361c/attachment.html From alcdgg at langate.gsu.edu Thu Aug 31 09:53:17 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Thu, 31 Aug 2006 09:53:17 -0400 Subject: [WomenLiteracy 528] virtual school project Message-ID: <44F6B18D02000031000029BB@mailsrv4.gsu.edu> The International Classroom and School Virtual Visit (Virtual School) project is beginning its eighth year, linking classrooms across the world to enable students to meet each other virtually, share information about their cultures, their classrooms, and their communities, and to build cultural understanding. Classes can include English as a Second or Other Language (ESOL/ESL), Adult Basic Education (ABE, GED), elementary or secondary education, or family literacy. Students can be from age seven to adult. As in past years, we hope classes will engage in lively written discussion, and possibly choose a film, book or current event to discuss. This year we have set up a free wiki, so classes don't have to create their own web pages, and we will help teachers to use free Internet telephony so their classes can talk to each other if they can find a time that works to do that. If you would like to participate in this year's project, 1. Sign up on the I.C.V.V. e-list by going to: http://lists.literacytent.org/mailman/listinfo/icvv Scroll down the page to choose an ID and password. That's it, easy and free. 2. Once you receive confirmation that you are on the I.C.V.V. e-list, send an e-mail to: icvv at lists.literacytent.org indicating your interest in participating this year. Be sure to describe your class, when it will begin, and what age group or nationality you would prefer to partner with. If you would like to look at classroom virtual visit projects from previous years go to: http://www.otan.us/webfarm/emailproject/school.htm and then choose http://www.otan.us/webfarm/emailproject/school2003.htm We look forward to your joining the project. Let one of us know if you have questions. And please pass this information on -- by e-mail or electronic list -- to teachers who you think might be interested. All the best, David J. Rosen djrosen at comcast.net Susan Gaer sgaer at yahoo.com From alcdgg at langate.gsu.edu Thu Aug 31 09:58:23 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Thu, 31 Aug 2006 09:58:23 -0400 Subject: [WomenLiteracy 529] Special Discussion List Annoucement Message-ID: <44F6B2BF02000031000029C6@mailsrv4.gsu.edu> Colleagues, In preparation for celebrating International Literacy Day, on September 5th-7th the Special Topics Discussion List is pleased to welcome Ms. Janet Looney representing the Organisation for Economic Co-operation and Development(OECD). Janet is the leader of the Centre for Educational Research and Innovation program known as What Works in Innovation in Education. Its current focus is formative assessment. The discussion will serve to introduce some of OECD's work in international education. The primary focus of the discussion will be on the value of formative assessment for promoting higher levels of learner achievement, greater equity of outcomes, and the development of "learning to learn" skills. Not a term widely known in the U.S., formative assessment refers to what teachers and learners do in the classroom to assess learning progress. An assessment is _formative_ when information gathered in the assessment process is used to modify teaching and learning activities. It's an assessment _for_ learning not just _of_ learning. Between 2002 and 2004, the What Works program explored formative assessment in lower secondary classrooms in eight international systems [see Formative Assessment: Improving Learning in Secondary Classrooms (2005)]. OECD will publish a second study addressing formative assessment for adult basic skill learners in 2007. Together, the two studies are intended to strengthen understanding of effective approaches to lifelong learning. FORMATIVE ASSESSMENT IN LOWER SECONDARY SCHOOLS While many teachers incorporate aspects of formative assessment into their teaching, it is not often practiced systematically. The What Works study, Formative Assessment: Improving Learning in Secondary Classrooms (2005), features exemplary cases from secondary schools in eight systems and international research reviews, and relates these to the broader policy environment. The study shows how teachers have addressed barriers to systematic practice, and how school and policy leaders may apply the principles of formative assessment to promote constructive cultures of assessment and evaluation throughout education systems. FORMATIVE ASSESSMENT IN ADULT BASIC SKILL PROGRAMS Formative approaches may be particularly appropriate for adults with basic skill needs, the focus of the current What Works study. Instructors using formative approaches are able to tailor instruction more closely to the needs of diverse adult learners. Formative approaches also place an explicit focus on identifying and building upon learners' prior knowledge and skills - whether gained in formal education settings, or informal work or other settings. The OECD study on "Improving Teaching and Learning for Adults with Basic Skill Needs through Formative Assessment" , now underway, is: 1. Developing studies of exemplary teaching and assessment practice for adults with basic skill needs 2. Bringing together international scholarship on teaching and assessment for adults with basic skill needs 3. Identifying effective policy levers for improving the quality of provision in the adult basic skills sector, and 4. Creating opportunities for policy officials, researchers and practitioners to exchange insights and ideas on promoting effective teaching, assessment and evaluation. We look forward to your subscribing to this three-day discussion. To do so, go to: http://www.nifl.gov/mailman/listinfo/SpecialTopics David J. Rosen Special Topics Discussion List Moderator djrosen at comcast.net From andreawilder at comcast.net Thu Aug 31 13:30:46 2006 From: andreawilder at comcast.net (Andrea Wilder) Date: Thu, 31 Aug 2006 13:30:46 -0400 Subject: [WomenLiteracy 530] Re: the other In-Reply-To: <44F5844902000031000026BC@mailsrv4.gsu.edu> References: <44F5844902000031000026BC@mailsrv4.gsu.edu> Message-ID: Friends-- I have been on vacation and am now back. I've missed a lot, so need to catch up. Apologies if i am repeating something someone else has said The idea of abuse on a continuum might work,, depending on what the continuum is labeled, eg, modertate severe, not at all...perhaps using percentages. However, there is another dimension, and that is when abuse changes the person biochemically; that's a big jump. Because we are used (through social science lingo) to thinking of "variables," we are used to thinking in terms of "add-ons," and the core self remaining the same. In extreme abuse the person, what we might think of as "core self," is changed. Andrea On Aug 30, 2006, at 12:27 PM, Daphne Greenberg wrote: > Ryan and Andres raise very good points. I wonder what would happen if > we > think of all of this as a continuum and therefore, realize that we have > all been survivors of some kind of abuse and have all perpetrated some > kind of abuse. For example, many of us as children have been "picked > on" > and have done our share of "picking on others" > What would happen if we stopped thinking of survivors and perps as "the > other" and realize that some of that resides in each one of us? Would > we > be diluting the importance and impact of severe abuse, or would it be a > step in starting to talk about abuse in the open? Would it help create > a > safe classroom for our learners, or would it have an opposite effect? > Daphne > > >>>> "Muro, Andres" 8/25/2006 6:17:47 PM >>> > Ryan, taking your argument a step further, I wonder how many of us are > perps of violence too. We may be, in our efforts to teach and to > create > spaces for the students, crating spaces that perpetuate violence too. > > One thing that I usually talk about w/ teachers, is the fact that many > teachers raise their voices, or slam things once in a while. They may > not realize this, but a victim of violence will find this very > unsettling. In fact, most teachers never discuss domestic violence in > teachers prep courses. So, in a way, they are creating or perpetuating > violent spaces w/o being aware. > > Also. what is the extent to which we perpetuate violence by "othering" > (abnormalizing) certain groups. For example, do we use texts that only > represent heterosexual relationships? Do we use texts, or stories or > movies that show happy families, happy endings and stories ( a la > Cosby > show)? Do the literature and movies, tv shows, etc always portrait > nice > comfortable dwellings, people driving nice cars, etc. While teachers > may > not be conscious of this, they are creating environments that may > abnormalize or "other" the lifestyles of many of our students. Also, > are > we moody, cynical, sarcastic, quick to judge, etc. Many of these acts > can be threatening and perpetuate violence. So, to what extent are we > unconscious perpetuators of violence? > > I have, in the past, responded, cynically, sarcastically, w/hostility, > judgementally, etc in this and other listservs. In fact, I think that > they might have a file about me. In a sense, I am a virtual perp of > violence. While this may be amusing to some, I have talked to many > people that are intimidated by this medium. > > Andres > > -----Original Message----- > From: womenliteracy-bounces at nifl.gov > [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Ryan Hall > Sent: Friday, August 25, 2006 6:48 AM > To: The Women and Literacy Discussion List > Subject: [WomenLiteracy 514] Re: the other > > This is a very hard question, Daphne, but one that I think should be > considered. > > I believe that we do "other" the perps of violence, or at least of > certain > types of violence, and I think we do so because we just don't want to > or > can't allow the thoughts that violent people are actually closer to us > than > we think. The truth is, though, that there are many perps of violence, > and > they do attend the classes we teach, the meetings we have at work, our > places of worship, and the gatherings we have at our house. Some even > live > with us. To consider all the places one shares with perps of violence > is, to > say the least, disturbing. Who wants to believe that their friend, > colleague, student, professor, minister, or even relative is connected > in > any way to violent behavior? No one, of course, which is why people > are > so > surprised to find out things like their minister sexually abuses > members > of > the congregation, or their friends beat their children, or that their > neighbor murdered or tortured someone, etc. > > I think, though, too that, just as we "other" survivors of violence > less > when we realize we know survivors, we would "other" perps less, too, > if > we > realized that we knew one. I think this is true because, when we find > out we > know a perp, we would almost instantly ask why- why did this person--a > person I consider to be such a nice person, a good friend, etc.--do > such > a > horrible thing? Usually, there is an explanation for the violence that > makes > us understand why, even if we can never excuse what was done (because > I'm > not saying violence of any sort should ever be excused). And, usually, > perps > of violence have either been or are still also victims of violence. > > Knowing that they exist is not the hard part for me- it's the question > of > interaction that gets me. This is what I have come up with after > having > to > teach classes that I was pretty certain had at least one perp in them. > I > could be oversimplifying this, but I think that we do need to consider > that, > not only do we encounter victims and survivors of violence regularly, > but > that some of them are also perps of violence. Should we act any > differently > knowing that there are more perps of violence in the spaces we occupy? > I > guess that depends on your beliefs about the way we should treat > people > in > general. If you are a person who believes that you must mask your > opinions > and beliefs about certain things so that you don't offend certain > people, > then maybe you do need to make some changes. If you are a person who > strives > to be respectful and considerate of all people no matter who you are > around, > however, then I think considering that people are different in many > different aspects and for many different reasons may be > enough...because > you're just going to be nice to everyone anyway. I think the same goes > for > teaching- we must strive to be respectful, considerate, and sensitive > to > the > fact that the content we teach and the activities we ask students to > do > will > have a different effect on each of them depending on their personal > situation. If you are able to do that, then you will also be able to > tell > when a student is having difficulty with what you are asking him/her > to > do- > at least in most cases. > Ryan > > > > On 8/23/06 5:00 PM, "Daphne Greenberg" wrote: > >> The previous discussion sparked by the readings made me think about > a >> few things, and then today on NPR I heard something which made me > want >> to pose a question to this group. >> As mentioned in this listserv, those of us who have not endured >> violence in our lives sometimes think of people who have endured >> violence as "the other" and we are often confronted with realizing > this >> when we hear our friends/colleagues talk about violence in their > lives, >> and suddenly, "the other" is not "the other" any longer. Many say > that >> this is one of the things that perpetuates the frequency of > violence, >> that as a society, we simply do not really acknowledge how > pervasive, >> common, and frequent it is. >> A topic that we talk about even less, and I think "other" even more, > is >> the perpetrator of violence. If we ourselves have not perpetrated >> violence, we often think of "perps" as the "other." >> My question to the group is: Are "perps" really as much of the > "other" >> as we often make them seem to be? This is something that I often > wonder >> about. For example, we often hear that torturers are known as loving >> family members. We hear that people are shocked to find out that > their >> friend is a secret serial murderer. People are shocked to hear that > a >> beloved teacher has been sexually abusing her students. We tend to >> forget that whole communities are involved in atrocities that > occurred >> in the Holocaust, in Bosnia, in Darfur, etc., etc. I could go on and > on. >> The NPR commentator today talked about how ordinary people are > involved >> in many world atrocities. >> We talk on this listserv about the need to realize that amongst are >> individuals who have been abused and are being abused. Do we also > need >> to talk about the fact that amongst are individuals who have been, >> and/or are currently perpetrators of abuse? >> For example, we talk about the need to be careful when we read aloud >> passages that involve abuse, because it may be triggering for some > of >> our learners who are survivors. Well, what about the perpetrators > who >> are teachers, or learners? Do we need to think about them, and the >> impact reading aloud passages have on them? >> I wonder what would happen if we acknowledged that in our > classrooms, >> our research meetings, our corporate meetings, etc., etc. we > probably >> have both survivors and perpetrators. Would that change the way we >> teach, the way we interact? >> Any thoughts? >> Daphne >> ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/womenliteracy > > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > From sjrhodes at tampabay.rr.com Sat Sep 2 11:59:35 2006 From: sjrhodes at tampabay.rr.com (sjrhodes at tampabay.rr.com) Date: Sat, 02 Sep 2006 11:59:35 -0400 Subject: [WomenLiteracy 531] Re: [LISNews.org] James Patterson PageTurner Awards - Deadline is October 16th In-Reply-To: <1157162469.702607-17128-slash-web1.a2z.dyndns.org@lisnews.org> References: <1157162469.702607-17128-slash-web1.a2z.dyndns.org@lisnews.org> Message-ID: Hi Everybody I can think of many programs in our local libraries that should be considered for the award outlined below in nominating their successful programs to promote and excite reading. It looks like "BIG" money to launch or support a new program, even though distribution is split. My suggestion is to read through the nomination form and the website at to either nominate your program or one that has impressed you this year. Below is some additional information: "The James Patterson PageTurner Awards are given to individuals and groups who "get people of all ages excited about books and reading, and successfully transform non-readers into lifelong page-turners." This year, a total of $500,000 in cash prizes will be distributed among 44 winners. Here's the nomination form...deadline is October 16. Nominate your library...or yourself!" (Source: http://lisnews.org/article.pl?sid=06/09/01/1236216) Go for it! Shirley Rhodes ----- Original Message ----- From: news at lisnews.org Date: Friday, September 1, 2006 10:06 pm Subject: [LISNews.org] Headlines for 2006-09-02 To: sjrhodes at tampabay.rr.com > ====================================================================== > We love your story suggestions! Send us ideas via email or the web: > http://lisnews.org/submit.pl > ====================================================================== > > LISNews.org Daily Headline Mailer > > You Too Could Be a Winner - James Patterson Awards > from the big-moola-from-little-brown dept. > posted by birdie on Friday September 01, @08:28 (Announcements) > http://lisnews.org/article.pl?sid=06/09/01/1236216 > > > > > Copyright 1997-2006 The LISNews Team. All rights reserved. > > ====================================================================== > > You have received this message because you subscribed to it > on LISNews.org. To stop receiving this and other > messages from LISNews.org, or to add more messages > or change your preferences, please go to your user page. > > http://lisnews.org/my/messages > > You can log in and change your preferences from there. > -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20060902/f71c0217/attachment.html From bdsunmt at sbcglobal.net Sat Sep 2 13:47:53 2006 From: bdsunmt at sbcglobal.net (Bonnita Solberg) Date: Sat, 2 Sep 2006 10:47:53 -0700 (PDT) Subject: [WomenLiteracy 532] Re: the other In-Reply-To: Message-ID: <20060902174753.90646.qmail@web83101.mail.mud.yahoo.com> Hope I am not too late to jump in here. Concerning the biochemical component of abuse, physiology tells us that nerve cells that fire together, wire together. If you practice something over and over again, or experience something over and over again, a connection of nerve cells is built up: the cells have a long term relationship. Long term cell relationships build cells to form a nerve identity. This neuron "net" is rewired on a daily basis. Break down the long term cell relationship by interrupting the thought process, and the nueron net is rewired. Interrupt a thought process and it produces a chemical effect or reaction that is different than the chemical effect or reaction of the long term cell relationship or nerve identity. In essence, nerve cells that don?t fire together, don?t wire together. If you get angry on a daily basis, that anger neuro net has a long term cell relationship with all other neuro nets. If one experiences abuse on a daily basis, that experience forms a long term cell relationship, a net. Emotions reinforce chemically the long term cell relationship, the cellular long term memory. If we bombard the same cell with the same attitude and the same chemistry over and over, when the cell divides and produces a sister cells, that sister cell will have more receptor sites for those particular emotional chemicals and fewer receptors for vitamins, minerals, food exchange or release of toxins and waste. Hence one aspect of the "stress syndrome." Rewiring the brain in this sense means to literally reconnect the neurons in the net. Change the mind, change one's choices. These chemical hanges are from inside out. This is one aspect of the human drama each of us deals with in abusive situations. Bonnita Solberg --- Andrea Wilder wrote: > Friends-- > > I have been on vacation and am now back. I've > missed a lot, so need > to catch up. Apologies if i am repeating something > someone else has > said > > The idea of abuse on a continuum might work,, > depending on what the > continuum is labeled, eg, modertate severe, not at > all...perhaps using > percentages. > > However, there is another dimension, and that is > when abuse changes > the person biochemically; that's a big jump. > > Because we are used (through social science lingo) > to thinking of > "variables," we are used to thinking in terms of > "add-ons," and the > core self remaining the same. In extreme abuse the > person, what we > might think of as "core self," is changed. > > Andrea > > > On Aug 30, 2006, at 12:27 PM, Daphne Greenberg > wrote: > > > Ryan and Andres raise very good points. I wonder > what would happen if > > we > > think of all of this as a continuum and therefore, > realize that we have > > all been survivors of some kind of abuse and have > all perpetrated some > > kind of abuse. For example, many of us as children > have been "picked > > on" > > and have done our share of "picking on others" > > What would happen if we stopped thinking of > survivors and perps as "the > > other" and realize that some of that resides in > each one of us? Would > > we > > be diluting the importance and impact of severe > abuse, or would it be a > > step in starting to talk about abuse in the open? > Would it help create > > a > > safe classroom for our learners, or would it have > an opposite effect? > > Daphne > > > > > >>>> "Muro, Andres" 8/25/2006 > 6:17:47 PM >>> > > Ryan, taking your argument a step further, I > wonder how many of us are > > perps of violence too. We may be, in our efforts > to teach and to > > create > > spaces for the students, crating spaces that > perpetuate violence too. > > > > One thing that I usually talk about w/ teachers, > is the fact that many > > teachers raise their voices, or slam things once > in a while. They may > > not realize this, but a victim of violence will > find this very > > unsettling. In fact, most teachers never discuss > domestic violence in > > teachers prep courses. So, in a way, they are > creating or perpetuating > > violent spaces w/o being aware. > > > > Also. what is the extent to which we perpetuate > violence by "othering" > > (abnormalizing) certain groups. For example, do we > use texts that only > > represent heterosexual relationships? Do we use > texts, or stories or > > movies that show happy families, happy endings and > stories ( a la > > Cosby > > show)? Do the literature and movies, tv shows, etc > always portrait > > nice > > comfortable dwellings, people driving nice cars, > etc. While teachers > > may > > not be conscious of this, they are creating > environments that may > > abnormalize or "other" the lifestyles of many of > our students. Also, > > are > > we moody, cynical, sarcastic, quick to judge, etc. > Many of these acts > > can be threatening and perpetuate violence. So, to > what extent are we > > unconscious perpetuators of violence? > > > > I have, in the past, responded, cynically, > sarcastically, w/hostility, > > judgementally, etc in this and other listservs. In > fact, I think that > > they might have a file about me. In a sense, I am > a virtual perp of > > violence. While this may be amusing to some, I > have talked to many > > people that are intimidated by this medium. > > > > Andres > > > > -----Original Message----- > > From: womenliteracy-bounces at nifl.gov > > [mailto:womenliteracy-bounces at nifl.gov] On Behalf > Of Ryan Hall > > Sent: Friday, August 25, 2006 6:48 AM > > To: The Women and Literacy Discussion List > > Subject: [WomenLiteracy 514] Re: the other > > > > This is a very hard question, Daphne, but one that > I think should be > > considered. > > > > I believe that we do "other" the perps of > violence, or at least of > > certain > > types of violence, and I think we do so because we > just don't want to > > or > > can't allow the thoughts that violent people are > actually closer to us > > than > > we think. The truth is, though, that there are > many perps of violence, > > and > > they do attend the classes we teach, the meetings > we have at work, our > > places of worship, and the gatherings we have at > our house. Some even > > live > > with us. To consider all the places one shares > with perps of violence > > is, to > > say the least, disturbing. Who wants to believe > that their friend, > > colleague, student, professor, minister, or even > relative is connected > > in > > any way to violent behavior? No one, of course, > which is why people > > are > > so > > surprised to find out things like their minister > sexually abuses > > members > > of > > the congregation, or their friends beat their > children, or that their > > neighbor murdered or tortured someone, etc. > > > > I think, though, too that, just as we "other" > survivors of violence > > less > > when we realize we know survivors, we would > "other" perps less, too, > > if > > we > > realized that we knew one. I think this is true > because, when we find > > out we > > know a perp, we would almost instantly ask why- > why did this person--a > > person I consider to be such a nice person, a good > friend, etc.--do > > such > > a > > horrible thing? Usually, there is an explanation > for the violence that > > makes > > us understand why, even if we can never excuse > what was done (because > > I'm > > not saying violence of any sort should ever be > excused). And, usually, > > perps > > of violence have either been or are still also > victims of violence. > > > > Knowing that they exist is not the hard part for > me- it's the question > > of > > interaction that gets me. This is what I have come > up with after > > having > === message truncated === From sjrhodes at tampabay.rr.com Sat Sep 2 16:19:41 2006 From: sjrhodes at tampabay.rr.com (sjrhodes at tampabay.rr.com) Date: Sat, 02 Sep 2006 16:19:41 -0400 Subject: [WomenLiteracy 533] Re: the other, ourselves In-Reply-To: <20060902174753.90646.qmail@web83101.mail.mud.yahoo.com> References: <20060902174753.90646.qmail@web83101.mail.mud.yahoo.com> Message-ID: Thank you for your posting, Bonnita - This makes a lot of sense to me, especially with new research out on mediation/stress reduction methods and documenting our changing of neurological brain patterns - so, by practicing positive thinking, releasing the painful memories, reducing stress and taking care of ourselves, e.g. proper nutrition, exercise, etc. etc. = Fine-tuning?? Why does this sound too easy? Yes, I think I get it, and I guess that's where we are right now, in the context of the discussion, and in our own lives. Don't most of you think that by providing basic needs and support is a way to break down the long term process to promote learning, is somewhat up to the provider of the instruction to give the learner environment a "safe" place that is free of abuse and discussion regarding such? That's what I think, anyway. I do believe that keeping ourselves healthy is key, however, if a trauma victim is "obsessing" and unable to release themselves from the "biochemical component of abuse" then that is what 'other' professionals and / or services provide, and we can make these known and update our resources by providing a network of community services - as ESL teachers or volunteers, we really may not know how deep the pain is that we are dealing with and are we equipped to step into deeper waters? Maybe by our own example as mentors throughout the learning process, our students will try to increase their own well-being, learning, living, overcoming barriers added on by abuse issues, and succeeding to overcome victimization, or at least vicariously begin to "get it" and change their lives for the better. Shirley Original Message ----- From: Bonnita Solberg Date: Saturday, September 2, 2006 2:37 pm Subject: [WomenLiteracy 532] Re: the other To: The Women and Literacy Discussion List > Hope I am not too late to jump in here. Concerning the > biochemical component of abuse, physiology tells us > that nerve cells that fire together, wire together. > If you practice something over and over again, or > experience something over and over again, a connection > of nerve cells is built up: the cells have a long term > relationship. Long term cell relationships build > cells to form a nerve identity. This neuron "net" is > rewired on a daily basis. Break down the long term > cell relationship by interrupting the thought process, > and the nueron net is rewired. Interrupt a thought > process and it produces a chemical effect or reaction > that is different than the chemical effect or reaction > of the long term cell relationship or nerve identity. > In essence, nerve cells that don?t fire together, > don?t wire together. > > If you get angry on a daily basis, that anger neuro > net has a long term cell relationship with all other > neuro nets. If one experiences abuse on a daily > basis, that experience forms a long term cell > relationship, a net. Emotions reinforce chemically > the long term cell relationship, the cellular long > term memory. If we bombard the same cell with the > same attitude and the same chemistry over and over, > when the cell divides and produces a sister cells, > that sister cell will have more receptor sites for > those particular emotional chemicals and fewer > receptors for vitamins, minerals, food exchange or > release of toxins and waste. Hence one aspect of the > "stress syndrome." > > Rewiring the brain in this sense means to literally > reconnect the neurons in the net. Change the mind, > change one's choices. These chemical hanges are from > inside out. This is one aspect of the human drama > each of us deals with in abusive situations. > Bonnita Solberg > > > --- Andrea Wilder wrote: > > > Friends-- > > > > I have been on vacation and am now back. I've > > missed a lot, so need > > to catch up. Apologies if i am repeating something > > someone else has > > said > > > > The idea of abuse on a continuum might work,, > > depending on what the > > continuum is labeled, eg, modertate severe, not at > > all...perhaps using > > percentages. > > > > However, there is another dimension, and that is > > when abuse changes > > the person biochemically; that's a big jump. > > > > Because we are used (through social science lingo) > > to thinking of > > "variables," we are used to thinking in terms of > > "add-ons," and the > > core self remaining the same. In extreme abuse the > > person, what we > > might think of as "core self," is changed. > > > > Andrea > > > > > > On Aug 30, 2006, at 12:27 PM, Daphne Greenberg > > wrote: > > > > > Ryan and Andres raise very good points. I wonder > > what would happen if > > > we > > > think of all of this as a continuum and therefore, > > realize that we have > > > all been survivors of some kind of abuse and have > > all perpetrated some > > > kind of abuse. For example, many of us as children > > have been "picked > > > on" > > > and have done our share of "picking on others" > > > What would happen if we stopped thinking of > > survivors and perps as "the > > > other" and realize that some of that resides in > > each one of us? Would > > > we > > > be diluting the importance and impact of severe > > abuse, or would it be a > > > step in starting to talk about abuse in the open? > > Would it help create > > > a > > > safe classroom for our learners, or would it have > > an opposite effect? > > > Daphne > > > > > > > > >>>> "Muro, Andres" 8/25/2006 > > 6:17:47 PM >>> > > > Ryan, taking your argument a step further, I > > wonder how many of us are > > > perps of violence too. We may be, in our efforts > > to teach and to > > > create > > > spaces for the students, crating spaces that > > perpetuate violence too. > > > > > > One thing that I usually talk about w/ teachers, > > is the fact that many > > > teachers raise their voices, or slam things once > > in a while. They may > > > not realize this, but a victim of violence will > > find this very > > > unsettling. In fact, most teachers never discuss > > domestic violence in > > > teachers prep courses. So, in a way, they are > > creating or perpetuating > > > violent spaces w/o being aware. > > > > > > Also. what is the extent to which we perpetuate > > violence by "othering" > > > (abnormalizing) certain groups. For example, do we > > use texts that only > > > represent heterosexual relationships? Do we use > > texts, or stories or > > > movies that show happy families, happy endings and > > stories ( a la > > > Cosby > > > show)? Do the literature and movies, tv shows, etc > > always portrait > > > nice > > > comfortable dwellings, people driving nice cars, > > etc. While teachers > > > may > > > not be conscious of this, they are creating > > environments that may > > > abnormalize or "other" the lifestyles of many of > > our students. Also, > > > are > > > we moody, cynical, sarcastic, quick to judge, etc. > > Many of these acts > > > can be threatening and perpetuate violence. So, to > > what extent are we > > > unconscious perpetuators of violence? > > > > > > I have, in the past, responded, cynically, > > sarcastically, w/hostility, > > > judgementally, etc in this and other listservs. In > > fact, I think that > > > they might have a file about me. In a sense, I am > > a virtual perp of > > > violence. While this may be amusing to some, I > > have talked to many > > > people that are intimidated by this medium. > > > > > > Andres > > > > > > -----Original Message----- > > > From: womenliteracy-bounces at nifl.gov > > > [mailto:womenliteracy-bounces at nifl.gov] On Behalf > > Of Ryan Hall > > > Sent: Friday, August 25, 2006 6:48 AM > > > To: The Women and Literacy Discussion List > > > Subject: [WomenLiteracy 514] Re: the other > > > > > > This is a very hard question, Daphne, but one that > > I think should be > > > considered. > > > > > > I believe that we do "other" the perps of > > violence, or at least of > > > certain > > > types of violence, and I think we do so because we > > just don't want to > > > or > > > can't allow the thoughts that violent people are > > actually closer to us > > > than > > > we think. The truth is, though, that there are > > many perps of violence, > > > and > > > they do attend the classes we teach, the meetings > > we have at work, our > > > places of worship, and the gatherings we have at > > our house. Some even > > > live > > > with us. To consider all the places one shares > > with perps of violence > > > is, to > > > say the least, disturbing. Who wants to believe > > that their friend, > > > colleague, student, professor, minister, or even > > relative is connected > > > in > > > any way to violent behavior? No one, of course, > > which is why people > > > are > > > so > > > surprised to find out things like their minister > > sexually abuses > > > members > > > of > > > the congregation, or their friends beat their > > children, or that their > > > neighbor murdered or tortured someone, etc. > > > > > > I think, though, too that, just as we "other" > > survivors of violence > > > less > > > when we realize we know survivors, we would > > "other" perps less, too, > > > if > > > we > > > realized that we knew one. I think this is true > > because, when we find > > > out we > > > know a perp, we would almost instantly ask why- > > why did this person--a > > > person I consider to be such a nice person, a good > > friend, etc.--do > > > such > > > a > > > horrible thing? Usually, there is an explanation > > for the violence that > > > makes > > > us understand why, even if we can never excuse > > what was done (because > > > I'm > > > not saying violence of any sort should ever be > > excused). And, usually, > > > perps > > > of violence have either been or are still also > > victims of violence. > > > > > > Knowing that they exist is not the hard part for > > me- it's the question > > > of > > > interaction that gets me. This is what I have come > > up with after > > > having > > > === message truncated === > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20060902/7abce443/attachment.html From ryanryanc at yahoo.com Sat Sep 2 19:58:32 2006 From: ryanryanc at yahoo.com (Ryan Hall) Date: Sat, 02 Sep 2006 19:58:32 -0400 Subject: [WomenLiteracy 534] Re: the other In-Reply-To: <44F5844902000031000026BC@mailsrv4.gsu.edu> Message-ID: I think we have to be very careful how much we generalize our own experience with violence. While I think that acknowledging the fact that we have all suffered some type of violence and even inflicted some type of violence on others may shed some light on how common violence is in our society, how we are all susceptible to it, and how survivors and perps. really aren't the "other," we must be very careful how we transfer our own experiences to those of our learners. We must not forget that violence takes on many forms and that what we have experienced may not compare to what our learners have experienced or continue to experience. Or, that the way we were able to deal with the violence in our lives is something that our learners should be able to do. Limiting the definition of violence and trauma is a risk we take when looking at ourselves as the survivor and/or perp. In this case, it might very well dilute the importance and impact of severe abuse on learning. What do others think about Daphne's question? I am very interested in hearing your opinions. Ryan On 8/30/06 12:27 PM, "Daphne Greenberg" wrote: > Ryan and Andres raise very good points. I wonder what would happen if we > think of all of this as a continuum and therefore, realize that we have > all been survivors of some kind of abuse and have all perpetrated some > kind of abuse. For example, many of us as children have been "picked on" > and have done our share of "picking on others" > What would happen if we stopped thinking of survivors and perps as "the > other" and realize that some of that resides in each one of us? Would we > be diluting the importance and impact of severe abuse, or would it be a > step in starting to talk about abuse in the open? Would it help create a > safe classroom for our learners, or would it have an opposite effect? > Daphne > > >>>> "Muro, Andres" 8/25/2006 6:17:47 PM >>> > Ryan, taking your argument a step further, I wonder how many of us are > perps of violence too. We may be, in our efforts to teach and to > create > spaces for the students, crating spaces that perpetuate violence too. > > One thing that I usually talk about w/ teachers, is the fact that many > teachers raise their voices, or slam things once in a while. They may > not realize this, but a victim of violence will find this very > unsettling. In fact, most teachers never discuss domestic violence in > teachers prep courses. So, in a way, they are creating or perpetuating > violent spaces w/o being aware. > > Also. what is the extent to which we perpetuate violence by "othering" > (abnormalizing) certain groups. For example, do we use texts that only > represent heterosexual relationships? Do we use texts, or stories or > movies that show happy families, happy endings and stories ( a la > Cosby > show)? Do the literature and movies, tv shows, etc always portrait > nice > comfortable dwellings, people driving nice cars, etc. While teachers > may > not be conscious of this, they are creating environments that may > abnormalize or "other" the lifestyles of many of our students. Also, > are > we moody, cynical, sarcastic, quick to judge, etc. Many of these acts > can be threatening and perpetuate violence. So, to what extent are we > unconscious perpetuators of violence? > > I have, in the past, responded, cynically, sarcastically, w/hostility, > judgementally, etc in this and other listservs. In fact, I think that > they might have a file about me. In a sense, I am a virtual perp of > violence. While this may be amusing to some, I have talked to many > people that are intimidated by this medium. > > Andres > > -----Original Message----- > From: womenliteracy-bounces at nifl.gov > [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Ryan Hall > Sent: Friday, August 25, 2006 6:48 AM > To: The Women and Literacy Discussion List > Subject: [WomenLiteracy 514] Re: the other > > This is a very hard question, Daphne, but one that I think should be > considered. > > I believe that we do "other" the perps of violence, or at least of > certain > types of violence, and I think we do so because we just don't want to > or > can't allow the thoughts that violent people are actually closer to us > than > we think. The truth is, though, that there are many perps of violence, > and > they do attend the classes we teach, the meetings we have at work, our > places of worship, and the gatherings we have at our house. Some even > live > with us. To consider all the places one shares with perps of violence > is, to > say the least, disturbing. Who wants to believe that their friend, > colleague, student, professor, minister, or even relative is connected > in > any way to violent behavior? No one, of course, which is why people > are > so > surprised to find out things like their minister sexually abuses > members > of > the congregation, or their friends beat their children, or that their > neighbor murdered or tortured someone, etc. > > I think, though, too that, just as we "other" survivors of violence > less > when we realize we know survivors, we would "other" perps less, too, > if > we > realized that we knew one. I think this is true because, when we find > out we > know a perp, we would almost instantly ask why- why did this person--a > person I consider to be such a nice person, a good friend, etc.--do > such > a > horrible thing? Usually, there is an explanation for the violence that > makes > us understand why, even if we can never excuse what was done (because > I'm > not saying violence of any sort should ever be excused). And, usually, > perps > of violence have either been or are still also victims of violence. > > Knowing that they exist is not the hard part for me- it's the question > of > interaction that gets me. This is what I have come up with after > having > to > teach classes that I was pretty certain had at least one perp in them. > I > could be oversimplifying this, but I think that we do need to consider > that, > not only do we encounter victims and survivors of violence regularly, > but > that some of them are also perps of violence. Should we act any > differently > knowing that there are more perps of violence in the spaces we occupy? > I > guess that depends on your beliefs about the way we should treat > people > in > general. If you are a person who believes that you must mask your > opinions > and beliefs about certain things so that you don't offend certain > people, > then maybe you do need to make some changes. If you are a person who > strives > to be respectful and considerate of all people no matter who you are > around, > however, then I think considering that people are different in many > different aspects and for many different reasons may be > enough...because > you're just going to be nice to everyone anyway. I think the same goes > for > teaching- we must strive to be respectful, considerate, and sensitive > to > the > fact that the content we teach and the activities we ask students to > do > will > have a different effect on each of them depending on their personal > situation. If you are able to do that, then you will also be able to > tell > when a student is having difficulty with what you are asking him/her > to > do- > at least in most cases. > Ryan > > > > On 8/23/06 5:00 PM, "Daphne Greenberg" wrote: > >> The previous discussion sparked by the readings made me think about > a >> few things, and then today on NPR I heard something which made me > want >> to pose a question to this group. >> As mentioned in this listserv, those of us who have not endured >> violence in our lives sometimes think of people who have endured >> violence as "the other" and we are often confronted with realizing > this >> when we hear our friends/colleagues talk about violence in their > lives, >> and suddenly, "the other" is not "the other" any longer. Many say > that >> this is one of the things that perpetuates the frequency of > violence, >> that as a society, we simply do not really acknowledge how > pervasive, >> common, and frequent it is. >> A topic that we talk about even less, and I think "other" even more, > is >> the perpetrator of violence. If we ourselves have not perpetrated >> violence, we often think of "perps" as the "other." >> My question to the group is: Are "perps" really as much of the > "other" >> as we often make them seem to be? This is something that I often > wonder >> about. For example, we often hear that torturers are known as loving >> family members. We hear that people are shocked to find out that > their >> friend is a secret serial murderer. People are shocked to hear that > a >> beloved teacher has been sexually abusing her students. We tend to >> forget that whole communities are involved in atrocities that > occurred >> in the Holocaust, in Bosnia, in Darfur, etc., etc. I could go on and > on. >> The NPR commentator today talked about how ordinary people are > involved >> in many world atrocities. >> We talk on this listserv about the need to realize that amongst are >> individuals who have been abused and are being abused. Do we also > need >> to talk about the fact that amongst are individuals who have been, >> and/or are currently perpetrators of abuse? >> For example, we talk about the need to be careful when we read aloud >> passages that involve abuse, because it may be triggering for some > of >> our learners who are survivors. Well, what about the perpetrators > who >> are teachers, or learners? Do we need to think about them, and the >> impact reading aloud passages have on them? >> I wonder what would happen if we acknowledged that in our > classrooms, >> our research meetings, our corporate meetings, etc., etc. we > probably >> have both survivors and perpetrators. Would that change the way we >> teach, the way we interact? >> Any thoughts? >> Daphne >> ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/womenliteracy > > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy From bdsunmt at sbcglobal.net Sat Sep 2 21:47:59 2006 From: bdsunmt at sbcglobal.net (Bonnita Solberg) Date: Sat, 2 Sep 2006 18:47:59 -0700 (PDT) Subject: [WomenLiteracy 535] Re: the other, ourselves In-Reply-To: Message-ID: <20060903014759.28851.qmail@web83109.mail.mud.yahoo.com> Your statement is right on Shirley; bio-chemical explanations often elicit simplistic explanations for complicated processes. It would seem logicial that methods employed to reverse negative experiences embedded in our body chemistry would take as many years to reverse as there were years of the experience, absent a traumatic interruption of the neuro net such as brain injury or outside chemical intervention. The best we can do I think is to provide a safe space for all our students, not knowing to what degree they may or may not have been abused. "The Drama of the Gifted Child" speaks of abuse in a more global sense than physical, sexual or mental abuse and may be of interest to the members of this list. Sorry I can't remember the author. Bonnita --- sjrhodes at tampabay.rr.com wrote: > Thank you for your posting, Bonnita - This makes a > lot of sense to me, especially with new research out > on mediation/stress reduction methods and > documenting our changing of neurological brain > patterns - so, by practicing positive thinking, > releasing the painful memories, reducing stress and > taking care of ourselves, e.g. proper nutrition, > exercise, etc. etc. = Fine-tuning?? > Why does this sound too easy? Yes, I think I get > it, and I guess that's where we are right now, in > the context of the discussion, and in our own lives. > Don't most of you think that by providing basic > needs and support is a way to break down the long > term process to promote learning, is somewhat up to > the provider of the instruction to give the learner > environment a "safe" place that is free of abuse and > discussion regarding such? > That's what I think, anyway. I do believe that > keeping ourselves healthy is key, however, if a > trauma victim is "obsessing" and unable to release > themselves from the "biochemical component of abuse" > then that is what 'other' professionals and / or > services provide, and we can make these known and > update our resources by providing a network of > community services - as ESL teachers or volunteers, > we really may not know how deep the pain is that we > are dealing with and are we equipped to step into > deeper waters? > Maybe by our own example as mentors throughout the > learning process, our students will try to increase > their own well-being, learning, living, overcoming > barriers added on by abuse issues, and succeeding to > overcome victimization, or at least vicariously > begin to "get it" and change their lives for the > better. > Shirley > > Original Message ----- > From: Bonnita Solberg > Date: Saturday, September 2, 2006 2:37 pm > Subject: [WomenLiteracy 532] Re: the other > To: The Women and Literacy Discussion List > > > > Hope I am not too late to jump in here. Concerning > the > > biochemical component of abuse, physiology tells > us > > that nerve cells that fire together, wire > together. > > If you practice something over and over again, or > > experience something over and over again, a > connection > > of nerve cells is built up: the cells have a long > term > > relationship. Long term cell relationships build > > cells to form a nerve identity. This neuron "net" > is > > rewired on a daily basis. Break down the long term > > > cell relationship by interrupting the thought > process, > > and the nueron net is rewired. Interrupt a thought > > > process and it produces a chemical effect or > reaction > > that is different than the chemical effect or > reaction > > of the long term cell relationship or nerve > identity. > > In essence, nerve cells that don?t fire together, > > don?t wire together. > > > > If you get angry on a daily basis, that anger > neuro > > net has a long term cell relationship with all > other > > neuro nets. If one experiences abuse on a daily > > basis, that experience forms a long term cell > > relationship, a net. Emotions reinforce chemically > > > the long term cell relationship, the cellular long > > > term memory. If we bombard the same cell with the > > same attitude and the same chemistry over and > over, > > when the cell divides and produces a sister cells, > > > that sister cell will have more receptor sites for > > > those particular emotional chemicals and fewer > > receptors for vitamins, minerals, food exchange or > > > release of toxins and waste. Hence one aspect of > the > > "stress syndrome." > > > > Rewiring the brain in this sense means to > literally > > reconnect the neurons in the net. Change the mind, > > > change one's choices. These chemical hanges are > from > > inside out. This is one aspect of the human drama > > each of us deals with in abusive situations. > > Bonnita Solberg > > > > > > --- Andrea Wilder > wrote: > > > > > Friends-- > > > > > > I have been on vacation and am now back. I've > > > missed a lot, so need > > > to catch up. Apologies if i am repeating > something > > > someone else has > > > said > > > > > > The idea of abuse on a continuum might work,, > > > depending on what the > > > continuum is labeled, eg, modertate severe, not > at > > > all...perhaps using > > > percentages. > > > > > > However, there is another dimension, and that is > > > > when abuse changes > > > the person biochemically; that's a big jump. > > > > > > Because we are used (through social science > lingo) > > > to thinking of > > > "variables," we are used to thinking in terms of > > > > "add-ons," and the > > > core self remaining the same. In extreme abuse > the > > > person, what we > > > might think of as "core self," is changed. > > > > > > Andrea > > > > > > > > > On Aug 30, 2006, at 12:27 PM, Daphne Greenberg > > > wrote: > > > > > > > Ryan and Andres raise very good points. I > wonder > > > what would happen if > > > > we > > > > think of all of this as a continuum and > therefore, > > > realize that we have > > > > all been survivors of some kind of abuse and > have > > > all perpetrated some > > > > kind of abuse. For example, many of us as > children > > > have been "picked > > > > on" > > > > and have done our share of "picking on others" > > > > > What would happen if we stopped thinking of > > > survivors and perps as "the > > > > other" and realize that some of that resides > in > > > each one of us? Would > > > > we > > > > be diluting the importance and impact of > severe > > > abuse, or would it be a > > > > step in starting to talk about abuse in the > open? > > > Would it help create > > > > a > > > > safe classroom for our learners, or would it > have > > > an opposite effect? > > > > Daphne > > > > > > > > > > > >>>> "Muro, Andres" 8/25/2006 > > > 6:17:47 PM >>> > > > > Ryan, taking your argument a step further, I > > > wonder how many of us are > > > > perps of violence too. We may be, in our > efforts > > > to teach and to > > > > create > > > > spaces for the students, crating spaces that > > > perpetuate violence too. > > > > > > > > One thing that I usually talk about w/ > teachers, > > > is the fact that many > > > > teachers raise their voices, or slam things > once > > > in a while. They may > === message truncated ===> ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, > please go to http://www.nifl.gov/mailman/listinfo/womenliteracy From ryanryanc at yahoo.com Sat Sep 2 23:53:26 2006 From: ryanryanc at yahoo.com (Ryan Hall) Date: Sat, 02 Sep 2006 23:53:26 -0400 Subject: [WomenLiteracy 536] Re: the other, ourselves In-Reply-To: <20060903014759.28851.qmail@web83109.mail.mud.yahoo.com> Message-ID: It's just a coincidence that I am able to give the author of this book, but here it is for those of you who are interested- "The Drama of the Gifted Child: The Search for the True Self" was written by Alice Miller. Ryan On 9/2/06 9:47 PM, "Bonnita Solberg" wrote: > Your statement is right on Shirley; bio-chemical > explanations often elicit simplistic explanations for > complicated processes. It would seem logicial that > methods employed to reverse negative experiences > embedded in our body chemistry would take as many > years to reverse as there were years of the > experience, absent a traumatic interruption of the > neuro net such as brain injury or outside chemical > intervention. The best we can do I think is to > provide a safe space for all our students, not knowing > to what degree they may or may not have been abused. > "The Drama of the Gifted Child" speaks of abuse in a > more global sense than physical, sexual or mental > abuse and may be of interest to the members of this > list. Sorry I can't remember the author. Bonnita > > --- sjrhodes at tampabay.rr.com wrote: > >> Thank you for your posting, Bonnita - This makes a >> lot of sense to me, especially with new research out >> on mediation/stress reduction methods and >> documenting our changing of neurological brain >> patterns - so, by practicing positive thinking, >> releasing the painful memories, reducing stress and >> taking care of ourselves, e.g. proper nutrition, >> exercise, etc. etc. = Fine-tuning?? >> Why does this sound too easy? Yes, I think I get >> it, and I guess that's where we are right now, in >> the context of the discussion, and in our own lives. >> Don't most of you think that by providing basic >> needs and support is a way to break down the long >> term process to promote learning, is somewhat up to >> the provider of the instruction to give the learner >> environment a "safe" place that is free of abuse and >> discussion regarding such? >> That's what I think, anyway. I do believe that >> keeping ourselves healthy is key, however, if a >> trauma victim is "obsessing" and unable to release >> themselves from the "biochemical component of abuse" >> then that is what 'other' professionals and / or >> services provide, and we can make these known and >> update our resources by providing a network of >> community services - as ESL teachers or volunteers, >> we really may not know how deep the pain is that we >> are dealing with and are we equipped to step into >> deeper waters? >> Maybe by our own example as mentors throughout the >> learning process, our students will try to increase >> their own well-being, learning, living, overcoming >> barriers added on by abuse issues, and succeeding to >> overcome victimization, or at least vicariously >> begin to "get it" and change their lives for the >> better. >> Shirley >> >> Original Message ----- >> From: Bonnita Solberg >> Date: Saturday, September 2, 2006 2:37 pm >> Subject: [WomenLiteracy 532] Re: the other >> To: The Women and Literacy Discussion List >> >> >>> Hope I am not too late to jump in here. Concerning >> the >>> biochemical component of abuse, physiology tells >> us >>> that nerve cells that fire together, wire >> together. >>> If you practice something over and over again, or >>> experience something over and over again, a >> connection >>> of nerve cells is built up: the cells have a long >> term >>> relationship. Long term cell relationships build >>> cells to form a nerve identity. This neuron "net" >> is >>> rewired on a daily basis. Break down the long term >> >>> cell relationship by interrupting the thought >> process, >>> and the nueron net is rewired. Interrupt a thought >> >>> process and it produces a chemical effect or >> reaction >>> that is different than the chemical effect or >> reaction >>> of the long term cell relationship or nerve >> identity. >>> In essence, nerve cells that don?t fire together, >>> don?t wire together. >>> >>> If you get angry on a daily basis, that anger >> neuro >>> net has a long term cell relationship with all >> other >>> neuro nets. If one experiences abuse on a daily >>> basis, that experience forms a long term cell >>> relationship, a net. Emotions reinforce chemically >> >>> the long term cell relationship, the cellular long >> >>> term memory. If we bombard the same cell with the >>> same attitude and the same chemistry over and >> over, >>> when the cell divides and produces a sister cells, >> >>> that sister cell will have more receptor sites for >> >>> those particular emotional chemicals and fewer >>> receptors for vitamins, minerals, food exchange or >> >>> release of toxins and waste. Hence one aspect of >> the >>> "stress syndrome." >>> >>> Rewiring the brain in this sense means to >> literally >>> reconnect the neurons in the net. Change the mind, >> >>> change one's choices. These chemical hanges are >> from >>> inside out. This is one aspect of the human drama >>> each of us deals with in abusive situations. >>> Bonnita Solberg >>> >>> >>> --- Andrea Wilder >> wrote: >>> >>>> Friends-- >>>> >>>> I have been on vacation and am now back. I've >>>> missed a lot, so need >>>> to catch up. Apologies if i am repeating >> something >>>> someone else has >>>> said >>>> >>>> The idea of abuse on a continuum might work,, >>>> depending on what the >>>> continuum is labeled, eg, modertate severe, not >> at >>>> all...perhaps using >>>> percentages. >>>> >>>> However, there is another dimension, and that is >> >>>> when abuse changes >>>> the person biochemically; that's a big jump. >>>> >>>> Because we are used (through social science >> lingo) >>>> to thinking of >>>> "variables," we are used to thinking in terms of >> >>>> "add-ons," and the >>>> core self remaining the same. In extreme abuse >> the >>>> person, what we >>>> might think of as "core self," is changed. >>>> >>>> Andrea >>>> >>>> >>>> On Aug 30, 2006, at 12:27 PM, Daphne Greenberg >>>> wrote: >>>> >>>>> Ryan and Andres raise very good points. I >> wonder >>>> what would happen if >>>>> we >>>>> think of all of this as a continuum and >> therefore, >>>> realize that we have >>>>> all been survivors of some kind of abuse and >> have >>>> all perpetrated some >>>>> kind of abuse. For example, many of us as >> children >>>> have been "picked >>>>> on" >>>>> and have done our share of "picking on others" >> >>>>> What would happen if we stopped thinking of >>>> survivors and perps as "the >>>>> other" and realize that some of that resides >> in >>>> each one of us? Would >>>>> we >>>>> be diluting the importance and impact of >> severe >>>> abuse, or would it be a >>>>> step in starting to talk about abuse in the >> open? >>>> Would it help create >>>>> a >>>>> safe classroom for our learners, or would it >> have >>>> an opposite effect? >>>>> Daphne >>>>> >>>>> >>>>>>>> "Muro, Andres" 8/25/2006 >>>> 6:17:47 PM >>> >>>>> Ryan, taking your argument a step further, I >>>> wonder how many of us are >>>>> perps of violence too. We may be, in our >> efforts >>>> to teach and to >>>>> create >>>>> spaces for the students, crating spaces that >>>> perpetuate violence too. >>>>> >>>>> One thing that I usually talk about w/ >> teachers, >>>> is the fact that many >>>>> teachers raise their voices, or slam things >> once >>>> in a while. They may >> > === message truncated ===> > ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, >> please go to http://www.nifl.gov/mailman/listinfo/womenliteracy > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy From andreawilder at comcast.net Sun Sep 3 06:29:52 2006 From: andreawilder at comcast.net (Andrea Wilder) Date: Sun, 3 Sep 2006 06:29:52 -0400 Subject: [WomenLiteracy 537] Re: the other In-Reply-To: <20060902174753.90646.qmail@web83101.mail.mud.yahoo.com> References: <20060902174753.90646.qmail@web83101.mail.mud.yahoo.com> Message-ID: <251c8bfa4ce69769bdd86d4078b8abec@comcast.net> Thanks, Bonny. On addition, there are changes that can't be rewired, the startle reflex is one of them. there are some others. the person has to learn to live with the changes. Andrea On Sep 2, 2006, at 1:47 PM, Bonnita Solberg wrote: > Hope I am not too late to jump in here. Concerning the > biochemical component of abuse, physiology tells us > that nerve cells that fire together, wire together. > If you practice something over and over again, or > experience something over and over again, a connection > of nerve cells is built up: the cells have a long term > relationship. Long term cell relationships build > cells to form a nerve identity. This neuron "net" is > rewired on a daily basis. Break down the long term > cell relationship by interrupting the thought process, > and the nueron net is rewired. Interrupt a thought > process and it produces a chemical effect or reaction > that is different than the chemical effect or reaction > of the long term cell relationship or nerve identity. > In essence, nerve cells that don?t fire together, > don?t wire together. > > If you get angry on a daily basis, that anger neuro > net has a long term cell relationship with all other > neuro nets. If one experiences abuse on a daily > basis, that experience forms a long term cell > relationship, a net. Emotions reinforce chemically > the long term cell relationship, the cellular long > term memory. If we bombard the same cell with the > same attitude and the same chemistry over and over, > when the cell divides and produces a sister cells, > that sister cell will have more receptor sites for > those particular emotional chemicals and fewer > receptors for vitamins, minerals, food exchange or > release of toxins and waste. Hence one aspect of the > "stress syndrome." > > Rewiring the brain in this sense means to literally > reconnect the neurons in the net. Change the mind, > change one's choices. These chemical hanges are from > inside out. This is one aspect of the human drama > each of us deals with in abusive situations. > Bonnita Solberg > > > --- Andrea Wilder wrote: > >> Friends-- >> >> I have been on vacation and am now back. I've >> missed a lot, so need >> to catch up. Apologies if i am repeating something >> someone else has >> said >> >> The idea of abuse on a continuum might work,, >> depending on what the >> continuum is labeled, eg, modertate severe, not at >> all...perhaps using >> percentages. >> >> However, there is another dimension, and that is >> when abuse changes >> the person biochemically; that's a big jump. >> >> Because we are used (through social science lingo) >> to thinking of >> "variables," we are used to thinking in terms of >> "add-ons," and the >> core self remaining the same. In extreme abuse the >> person, what we >> might think of as "core self," is changed. >> >> Andrea >> >> >> On Aug 30, 2006, at 12:27 PM, Daphne Greenberg >> wrote: >> >>> Ryan and Andres raise very good points. I wonder >> what would happen if >>> we >>> think of all of this as a continuum and therefore, >> realize that we have >>> all been survivors of some kind of abuse and have >> all perpetrated some >>> kind of abuse. For example, many of us as children >> have been "picked >>> on" >>> and have done our share of "picking on others" >>> What would happen if we stopped thinking of >> survivors and perps as "the >>> other" and realize that some of that resides in >> each one of us? Would >>> we >>> be diluting the importance and impact of severe >> abuse, or would it be a >>> step in starting to talk about abuse in the open? >> Would it help create >>> a >>> safe classroom for our learners, or would it have >> an opposite effect? >>> Daphne >>> >>> >>>>>> "Muro, Andres" 8/25/2006 >> 6:17:47 PM >>> >>> Ryan, taking your argument a step further, I >> wonder how many of us are >>> perps of violence too. We may be, in our efforts >> to teach and to >>> create >>> spaces for the students, crating spaces that >> perpetuate violence too. >>> >>> One thing that I usually talk about w/ teachers, >> is the fact that many >>> teachers raise their voices, or slam things once >> in a while. They may >>> not realize this, but a victim of violence will >> find this very >>> unsettling. In fact, most teachers never discuss >> domestic violence in >>> teachers prep courses. So, in a way, they are >> creating or perpetuating >>> violent spaces w/o being aware. >>> >>> Also. what is the extent to which we perpetuate >> violence by "othering" >>> (abnormalizing) certain groups. For example, do we >> use texts that only >>> represent heterosexual relationships? Do we use >> texts, or stories or >>> movies that show happy families, happy endings and >> stories ( a la >>> Cosby >>> show)? Do the literature and movies, tv shows, etc >> always portrait >>> nice >>> comfortable dwellings, people driving nice cars, >> etc. While teachers >>> may >>> not be conscious of this, they are creating >> environments that may >>> abnormalize or "other" the lifestyles of many of >> our students. Also, >>> are >>> we moody, cynical, sarcastic, quick to judge, etc. >> Many of these acts >>> can be threatening and perpetuate violence. So, to >> what extent are we >>> unconscious perpetuators of violence? >>> >>> I have, in the past, responded, cynically, >> sarcastically, w/hostility, >>> judgementally, etc in this and other listservs. In >> fact, I think that >>> they might have a file about me. In a sense, I am >> a virtual perp of >>> violence. While this may be amusing to some, I >> have talked to many >>> people that are intimidated by this medium. >>> >>> Andres >>> >>> -----Original Message----- >>> From: womenliteracy-bounces at nifl.gov >>> [mailto:womenliteracy-bounces at nifl.gov] On Behalf >> Of Ryan Hall >>> Sent: Friday, August 25, 2006 6:48 AM >>> To: The Women and Literacy Discussion List >>> Subject: [WomenLiteracy 514] Re: the other >>> >>> This is a very hard question, Daphne, but one that >> I think should be >>> considered. >>> >>> I believe that we do "other" the perps of >> violence, or at least of >>> certain >>> types of violence, and I think we do so because we >> just don't want to >>> or >>> can't allow the thoughts that violent people are >> actually closer to us >>> than >>> we think. The truth is, though, that there are >> many perps of violence, >>> and >>> they do attend the classes we teach, the meetings >> we have at work, our >>> places of worship, and the gatherings we have at >> our house. Some even >>> live >>> with us. To consider all the places one shares >> with perps of violence >>> is, to >>> say the least, disturbing. Who wants to believe >> that their friend, >>> colleague, student, professor, minister, or even >> relative is connected >>> in >>> any way to violent behavior? No one, of course, >> which is why people >>> are >>> so >>> surprised to find out things like their minister >> sexually abuses >>> members >>> of >>> the congregation, or their friends beat their >> children, or that their >>> neighbor murdered or tortured someone, etc. >>> >>> I think, though, too that, just as we "other" >> survivors of violence >>> less >>> when we realize we know survivors, we would >> "other" perps less, too, >>> if >>> we >>> realized that we knew one. I think this is true >> because, when we find >>> out we >>> know a perp, we would almost instantly ask why- >> why did this person--a >>> person I consider to be such a nice person, a good >> friend, etc.--do >>> such >>> a >>> horrible thing? Usually, there is an explanation >> for the violence that >>> makes >>> us understand why, even if we can never excuse >> what was done (because >>> I'm >>> not saying violence of any sort should ever be >> excused). And, usually, >>> perps >>> of violence have either been or are still also >> victims of violence. >>> >>> Knowing that they exist is not the hard part for >> me- it's the question >>> of >>> interaction that gets me. This is what I have come >> up with after >>> having >> > === message truncated === > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > From andreawilder at comcast.net Sun Sep 3 09:23:45 2006 From: andreawilder at comcast.net (Andrea Wilder) Date: Sun, 3 Sep 2006 09:23:45 -0400 Subject: [WomenLiteracy 538] Re: the other In-Reply-To: References: Message-ID: <9c24ffc45113e47555468d01afe70f81@comcast.net> One problem is that we don't know what is actually going on in people's minds. Example: I learned when I came back from vacation that a friend had hospitalized himself against depression/suicide. I visited him yesterday. He seems like himself...but less so. What is happening in his head? I have no idea. I knew he was in big trouble last July--insomnia that went on and on. Last year I thought that he and his wife needed a vacation, they both seemed exhausted. Another example: I also learned when I came back from vacation that a member of my congregation had died of pancreatic cancer. She was often abusive on the phone, had changed her behavior lately, was reaching out. I expect that was her knowledge of impending death. What i am trying to say is that there is a big leap between symptoms (even if we can recognize them) and knowledge of how an individual actually feels and what their behavior means. Ideally, teachers should have built up through their own teaching experience enough knowledge to at least start asking questions. Knowing what is happening in the head even in a textbook way is useful up to a point, certainly, and I am all for this, this is a lot of ignorance out there that can be turned into knowledge, and i have done much reading myself. It turns out that my friend in the hospital had problems in the past; this suggests that a careful history of the student be taken. Andrea On Sep 2, 2006, at 7:58 PM, Ryan Hall wrote: > I think we have to be very careful how much we generalize our own > experience > with violence. While I think that acknowledging the fact that we have > all > suffered some type of violence and even inflicted some type of > violence on > others may shed some light on how common violence is in our society, > how we > are all susceptible to it, and how survivors and perps. really aren't > the > "other," we must be very careful how we transfer our own experiences to > those of our learners. We must not forget that violence takes on many > forms > and that what we have experienced may not compare to what our learners > have > experienced or continue to experience. Or, that the way we were able > to deal > with the violence in our lives is something that our learners should > be able > to do. Limiting the definition of violence and trauma is a risk we > take when > looking at ourselves as the survivor and/or perp. In this case, it > might > very well dilute the importance and impact of severe abuse on > learning. What > do others think about Daphne's question? I am very interested in > hearing > your opinions. > Ryan > > > On 8/30/06 12:27 PM, "Daphne Greenberg" wrote: > >> Ryan and Andres raise very good points. I wonder what would happen if >> we >> think of all of this as a continuum and therefore, realize that we >> have >> all been survivors of some kind of abuse and have all perpetrated some >> kind of abuse. For example, many of us as children have been "picked >> on" >> and have done our share of "picking on others" >> What would happen if we stopped thinking of survivors and perps as >> "the >> other" and realize that some of that resides in each one of us? Would >> we >> be diluting the importance and impact of severe abuse, or would it be >> a >> step in starting to talk about abuse in the open? Would it help >> create a >> safe classroom for our learners, or would it have an opposite effect? >> Daphne >> >> >>>>> "Muro, Andres" 8/25/2006 6:17:47 PM >>> >> Ryan, taking your argument a step further, I wonder how many of us are >> perps of violence too. We may be, in our efforts to teach and to >> create >> spaces for the students, crating spaces that perpetuate violence too. >> >> One thing that I usually talk about w/ teachers, is the fact that many >> teachers raise their voices, or slam things once in a while. They may >> not realize this, but a victim of violence will find this very >> unsettling. In fact, most teachers never discuss domestic violence in >> teachers prep courses. So, in a way, they are creating or perpetuating >> violent spaces w/o being aware. >> >> Also. what is the extent to which we perpetuate violence by "othering" >> (abnormalizing) certain groups. For example, do we use texts that only >> represent heterosexual relationships? Do we use texts, or stories or >> movies that show happy families, happy endings and stories ( a la >> Cosby >> show)? Do the literature and movies, tv shows, etc always portrait >> nice >> comfortable dwellings, people driving nice cars, etc. While teachers >> may >> not be conscious of this, they are creating environments that may >> abnormalize or "other" the lifestyles of many of our students. Also, >> are >> we moody, cynical, sarcastic, quick to judge, etc. Many of these acts >> can be threatening and perpetuate violence. So, to what extent are we >> unconscious perpetuators of violence? >> >> I have, in the past, responded, cynically, sarcastically, w/hostility, >> judgementally, etc in this and other listservs. In fact, I think that >> they might have a file about me. In a sense, I am a virtual perp of >> violence. While this may be amusing to some, I have talked to many >> people that are intimidated by this medium. >> >> Andres >> >> -----Original Message----- >> From: womenliteracy-bounces at nifl.gov >> [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Ryan Hall >> Sent: Friday, August 25, 2006 6:48 AM >> To: The Women and Literacy Discussion List >> Subject: [WomenLiteracy 514] Re: the other >> >> This is a very hard question, Daphne, but one that I think should be >> considered. >> >> I believe that we do "other" the perps of violence, or at least of >> certain >> types of violence, and I think we do so because we just don't want to >> or >> can't allow the thoughts that violent people are actually closer to us >> than >> we think. The truth is, though, that there are many perps of violence, >> and >> they do attend the classes we teach, the meetings we have at work, our >> places of worship, and the gatherings we have at our house. Some even >> live >> with us. To consider all the places one shares with perps of violence >> is, to >> say the least, disturbing. Who wants to believe that their friend, >> colleague, student, professor, minister, or even relative is connected >> in >> any way to violent behavior? No one, of course, which is why people >> are >> so >> surprised to find out things like their minister sexually abuses >> members >> of >> the congregation, or their friends beat their children, or that their >> neighbor murdered or tortured someone, etc. >> >> I think, though, too that, just as we "other" survivors of violence >> less >> when we realize we know survivors, we would "other" perps less, too, >> if >> we >> realized that we knew one. I think this is true because, when we find >> out we >> know a perp, we would almost instantly ask why- why did this person--a >> person I consider to be such a nice person, a good friend, etc.--do >> such >> a >> horrible thing? Usually, there is an explanation for the violence that >> makes >> us understand why, even if we can never excuse what was done (because >> I'm >> not saying violence of any sort should ever be excused). And, usually, >> perps >> of violence have either been or are still also victims of violence. >> >> Knowing that they exist is not the hard part for me- it's the question >> of >> interaction that gets me. This is what I have come up with after >> having >> to >> teach classes that I was pretty certain had at least one perp in them. >> I >> could be oversimplifying this, but I think that we do need to consider >> that, >> not only do we encounter victims and survivors of violence regularly, >> but >> that some of them are also perps of violence. Should we act any >> differently >> knowing that there are more perps of violence in the spaces we occupy? >> I >> guess that depends on your beliefs about the way we should treat >> people >> in >> general. If you are a person who believes that you must mask your >> opinions >> and beliefs about certain things so that you don't offend certain >> people, >> then maybe you do need to make some changes. If you are a person who >> strives >> to be respectful and considerate of all people no matter who you are >> around, >> however, then I think considering that people are different in many >> different aspects and for many different reasons may be >> enough...because >> you're just going to be nice to everyone anyway. I think the same goes >> for >> teaching- we must strive to be respectful, considerate, and sensitive >> to >> the >> fact that the content we teach and the activities we ask students to >> do >> will >> have a different effect on each of them depending on their personal >> situation. If you are able to do that, then you will also be able to >> tell >> when a student is having difficulty with what you are asking him/her >> to >> do- >> at least in most cases. >> Ryan >> >> >> >> On 8/23/06 5:00 PM, "Daphne Greenberg" wrote: >> >>> The previous discussion sparked by the readings made me think about >> a >>> few things, and then today on NPR I heard something which made me >> want >>> to pose a question to this group. >>> As mentioned in this listserv, those of us who have not endured >>> violence in our lives sometimes think of people who have endured >>> violence as "the other" and we are often confronted with realizing >> this >>> when we hear our friends/colleagues talk about violence in their >> lives, >>> and suddenly, "the other" is not "the other" any longer. Many say >> that >>> this is one of the things that perpetuates the frequency of >> violence, >>> that as a society, we simply do not really acknowledge how >> pervasive, >>> common, and frequent it is. >>> A topic that we talk about even less, and I think "other" even more, >> is >>> the perpetrator of violence. If we ourselves have not perpetrated >>> violence, we often think of "perps" as the "other." >>> My question to the group is: Are "perps" really as much of the >> "other" >>> as we often make them seem to be? This is something that I often >> wonder >>> about. For example, we often hear that torturers are known as loving >>> family members. We hear that people are shocked to find out that >> their >>> friend is a secret serial murderer. People are shocked to hear that >> a >>> beloved teacher has been sexually abusing her students. We tend to >>> forget that whole communities are involved in atrocities that >> occurred >>> in the Holocaust, in Bosnia, in Darfur, etc., etc. I could go on and >> on. >>> The NPR commentator today talked about how ordinary people are >> involved >>> in many world atrocities. >>> We talk on this listserv about the need to realize that amongst are >>> individuals who have been abused and are being abused. Do we also >> need >>> to talk about the fact that amongst are individuals who have been, >>> and/or are currently perpetrators of abuse? >>> For example, we talk about the need to be careful when we read aloud >>> passages that involve abuse, because it may be triggering for some >> of >>> our learners who are survivors. Well, what about the perpetrators >> who >>> are teachers, or learners? Do we need to think about them, and the >>> impact reading aloud passages have on them? >>> I wonder what would happen if we acknowledged that in our >> classrooms, >>> our research meetings, our corporate meetings, etc., etc. we >> probably >>> have both survivors and perpetrators. Would that change the way we >>> teach, the way we interact? >>> Any thoughts? >>> Daphne >>> ---------------------------------------------------- >>> National Institute for Literacy >>> Women and Literacy mailing list >>> WomenLiteracy at nifl.gov >>> To unsubscribe or change your subscription settings, please go to >>> http://www.nifl.gov/mailman/listinfo/womenliteracy >> >> >> ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/womenliteracy >> ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/womenliteracy >> ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/womenliteracy > > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > From ryanryanc at yahoo.com Sun Sep 3 10:48:32 2006 From: ryanryanc at yahoo.com (Ryan Hall) Date: Sun, 03 Sep 2006 10:48:32 -0400 Subject: [WomenLiteracy 539] Re: the other In-Reply-To: <9c24ffc45113e47555468d01afe70f81@comcast.net> Message-ID: Being able to read people's minds would solve a lot of issues (at least in the classroom), but you're right, Andrea- we don't know what is actually going on in people's minds, which is precisely why we should never assume anything about anyone...ever. Even if we know something is going on with someone, we probably don't know everything that is going on with that person; therefore, we can't predict that person's thoughts, feelings, or reactions to what is going on. I think teachers should always ask questions and look for all the possible explanations for their students' behaviors instead of making assumptions. I also think that this is something that should be emphasized in teacher prep programs so that even new teachers will know to ask why before drawing any conclusions or making any assumptions about their students. Ryan On 9/3/06 9:23 AM, "Andrea Wilder" wrote: > One problem is that we don't know what is actually going on in > people's minds. > > Example: I learned when I came back from vacation that a friend had > hospitalized himself against depression/suicide. I visited him > yesterday. He seems like himself...but less so. > > What is happening in his head? I have no idea. I knew he was in big > trouble last July--insomnia that went on and on. > Last year I thought that he and his wife needed a vacation, they both > seemed exhausted. > > Another example: I also learned when I came back from vacation that a > member of my congregation had died of pancreatic cancer. She was > often abusive on the phone, had changed her behavior lately, was > reaching out. I expect that was her knowledge of impending death. > > What i am trying to say is that there is a big leap between symptoms > (even if we can recognize them) and knowledge of how an individual > actually feels and what their behavior means. > > Ideally, teachers should have built up through their own teaching > experience enough knowledge to at least start asking questions. > Knowing what is happening in the head even in a textbook way is useful > up to a point, certainly, and I am all for this, this is a lot of > ignorance out there that can be turned into knowledge, and i have done > much reading myself. > > It turns out that my friend in the hospital had problems in the past; > this suggests that a careful history of the student be taken. > > Andrea > On Sep 2, 2006, at 7:58 PM, Ryan Hall wrote: > >> I think we have to be very careful how much we generalize our own >> experience >> with violence. While I think that acknowledging the fact that we have >> all >> suffered some type of violence and even inflicted some type of >> violence on >> others may shed some light on how common violence is in our society, >> how we >> are all susceptible to it, and how survivors and perps. really aren't >> the >> "other," we must be very careful how we transfer our own experiences to >> those of our learners. We must not forget that violence takes on many >> forms >> and that what we have experienced may not compare to what our learners >> have >> experienced or continue to experience. Or, that the way we were able >> to deal >> with the violence in our lives is something that our learners should >> be able >> to do. Limiting the definition of violence and trauma is a risk we >> take when >> looking at ourselves as the survivor and/or perp. In this case, it >> might >> very well dilute the importance and impact of severe abuse on >> learning. What >> do others think about Daphne's question? I am very interested in >> hearing >> your opinions. >> Ryan >> >> >> On 8/30/06 12:27 PM, "Daphne Greenberg" wrote: >> >>> Ryan and Andres raise very good points. I wonder what would happen if >>> we >>> think of all of this as a continuum and therefore, realize that we >>> have >>> all been survivors of some kind of abuse and have all perpetrated some >>> kind of abuse. For example, many of us as children have been "picked >>> on" >>> and have done our share of "picking on others" >>> What would happen if we stopped thinking of survivors and perps as >>> "the >>> other" and realize that some of that resides in each one of us? Would >>> we >>> be diluting the importance and impact of severe abuse, or would it be >>> a >>> step in starting to talk about abuse in the open? Would it help >>> create a >>> safe classroom for our learners, or would it have an opposite effect? >>> Daphne >>> >>> >>>>>> "Muro, Andres" 8/25/2006 6:17:47 PM >>> >>> Ryan, taking your argument a step further, I wonder how many of us are >>> perps of violence too. We may be, in our efforts to teach and to >>> create >>> spaces for the students, crating spaces that perpetuate violence too. >>> >>> One thing that I usually talk about w/ teachers, is the fact that many >>> teachers raise their voices, or slam things once in a while. They may >>> not realize this, but a victim of violence will find this very >>> unsettling. In fact, most teachers never discuss domestic violence in >>> teachers prep courses. So, in a way, they are creating or perpetuating >>> violent spaces w/o being aware. >>> >>> Also. what is the extent to which we perpetuate violence by "othering" >>> (abnormalizing) certain groups. For example, do we use texts that only >>> represent heterosexual relationships? Do we use texts, or stories or >>> movies that show happy families, happy endings and stories ( a la >>> Cosby >>> show)? Do the literature and movies, tv shows, etc always portrait >>> nice >>> comfortable dwellings, people driving nice cars, etc. While teachers >>> may >>> not be conscious of this, they are creating environments that may >>> abnormalize or "other" the lifestyles of many of our students. Also, >>> are >>> we moody, cynical, sarcastic, quick to judge, etc. Many of these acts >>> can be threatening and perpetuate violence. So, to what extent are we >>> unconscious perpetuators of violence? >>> >>> I have, in the past, responded, cynically, sarcastically, w/hostility, >>> judgementally, etc in this and other listservs. In fact, I think that >>> they might have a file about me. In a sense, I am a virtual perp of >>> violence. While this may be amusing to some, I have talked to many >>> people that are intimidated by this medium. >>> >>> Andres >>> >>> -----Original Message----- >>> From: womenliteracy-bounces at nifl.gov >>> [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Ryan Hall >>> Sent: Friday, August 25, 2006 6:48 AM >>> To: The Women and Literacy Discussion List >>> Subject: [WomenLiteracy 514] Re: the other >>> >>> This is a very hard question, Daphne, but one that I think should be >>> considered. >>> >>> I believe that we do "other" the perps of violence, or at least of >>> certain >>> types of violence, and I think we do so because we just don't want to >>> or >>> can't allow the thoughts that violent people are actually closer to us >>> than >>> we think. The truth is, though, that there are many perps of violence, >>> and >>> they do attend the classes we teach, the meetings we have at work, our >>> places of worship, and the gatherings we have at our house. Some even >>> live >>> with us. To consider all the places one shares with perps of violence >>> is, to >>> say the least, disturbing. Who wants to believe that their friend, >>> colleague, student, professor, minister, or even relative is connected >>> in >>> any way to violent behavior? No one, of course, which is why people >>> are >>> so >>> surprised to find out things like their minister sexually abuses >>> members >>> of >>> the congregation, or their friends beat their children, or that their >>> neighbor murdered or tortured someone, etc. >>> >>> I think, though, too that, just as we "other" survivors of violence >>> less >>> when we realize we know survivors, we would "other" perps less, too, >>> if >>> we >>> realized that we knew one. I think this is true because, when we find >>> out we >>> know a perp, we would almost instantly ask why- why did this person--a >>> person I consider to be such a nice person, a good friend, etc.--do >>> such >>> a >>> horrible thing? Usually, there is an explanation for the violence that >>> makes >>> us understand why, even if we can never excuse what was done (because >>> I'm >>> not saying violence of any sort should ever be excused). And, usually, >>> perps >>> of violence have either been or are still also victims of violence. >>> >>> Knowing that they exist is not the hard part for me- it's the question >>> of >>> interaction that gets me. This is what I have come up with after >>> having >>> to >>> teach classes that I was pretty certain had at least one perp in them. >>> I >>> could be oversimplifying this, but I think that we do need to consider >>> that, >>> not only do we encounter victims and survivors of violence regularly, >>> but >>> that some of them are also perps of violence. Should we act any >>> differently >>> knowing that there are more perps of violence in the spaces we occupy? >>> I >>> guess that depends on your beliefs about the way we should treat >>> people >>> in >>> general. If you are a person who believes that you must mask your >>> opinions >>> and beliefs about certain things so that you don't offend certain >>> people, >>> then maybe you do need to make some changes. If you are a person who >>> strives >>> to be respectful and considerate of all people no matter who you are >>> around, >>> however, then I think considering that people are different in many >>> different aspects and for many different reasons may be >>> enough...because >>> you're just going to be nice to everyone anyway. I think the same goes >>> for >>> teaching- we must strive to be respectful, considerate, and sensitive >>> to >>> the >>> fact that the content we teach and the activities we ask students to >>> do >>> will >>> have a different effect on each of them depending on their personal >>> situation. If you are able to do that, then you will also be able to >>> tell >>> when a student is having difficulty with what you are asking him/her >>> to >>> do- >>> at least in most cases. >>> Ryan >>> >>> >>> >>> On 8/23/06 5:00 PM, "Daphne Greenberg" wrote: >>> >>>> The previous discussion sparked by the readings made me think about >>> a >>>> few things, and then today on NPR I heard something which made me >>> want >>>> to pose a question to this group. >>>> As mentioned in this listserv, those of us who have not endured >>>> violence in our lives sometimes think of people who have endured >>>> violence as "the other" and we are often confronted with realizing >>> this >>>> when we hear our friends/colleagues talk about violence in their >>> lives, >>>> and suddenly, "the other" is not "the other" any longer. Many say >>> that >>>> this is one of the things that perpetuates the frequency of >>> violence, >>>> that as a society, we simply do not really acknowledge how >>> pervasive, >>>> common, and frequent it is. >>>> A topic that we talk about even less, and I think "other" even more, >>> is >>>> the perpetrator of violence. If we ourselves have not perpetrated >>>> violence, we often think of "perps" as the "other." >>>> My question to the group is: Are "perps" really as much of the >>> "other" >>>> as we often make them seem to be? This is something that I often >>> wonder >>>> about. For example, we often hear that torturers are known as loving >>>> family members. We hear that people are shocked to find out that >>> their >>>> friend is a secret serial murderer. People are shocked to hear that >>> a >>>> beloved teacher has been sexually abusing her students. We tend to >>>> forget that whole communities are involved in atrocities that >>> occurred >>>> in the Holocaust, in Bosnia, in Darfur, etc., etc. I could go on and >>> on. >>>> The NPR commentator today talked about how ordinary people are >>> involved >>>> in many world atrocities. >>>> We talk on this listserv about the need to realize that amongst are >>>> individuals who have been abused and are being abused. Do we also >>> need >>>> to talk about the fact that amongst are individuals who have been, >>>> and/or are currently perpetrators of abuse? >>>> For example, we talk about the need to be careful when we read aloud >>>> passages that involve abuse, because it may be triggering for some >>> of >>>> our learners who are survivors. Well, what about the perpetrators >>> who >>>> are teachers, or learners? Do we need to think about them, and the >>>> impact reading aloud passages have on them? >>>> I wonder what would happen if we acknowledged that in our >>> classrooms, >>>> our research meetings, our corporate meetings, etc., etc. we >>> probably >>>> have both survivors and perpetrators. Would that change the way we >>>> teach, the way we interact? >>>> Any thoughts? >>>> Daphne >>>> ---------------------------------------------------- >>>> National Institute for Literacy >>>> Women and Literacy mailing list >>>> WomenLiteracy at nifl.gov >>>> To unsubscribe or change your subscription settings, please go to >>>> http://www.nifl.gov/mailman/listinfo/womenliteracy >>> >>> >>> ---------------------------------------------------- >>> National Institute for Literacy >>> Women and Literacy mailing list >>> WomenLiteracy at nifl.gov >>> To unsubscribe or change your subscription settings, please go to >>> http://www.nifl.gov/mailman/listinfo/womenliteracy >>> ---------------------------------------------------- >>> National Institute for Literacy >>> Women and Literacy mailing list >>> WomenLiteracy at nifl.gov >>> To unsubscribe or change your subscription settings, please go to >>> http://www.nifl.gov/mailman/listinfo/womenliteracy >>> ---------------------------------------------------- >>> National Institute for Literacy >>> Women and Literacy mailing list >>> WomenLiteracy at nifl.gov >>> To unsubscribe or change your subscription settings, please go to >>> http://www.nifl.gov/mailman/listinfo/womenliteracy >> >> >> ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/womenliteracy >> > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy From andreawilder at comcast.net Sun Sep 3 16:52:20 2006 From: andreawilder at comcast.net (Andrea Wilder) Date: Sun, 3 Sep 2006 16:52:20 -0400 Subject: [WomenLiteracy 540] Re: the other, ourselves In-Reply-To: References: Message-ID: <4fc560284a8a6603c7c992b29d5d4161@comcast.net> i want to add a note, too. It is possible for me to say about my hospitalized friend, "Oh, he is low on serotonin." That is not going to get me anywhere. How come he got low on serotonin? How does this manifest in his behavior? What triggered this? This is where talk therapy comes in; the chemicals can't do it all. The doc can listen to what is said, which will contain indications of the medical problem. In the classroom, I think writing is close to this; also, working with others to crate a good environment--I'll try to find the reference for this. Andrea On Sep 2, 2006, at 11:53 PM, Ryan Hall wrote: > It's just a coincidence that I am able to give the author of this > book, but > here it is for those of you who are interested- "The Drama of the > Gifted > Child: The Search for the True Self" was written by Alice Miller. > Ryan > > > On 9/2/06 9:47 PM, "Bonnita Solberg" wrote: > >> Your statement is right on Shirley; bio-chemical >> explanations often elicit simplistic explanations for >> complicated processes. It would seem logicial that >> methods employed to reverse negative experiences >> embedded in our body chemistry would take as many >> years to reverse as there were years of the >> experience, absent a traumatic interruption of the >> neuro net such as brain injury or outside chemical >> intervention. The best we can do I think is to >> provide a safe space for all our students, not knowing >> to what degree they may or may not have been abused. >> "The Drama of the Gifted Child" speaks of abuse in a >> more global sense than physical, sexual or mental >> abuse and may be of interest to the members of this >> list. Sorry I can't remember the author. Bonnita >> >> --- sjrhodes at tampabay.rr.com wrote: >> >>> Thank you for your posting, Bonnita - This makes a >>> lot of sense to me, especially with new research out >>> on mediation/stress reduction methods and >>> documenting our changing of neurological brain >>> patterns - so, by practicing positive thinking, >>> releasing the painful memories, reducing stress and >>> taking care of ourselves, e.g. proper nutrition, >>> exercise, etc. etc. = Fine-tuning?? >>> Why does this sound too easy? Yes, I think I get >>> it, and I guess that's where we are right now, in >>> the context of the discussion, and in our own lives. >>> Don't most of you think that by providing basic >>> needs and support is a way to break down the long >>> term process to promote learning, is somewhat up to >>> the provider of the instruction to give the learner >>> environment a "safe" place that is free of abuse and >>> discussion regarding such? >>> That's what I think, anyway. I do believe that >>> keeping ourselves healthy is key, however, if a >>> trauma victim is "obsessing" and unable to release >>> themselves from the "biochemical component of abuse" >>> then that is what 'other' professionals and / or >>> services provide, and we can make these known and >>> update our resources by providing a network of >>> community services - as ESL teachers or volunteers, >>> we really may not know how deep the pain is that we >>> are dealing with and are we equipped to step into >>> deeper waters? >>> Maybe by our own example as mentors throughout the >>> learning process, our students will try to increase >>> their own well-being, learning, living, overcoming >>> barriers added on by abuse issues, and succeeding to >>> overcome victimization, or at least vicariously >>> begin to "get it" and change their lives for the >>> better. >>> Shirley >>> >>> Original Message ----- >>> From: Bonnita Solberg >>> Date: Saturday, September 2, 2006 2:37 pm >>> Subject: [WomenLiteracy 532] Re: the other >>> To: The Women and Literacy Discussion List >>> >>> >>>> Hope I am not too late to jump in here. Concerning >>> the >>>> biochemical component of abuse, physiology tells >>> us >>>> that nerve cells that fire together, wire >>> together. >>>> If you practice something over and over again, or >>>> experience something over and over again, a >>> connection >>>> of nerve cells is built up: the cells have a long >>> term >>>> relationship. Long term cell relationships build >>>> cells to form a nerve identity. This neuron "net" >>> is >>>> rewired on a daily basis. Break down the long term >>> >>>> cell relationship by interrupting the thought >>> process, >>>> and the nueron net is rewired. Interrupt a thought >>> >>>> process and it produces a chemical effect or >>> reaction >>>> that is different than the chemical effect or >>> reaction >>>> of the long term cell relationship or nerve >>> identity. >>>> In essence, nerve cells that don?t fire together, >>>> don?t wire together. >>>> >>>> If you get angry on a daily basis, that anger >>> neuro >>>> net has a long term cell relationship with all >>> other >>>> neuro nets. If one experiences abuse on a daily >>>> basis, that experience forms a long term cell >>>> relationship, a net. Emotions reinforce chemically >>> >>>> the long term cell relationship, the cellular long >>> >>>> term memory. If we bombard the same cell with the >>>> same attitude and the same chemistry over and >>> over, >>>> when the cell divides and produces a sister cells, >>> >>>> that sister cell will have more receptor sites for >>> >>>> those particular emotional chemicals and fewer >>>> receptors for vitamins, minerals, food exchange or >>> >>>> release of toxins and waste. Hence one aspect of >>> the >>>> "stress syndrome." >>>> >>>> Rewiring the brain in this sense means to >>> literally >>>> reconnect the neurons in the net. Change the mind, >>> >>>> change one's choices. These chemical hanges are >>> from >>>> inside out. This is one aspect of the human drama >>>> each of us deals with in abusive situations. >>>> Bonnita Solberg >>>> >>>> >>>> --- Andrea Wilder >>> wrote: >>>> >>>>> Friends-- >>>>> >>>>> I have been on vacation and am now back. I've >>>>> missed a lot, so need >>>>> to catch up. Apologies if i am repeating >>> something >>>>> someone else has >>>>> said >>>>> >>>>> The idea of abuse on a continuum might work,, >>>>> depending on what the >>>>> continuum is labeled, eg, modertate severe, not >>> at >>>>> all...perhaps using >>>>> percentages. >>>>> >>>>> However, there is another dimension, and that is >>> >>>>> when abuse changes >>>>> the person biochemically; that's a big jump. >>>>> >>>>> Because we are used (through social science >>> lingo) >>>>> to thinking of >>>>> "variables," we are used to thinking in terms of >>> >>>>> "add-ons," and the >>>>> core self remaining the same. In extreme abuse >>> the >>>>> person, what we >>>>> might think of as "core self," is changed. >>>>> >>>>> Andrea >>>>> >>>>> >>>>> On Aug 30, 2006, at 12:27 PM, Daphne Greenberg >>>>> wrote: >>>>> >>>>>> Ryan and Andres raise very good points. I >>> wonder >>>>> what would happen if >>>>>> we >>>>>> think of all of this as a continuum and >>> therefore, >>>>> realize that we have >>>>>> all been survivors of some kind of abuse and >>> have >>>>> all perpetrated some >>>>>> kind of abuse. For example, many of us as >>> children >>>>> have been "picked >>>>>> on" >>>>>> and have done our share of "picking on others" >>> >>>>>> What would happen if we stopped thinking of >>>>> survivors and perps as "the >>>>>> other" and realize that some of that resides >>> in >>>>> each one of us? Would >>>>>> we >>>>>> be diluting the importance and impact of >>> severe >>>>> abuse, or would it be a >>>>>> step in starting to talk about abuse in the >>> open? >>>>> Would it help create >>>>>> a >>>>>> safe classroom for our learners, or would it >>> have >>>>> an opposite effect? >>>>>> Daphne >>>>>> >>>>>> >>>>>>>>> "Muro, Andres" 8/25/2006 >>>>> 6:17:47 PM >>> >>>>>> Ryan, taking your argument a step further, I >>>>> wonder how many of us are >>>>>> perps of violence too. We may be, in our >>> efforts >>>>> to teach and to >>>>>> create >>>>>> spaces for the students, crating spaces that >>>>> perpetuate violence too. >>>>>> >>>>>> One thing that I usually talk about w/ >>> teachers, >>>>> is the fact that many >>>>>> teachers raise their voices, or slam things >>> once >>>>> in a while. They may >>> >> === message truncated ===> >> ---------------------------------------------------- >>> National Institute for Literacy >>> Women and Literacy mailing list >>> WomenLiteracy at nifl.gov >>> To unsubscribe or change your subscription settings, >>> please go to http://www.nifl.gov/mailman/listinfo/womenliteracy >> ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/womenliteracy > > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > From bdsunmt at sbcglobal.net Sun Sep 3 17:42:17 2006 From: bdsunmt at sbcglobal.net (Bonnita Solberg) Date: Sun, 3 Sep 2006 14:42:17 -0700 (PDT) Subject: [WomenLiteracy 541] Re: the other, ourselves In-Reply-To: <4fc560284a8a6603c7c992b29d5d4161@comcast.net> Message-ID: <20060903214217.86979.qmail@web83115.mail.mud.yahoo.com> I am not a fan of outside chemical intervention in bodily chemical processes that develop as a result of stress, although that is an option of individual choice. The biochemical/physiological component of having been abused is only one piece of information. To be aware of physiological processes involved helps me know that what has been wired by repetition can be unwired, and is a powerful indicator that I can take charge of that aspect of my life. How we got wired is the single most important key to unlocking the neuro net, opening the way to changes big or small. Any therapuetic environment, and I believe our classrooms can be supportive to students and thereby therapeutic, has the potential of helping a person on their way. I also believe we must know our limits as teachers and not run trips on ourselves about being everything to our students: friend, social worker, counselor, mentor. Bonnita Bonnita --- Andrea Wilder wrote: > i want to add a note, too. > > It is possible for me to say about my hospitalized > friend, "Oh, he is > low on serotonin." That is not going to get me > anywhere. How come he > got low on serotonin? How does this manifest in > his behavior? What > triggered this? > > This is where talk therapy comes in; the chemicals > can't do it all. > The doc can listen to what is said, which will > contain indications of > the medical problem. > > In the classroom, I think writing is close to this; > also, working with > others to crate a good environment--I'll try to find > the reference for > this. > > Andrea > On Sep 2, 2006, at 11:53 PM, Ryan Hall wrote: > > > It's just a coincidence that I am able to give the > author of this > > book, but > > here it is for those of you who are interested- > "The Drama of the > > Gifted > > Child: The Search for the True Self" was written > by Alice Miller. > > Ryan > > > > > > On 9/2/06 9:47 PM, "Bonnita Solberg" > wrote: > > > >> Your statement is right on Shirley; bio-chemical > >> explanations often elicit simplistic explanations > for > >> complicated processes. It would seem logicial > that > >> methods employed to reverse negative experiences > >> embedded in our body chemistry would take as many > >> years to reverse as there were years of the > >> experience, absent a traumatic interruption of > the > >> neuro net such as brain injury or outside > chemical > >> intervention. The best we can do I think is to > >> provide a safe space for all our students, not > knowing > >> to what degree they may or may not have been > abused. > >> "The Drama of the Gifted Child" speaks of abuse > in a > >> more global sense than physical, sexual or mental > >> abuse and may be of interest to the members of > this > >> list. Sorry I can't remember the author. > Bonnita > >> > >> --- sjrhodes at tampabay.rr.com wrote: > >> > >>> Thank you for your posting, Bonnita - This makes > a > >>> lot of sense to me, especially with new research > out > >>> on mediation/stress reduction methods and > >>> documenting our changing of neurological brain > >>> patterns - so, by practicing positive thinking, > >>> releasing the painful memories, reducing stress > and > >>> taking care of ourselves, e.g. proper nutrition, > >>> exercise, etc. etc. = Fine-tuning?? > >>> Why does this sound too easy? Yes, I think I > get > >>> it, and I guess that's where we are right now, > in > >>> the context of the discussion, and in our own > lives. > >>> Don't most of you think that by providing basic > >>> needs and support is a way to break down the > long > >>> term process to promote learning, is somewhat up > to > >>> the provider of the instruction to give the > learner > >>> environment a "safe" place that is free of abuse > and > >>> discussion regarding such? > >>> That's what I think, anyway. I do believe that > >>> keeping ourselves healthy is key, however, if a > >>> trauma victim is "obsessing" and unable to > release > >>> themselves from the "biochemical component of > abuse" > >>> then that is what 'other' professionals and / or > >>> services provide, and we can make these known > and > >>> update our resources by providing a network of > >>> community services - as ESL teachers or > volunteers, > >>> we really may not know how deep the pain is that > we > >>> are dealing with and are we equipped to step > into > >>> deeper waters? > >>> Maybe by our own example as mentors throughout > the > >>> learning process, our students will try to > increase > >>> their own well-being, learning, living, > overcoming > >>> barriers added on by abuse issues, and > succeeding to > >>> overcome victimization, or at least vicariously > >>> begin to "get it" and change their lives for the > >>> better. > >>> Shirley > >>> > >>> Original Message ----- > >>> From: Bonnita Solberg > >>> Date: Saturday, September 2, 2006 2:37 pm > >>> Subject: [WomenLiteracy 532] Re: the other > >>> To: The Women and Literacy Discussion List > >>> > >>> > >>>> Hope I am not too late to jump in here. > Concerning > >>> the > >>>> biochemical component of abuse, physiology > tells > >>> us > >>>> that nerve cells that fire together, wire > >>> together. > >>>> If you practice something over and over again, > or > >>>> experience something over and over again, a > >>> connection > >>>> of nerve cells is built up: the cells have a > long > >>> term > >>>> relationship. Long term cell relationships > build > >>>> cells to form a nerve identity. This neuron > "net" > >>> is > >>>> rewired on a daily basis. Break down the long > term > >>> > >>>> cell relationship by interrupting the thought > >>> process, > >>>> and the nueron net is rewired. Interrupt a > thought > >>> > >>>> process and it produces a chemical effect or > >>> reaction > >>>> that is different than the chemical effect or > >>> reaction > >>>> of the long term cell relationship or nerve > >>> identity. > >>>> In essence, nerve cells that don?t fire > together, > >>>> don?t wire together. > >>>> > >>>> If you get angry on a daily basis, that anger > >>> neuro > >>>> net has a long term cell relationship with all > >>> other > >>>> neuro nets. If one experiences abuse on a daily > >>>> basis, that experience forms a long term cell > >>>> relationship, a net. Emotions reinforce > chemically > >>> > >>>> the long term cell relationship, the cellular > long > >>> > >>>> term memory. If we bombard the same cell with > the > >>>> same attitude and the same chemistry over and > >>> over, > >>>> when the cell divides and produces a sister > cells, > >>> > >>>> that sister cell will have more receptor sites > for > >>> > >>>> those particular emotional chemicals and fewer > >>>> receptors for vitamins, minerals, food exchange > or > >>> > >>>> release of toxins and waste. Hence one aspect > of > >>> the > >>>> "stress syndrome." > >>>> > >>>> Rewiring the brain in this sense means to > >>> literally > === message truncated === From andreawilder at comcast.net Mon Sep 4 09:52:45 2006 From: andreawilder at comcast.net (Andrea Wilder) Date: Mon, 4 Sep 2006 09:52:45 -0400 Subject: [WomenLiteracy 542] Re: the other In-Reply-To: References: Message-ID: <9fbbd0cbd437f03d536192b4127d51fb@comcast.net> Taking this one or two steps further-- 1) I took a short course in martial arts this summer--kind of a refresher course. Everyone in class treats each other respectfully--starts with the teacher, everyone required to follow suit. This means: 1) Holding the door for others senior to you in belt markings, 2) Standing and bowing when others enter the room--the person who enters also has to bow 3) Saying Goodnight when we leave, hello when you arrive. 4) Taking responsibility for keeping the rooms and plants in order--vacuuming, putting away, watering. 5) Thanking a teacher when the teacher corrects you. For me this translates into ALWAYS stopping at crosswalks for pedestrians. So respect is very important. It is impossible to overestimate the calming effects of these routines. Rules and respect can protect against violence. 2) I do not share my own experiences of violence if others don't seem receptive, it's pointless. I look and sound solidly middle-class, so my language and appearance work against me being believed. Then if I AM believed people are shocked. also, most conversations simply don't lend themselves to this kind of discussion. What I do share is INSIGHTS I have garnered through therapy, and that works fine, they slip into the conversation quite easily. Andrea On Aug 25, 2006, at 6:17 PM, Muro, Andres wrote: > Ryan, taking your argument a step further, I wonder how many of us are > perps of violence too. We may be, in our efforts to teach and to create > spaces for the students, crating spaces that perpetuate violence too. > > One thing that I usually talk about w/ teachers, is the fact that many > teachers raise their voices, or slam things once in a while. They may > not realize this, but a victim of violence will find this very > unsettling. In fact, most teachers never discuss domestic violence in > teachers prep courses. So, in a way, they are creating or perpetuating > violent spaces w/o being aware. > > Also. what is the extent to which we perpetuate violence by "othering" > (abnormalizing) certain groups. For example, do we use texts that only > represent heterosexual relationships? Do we use texts, or stories or > movies that show happy families, happy endings and stories ( a la Cosby > show)? Do the literature and movies, tv shows, etc always portrait nice > comfortable dwellings, people driving nice cars, etc. While teachers > may > not be conscious of this, they are creating environments that may > abnormalize or "other" the lifestyles of many of our students. Also, > are > we moody, cynical, sarcastic, quick to judge, etc. Many of these acts > can be threatening and perpetuate violence. So, to what extent are we > unconscious perpetuators of violence? > > I have, in the past, responded, cynically, sarcastically, w/hostility, > judgementally, etc in this and other listservs. In fact, I think that > they might have a file about me. In a sense, I am a virtual perp of > violence. While this may be amusing to some, I have talked to many > people that are intimidated by this medium. > > Andres > > -----Original Message----- > From: womenliteracy-bounces at nifl.gov > [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Ryan Hall > Sent: Friday, August 25, 2006 6:48 AM > To: The Women and Literacy Discussion List > Subject: [WomenLiteracy 514] Re: the other > > This is a very hard question, Daphne, but one that I think should be > considered. > > I believe that we do "other" the perps of violence, or at least of > certain > types of violence, and I think we do so because we just don't want to > or > can't allow the thoughts that violent people are actually closer to us > than > we think. The truth is, though, that there are many perps of violence, > and > they do attend the classes we teach, the meetings we have at work, our > places of worship, and the gatherings we have at our house. Some even > live > with us. To consider all the places one shares with perps of violence > is, to > say the least, disturbing. Who wants to believe that their friend, > colleague, student, professor, minister, or even relative is connected > in > any way to violent behavior? No one, of course, which is why people are > so > surprised to find out things like their minister sexually abuses > members > of > the congregation, or their friends beat their children, or that their > neighbor murdered or tortured someone, etc. > > I think, though, too that, just as we "other" survivors of violence > less > when we realize we know survivors, we would "other" perps less, too, if > we > realized that we knew one. I think this is true because, when we find > out we > know a perp, we would almost instantly ask why- why did this person--a > person I consider to be such a nice person, a good friend, etc.--do > such > a > horrible thing? Usually, there is an explanation for the violence that > makes > us understand why, even if we can never excuse what was done (because > I'm > not saying violence of any sort should ever be excused). And, usually, > perps > of violence have either been or are still also victims of violence. > > Knowing that they exist is not the hard part for me- it's the question > of > interaction that gets me. This is what I have come up with after having > to > teach classes that I was pretty certain had at least one perp in them. > I > could be oversimplifying this, but I think that we do need to consider > that, > not only do we encounter victims and survivors of violence regularly, > but > that some of them are also perps of violence. Should we act any > differently > knowing that there are more perps of violence in the spaces we occupy? > I > guess that depends on your beliefs about the way we should treat people > in > general. If you are a person who believes that you must mask your > opinions > and beliefs about certain things so that you don't offend certain > people, > then maybe you do need to make some changes. If you are a person who > strives > to be respectful and considerate of all people no matter who you are > around, > however, then I think considering that people are different in many > different aspects and for many different reasons may be > enough...because > you're just going to be nice to everyone anyway. I think the same goes > for > teaching- we must strive to be respectful, considerate, and sensitive > to > the > fact that the content we teach and the activities we ask students to do > will > have a different effect on each of them depending on their personal > situation. If you are able to do that, then you will also be able to > tell > when a student is having difficulty with what you are asking him/her to > do- > at least in most cases. > Ryan > > > > On 8/23/06 5:00 PM, "Daphne Greenberg" wrote: > >> The previous discussion sparked by the readings made me think about a >> few things, and then today on NPR I heard something which made me want >> to pose a question to this group. >> As mentioned in this listserv, those of us who have not endured >> violence in our lives sometimes think of people who have endured >> violence as "the other" and we are often confronted with realizing > this >> when we hear our friends/colleagues talk about violence in their > lives, >> and suddenly, "the other" is not "the other" any longer. Many say that >> this is one of the things that perpetuates the frequency of violence, >> that as a society, we simply do not really acknowledge how pervasive, >> common, and frequent it is. >> A topic that we talk about even less, and I think "other" even more, > is >> the perpetrator of violence. If we ourselves have not perpetrated >> violence, we often think of "perps" as the "other." >> My question to the group is: Are "perps" really as much of the "other" >> as we often make them seem to be? This is something that I often > wonder >> about. For example, we often hear that torturers are known as loving >> family members. We hear that people are shocked to find out that their >> friend is a secret serial murderer. People are shocked to hear that a >> beloved teacher has been sexually abusing her students. We tend to >> forget that whole communities are involved in atrocities that occurred >> in the Holocaust, in Bosnia, in Darfur, etc., etc. I could go on and > on. >> The NPR commentator today talked about how ordinary people are > involved >> in many world atrocities. >> We talk on this listserv about the need to realize that amongst are >> individuals who have been abused and are being abused. Do we also need >> to talk about the fact that amongst are individuals who have been, >> and/or are currently perpetrators of abuse? >> For example, we talk about the need to be careful when we read aloud >> passages that involve abuse, because it may be triggering for some of >> our learners who are survivors. Well, what about the perpetrators who >> are teachers, or learners? Do we need to think about them, and the >> impact reading aloud passages have on them? >> I wonder what would happen if we acknowledged that in our classrooms, >> our research meetings, our corporate meetings, etc., etc. we probably >> have both survivors and perpetrators. Would that change the way we >> teach, the way we interact? >> Any thoughts? >> Daphne >> ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/womenliteracy > > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > From andreawilder at comcast.net Mon Sep 4 13:45:54 2006 From: andreawilder at comcast.net (Andrea Wilder) Date: Mon, 4 Sep 2006 13:45:54 -0400 Subject: [WomenLiteracy 543] Re: the other, ourselves In-Reply-To: <20060903214217.86979.qmail@web83115.mail.mud.yahoo.com> References: <20060903214217.86979.qmail@web83115.mail.mud.yahoo.com> Message-ID: Nice to hear from you, Bonnita. I do take a carefully calibrated medicine which helps me sleep--insomnia is a by-product often of PTSD, which i have. I had REALLY EXCITING DREA MS when I went off it for a while--but then I couldn't work during the day I was so exhausted. The meds work so I keep them. I have a friend who has worked himself into psychological knots--furious at his wife, can't express himself, them furious at himself for not being able to express himself to his wife--and be heard. So homicidal and suicidal impulses run around in his head. This kind of fix can lead to depression; he needs a time-out, people to listen to him. I think many adult students might be like that--need someone to listen to them. Andrea On Sep 3, 2006, at 5:42 PM, Bonnita Solberg wrote: > I am not a fan of outside chemical intervention in > bodily chemical processes that develop as a result of > stress, although that is an option of individual > choice. The biochemical/physiological component of > having been abused is only one piece of information. > To be aware of physiological processes involved helps > me know that what has been wired by repetition can be > unwired, and is a powerful indicator that I can take > charge of that aspect of my life. How we got wired is > the single most important key to unlocking the neuro > net, opening the way to changes big or small. Any > therapuetic environment, and I believe our classrooms > can be supportive to students and thereby therapeutic, > has the potential of helping a person on their way. I > also believe we must know our limits as teachers and > not run trips on ourselves about being everything to > our students: friend, social worker, counselor, > mentor. > > Bonnita > > Bonnita > > --- Andrea Wilder wrote: > >> i want to add a note, too. >> >> It is possible for me to say about my hospitalized >> friend, "Oh, he is >> low on serotonin." That is not going to get me >> anywhere. How come he >> got low on serotonin? How does this manifest in >> his behavior? What >> triggered this? >> >> This is where talk therapy comes in; the chemicals >> can't do it all. >> The doc can listen to what is said, which will >> contain indications of >> the medical problem. >> >> In the classroom, I think writing is close to this; >> also, working with >> others to crate a good environment--I'll try to find >> the reference for >> this. >> >> Andrea >> On Sep 2, 2006, at 11:53 PM, Ryan Hall wrote: >> >>> It's just a coincidence that I am able to give the >> author of this >>> book, but >>> here it is for those of you who are interested- >> "The Drama of the >>> Gifted >>> Child: The Search for the True Self" was written >> by Alice Miller. >>> Ryan >>> >>> >>> On 9/2/06 9:47 PM, "Bonnita Solberg" >> wrote: >>> >>>> Your statement is right on Shirley; bio-chemical >>>> explanations often elicit simplistic explanations >> for >>>> complicated processes. It would seem logicial >> that >>>> methods employed to reverse negative experiences >>>> embedded in our body chemistry would take as many >>>> years to reverse as there were years of the >>>> experience, absent a traumatic interruption of >> the >>>> neuro net such as brain injury or outside >> chemical >>>> intervention. The best we can do I think is to >>>> provide a safe space for all our students, not >> knowing >>>> to what degree they may or may not have been >> abused. >>>> "The Drama of the Gifted Child" speaks of abuse >> in a >>>> more global sense than physical, sexual or mental >>>> abuse and may be of interest to the members of >> this >>>> list. Sorry I can't remember the author. >> Bonnita >>>> >>>> --- sjrhodes at tampabay.rr.com wrote: >>>> >>>>> Thank you for your posting, Bonnita - This makes >> a >>>>> lot of sense to me, especially with new research >> out >>>>> on mediation/stress reduction methods and >>>>> documenting our changing of neurological brain >>>>> patterns - so, by practicing positive thinking, >>>>> releasing the painful memories, reducing stress >> and >>>>> taking care of ourselves, e.g. proper nutrition, >>>>> exercise, etc. etc. = Fine-tuning?? >>>>> Why does this sound too easy? Yes, I think I >> get >>>>> it, and I guess that's where we are right now, >> in >>>>> the context of the discussion, and in our own >> lives. >>>>> Don't most of you think that by providing basic >>>>> needs and support is a way to break down the >> long >>>>> term process to promote learning, is somewhat up >> to >>>>> the provider of the instruction to give the >> learner >>>>> environment a "safe" place that is free of abuse >> and >>>>> discussion regarding such? >>>>> That's what I think, anyway. I do believe that >>>>> keeping ourselves healthy is key, however, if a >>>>> trauma victim is "obsessing" and unable to >> release >>>>> themselves from the "biochemical component of >> abuse" >>>>> then that is what 'other' professionals and / or >>>>> services provide, and we can make these known >> and >>>>> update our resources by providing a network of >>>>> community services - as ESL teachers or >> volunteers, >>>>> we really may not know how deep the pain is that >> we >>>>> are dealing with and are we equipped to step >> into >>>>> deeper waters? >>>>> Maybe by our own example as mentors throughout >> the >>>>> learning process, our students will try to >> increase >>>>> their own well-being, learning, living, >> overcoming >>>>> barriers added on by abuse issues, and >> succeeding to >>>>> overcome victimization, or at least vicariously >>>>> begin to "get it" and change their lives for the >>>>> better. >>>>> Shirley >>>>> >>>>> Original Message ----- >>>>> From: Bonnita Solberg >>>>> Date: Saturday, September 2, 2006 2:37 pm >>>>> Subject: [WomenLiteracy 532] Re: the other >>>>> To: The Women and Literacy Discussion List >>>>> >>>>> >>>>>> Hope I am not too late to jump in here. >> Concerning >>>>> the >>>>>> biochemical component of abuse, physiology >> tells >>>>> us >>>>>> that nerve cells that fire together, wire >>>>> together. >>>>>> If you practice something over and over again, >> or >>>>>> experience something over and over again, a >>>>> connection >>>>>> of nerve cells is built up: the cells have a >> long >>>>> term >>>>>> relationship. Long term cell relationships >> build >>>>>> cells to form a nerve identity. This neuron >> "net" >>>>> is >>>>>> rewired on a daily basis. Break down the long >> term >>>>> >>>>>> cell relationship by interrupting the thought >>>>> process, >>>>>> and the nueron net is rewired. Interrupt a >> thought >>>>> >>>>>> process and it produces a chemical effect or >>>>> reaction >>>>>> that is different than the chemical effect or >>>>> reaction >>>>>> of the long term cell relationship or nerve >>>>> identity. >>>>>> In essence, nerve cells that don?t fire >> together, >>>>>> don?t wire together. >>>>>> >>>>>> If you get angry on a daily basis, that anger >>>>> neuro >>>>>> net has a long term cell relationship with all >>>>> other >>>>>> neuro nets. If one experiences abuse on a daily >>>>>> basis, that experience forms a long term cell >>>>>> relationship, a net. Emotions reinforce >> chemically >>>>> >>>>>> the long term cell relationship, the cellular >> long >>>>> >>>>>> term memory. If we bombard the same cell with >> the >>>>>> same attitude and the same chemistry over and >>>>> over, >>>>>> when the cell divides and produces a sister >> cells, >>>>> >>>>>> that sister cell will have more receptor sites >> for >>>>> >>>>>> those particular emotional chemicals and fewer >>>>>> receptors for vitamins, minerals, food exchange >> or >>>>> >>>>>> release of toxins and waste. Hence one aspect >> of >>>>> the >>>>>> "stress syndrome." >>>>>> >>>>>> Rewiring the brain in this sense means to >>>>> literally >> > === message truncated === > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > From mev at litwomen.org Mon Sep 4 15:18:19 2006 From: mev at litwomen.org (mev at litwomen.org) Date: Mon, 4 Sep 2006 15:18:19 -0400 Subject: [WomenLiteracy 544] WE LEARN Sept. News Briefs Message-ID: <1F98B73C-3C4A-11DB-B7B7-000393ABE4D2@litwomen.org> WE LEARN News Briefs - September 2006 In Honor of International Literacy Day (Sept. 8) The show, International Literacy Issues, will air on Women Voices Radio on WAER public radio station in Syracuse, NY on Thurs. September 7, 2006 between 8:00 ? 9:00 pm. People around the country can listen by going to http://www.waer.org and clicking on "listen live" in the menu bar at the top of the page. The program is not archived by the station. The show will include a segment on women's literacy issues and an interview with Mev Miller, Director of WE LEARN. Pro Literacy Worldwide Conference, Oct. 4-7, 2006, Atlanta GA WE LEARN members Mev Miller (Director) and Donna Jones (ABE Student) will present a workshop at the ProLiteracy Conference called "Women & Literacy: Moving to Power and Participation." If you are attending the conference, we hope you will come and join the fun and meet us. The workshop will be on Friday, Oct. 6 from 2:15 ? 3:45. Grant Award from the Women's Fund of Rhode Island WE LEARN has received a $10,000 grant from the Women's Fund of Rhode Island to support Women Leading Through Reading Discussion Circles in the Providence area. The project will take place from September 2006 through May 2007. We will be preparing a training and support manual as part of the grant. A presentation about the Women Leading Through Reading Discussion Circles will take place at the annual WE LEARN conference. Watch for details 4th Annual WE LEARN (Net)Working Conference an Women and Literacy Save the Date ? the annual conference will be held on March 9-10, 2007 in Boston MA at Northeastern University. The theme for this year's conference is Learning from Women-Centered Programs. A Call for Presenters and more information will be available in early October. We are also planning a pre-conference event on March 8, International Women's Day. Please watch for details. Search the Internet & Raise $$ for WE LEARN! WE LEARN is now registered with GoodSearch.com (http://www.goodsearch.com/). When you want to search the Internet, go to GoodSearch.com and select WE LEARN in the "I'm supporting" box. WE LEARN will receive one cent for each search conducted when we are selected. It's no cost to use and provides pennies to us ? hey, every little bit helps! ------------------------------------------------- WE LEARN Women Expanding: Literacy Education Action Resource Network www.litwomen.org/welearn.html Mev Miller, Ed.D., Director 182 Riverside Ave. Cranston, RI 02910 401-383-4374 welearn at litwomen.org -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 2907 bytes Desc: not available Url : http://www.nifl.gov/pipermail/womenliteracy/attachments/20060904/7d19b04f/attachment.bin From andreawilder at comcast.net Tue Sep 5 09:28:25 2006 From: andreawilder at comcast.net (Andrea Wilder) Date: Tue, 5 Sep 2006 09:28:25 -0400 Subject: [WomenLiteracy 545] The other: 2 tips Message-ID: <2d951d7ae4beed3fe6dfc9af0194fc25@comcast.net> Colleagues-- Two tips for working with abused students (these are part of my own thinking on abuse). 1) Find out what the student wants to achieve in her life, what role she sees occupying, where living, people around her, kind of job, and so on. 2) Then find out how much this will cost to achieve, so the student can put a number of her dreams. I have worked with these two ideas for many years. I had to find for myself what I wanted, and then I had to put a money figure on it. It took me a LONG while to find the right people who could give me the advice i needed to get my plans in shape--many years. I seem to know many good hearted people who can't think their way out of a paper bag, so it wasn't easy. I remember doing one exercise with students at their school--it used collage and pictures from magazines--which focused on the concrete.I made a collage for myself, thinking i was being helpful to the students, maybe I was, let's hope, but I STILL REMEMBER the collage I made for myself. so this is a very important exercise. Andrea From Mylinh.Nguyen at ed.gov Tue Sep 5 09:44:42 2006 From: Mylinh.Nguyen at ed.gov (Nguyen, My Linh) Date: Tue, 5 Sep 2006 09:44:42 -0400 Subject: [WomenLiteracy 546] National Institute for Literacy Launches International Perspective Webpages Message-ID: Just in time for International Literacy Day on September 8, the National Institute for Literacy has launched a series of webpages on its website (www.nifl.gov) to highlight worldwide efforts to address and combat literacy problems. The International Perspectives webpages allow American adult literacy and English language teachers and students quick access to information about: * adult literacy education in other countries and cultures, including both developing and industrialized countries, and including curriculum and outcomes standards for adult education in other countries * international comparative studies of adult literacy and PreK-12 education, and * international efforts to raise literacy levels (e.g.UNESCO, International Reading Association, and the Venezuelan and Argentinian literacy campaigns) The Institute plans to continue to build on the information on the International Perspective pages () as they develop into a central site for worldwide literacy resources. The National Institute for Literacy provides leadership on literacy issues, including the improvement of reading instruction for children, youth, and adults. In consultation with the U.S. Departments of Education, Labor, and Health and Human Services, the Institute serves as a national resource on current, comprehensive literacy research, practice, and policy. My Linh Nguyen Associate Director of Communications National Institute for Literacy (202) 233-2041 fax (202) 233-2050 mnguyen at nifl.gov From ALCDGG at langate.gsu.edu Tue Sep 5 15:12:07 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Tue, 05 Sep 2006 15:12:07 -0400 Subject: [WomenLiteracy 547] Re: The other: 2 tips In-Reply-To: <2d951d7ae4beed3fe6dfc9af0194fc25@comcast.net> References: <2d951d7ae4beed3fe6dfc9af0194fc25@comcast.net> Message-ID: <44FD93C70200003100003404@mailsrv4.gsu.edu> Andrea, Thanks for these tips! Any tips for working with perpertrators of abuse? Daphne >>> Andrea Wilder 9/5/2006 9:28:25 AM >>> Colleagues-- Two tips for working with abused students (these are part of my own thinking on abuse). 1) Find out what the student wants to achieve in her life, what role she sees occupying, where living, people around her, kind of job, and so on. 2) Then find out how much this will cost to achieve, so the student can put a number of her dreams. I have worked with these two ideas for many years. I had to find for myself what I wanted, and then I had to put a money figure on it. It took me a LONG while to find the right people who could give me the advice i needed to get my plans in shape--many years. I seem to know many good hearted people who can't think their way out of a paper bag, so it wasn't easy. I remember doing one exercise with students at their school--it used collage and pictures from magazines--which focused on the concrete.I made a collage for myself, thinking i was being helpful to the students, maybe I was, let's hope, but I STILL REMEMBER the collage I made for myself. so this is a very important exercise. Andrea ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy From MMaralit at NIFL.gov Wed Sep 6 15:27:05 2006 From: MMaralit at NIFL.gov (Maralit, Mary Jo) Date: Wed, 6 Sep 2006 15:27:05 -0400 Subject: [WomenLiteracy 548] Re: The Health Literacy of America's Adults: Results from the 2003 National Assessment of Adult Literacy Message-ID: <4062487BDB6029428A763CAEF4E1FE5B0B93313A@wdcrobe2m03.ed.gov> The following announcement is posted on behalf of The National Center for Education Statistics: The Health Literacy of America's Adults: Results from the 2003 National Assessment of Adult Literacy (9/6/2006) Results from the Health Literacy component of the 2003 National Assessment of Adult Literacy (NAAL) were just released. The health literacy findings are based on the first large-scale national assessment designed specifically to measure the health literacy of adults living in America. This report measures health literacy among American adults including their ability to read, understand, and apply health-related information in English. Findings include: * The majority of American adults (53 percent) had Intermediate health literacy. Fewer than 15 percent of adults had either Below Basic or Proficient health literacy. * Women had higher average health literacy than men. * Adults who were ages 65 and older had lower average health literacy than younger adults. * Hispanic adults had lower average health literacy than adults in any other racial/ethnic group. To download, view and print the publication as a PDF file, please visit: To view other NAAL reports and for more information, visit Jaleh Behroozi Soroui Education Statistics Services Institute (ESSI-Stat) American Institutes for Research 1990 K Street, NW Suite 500 Washington, DC 20006 Phone: 202/403-6958 email: jsoroui at air.org From andreawilder at comcast.net Wed Sep 6 20:55:21 2006 From: andreawilder at comcast.net (Andrea Wilder) Date: Wed, 6 Sep 2006 20:55:21 -0400 Subject: [WomenLiteracy 549] Re: The other: 2 tips In-Reply-To: <44FD93C70200003100003404@mailsrv4.gsu.edu> References: <2d951d7ae4beed3fe6dfc9af0194fc25@comcast.net> <44FD93C70200003100003404@mailsrv4.gsu.edu> Message-ID: <5b67307e2b6c3077517fdb6b76010885@comcast.net> I thought about this overnight, then today. Can I still say something useful? Maybe. Best for both groups: Introduce list of behaviors that equal domestic violence--a surprise to both sides, I bet. Then make lessons of the applicable laws, talk about shelters, restraining orders, all that stuff. I think these facts will relieve the victims, put the real or potential perps on notice. From all my reading, I come up with two more observations: 1) A significant percentage of men have the potential to abuse girls (and boys, too), but girls more so. The numbers are buried somewhere in my papers. The numbers were put together by a guy who runs a center that specializes in gathering info about pederasts and pedophiles. There is another group of violent men (mostly men) for whom the abuse is not sexual. So there are two types. 2) Knowledge of what constitutes domestic violence, and what the consequences are legally, both enlightens women and puts the brakes on men's behavior. That's about it--there is a writer who does talk about the roots of male violence, I have forgotten his name, I think Janet isserlis knows it, because I read something written by Janet that includes his name. As I recall, Janet knows more than I about perps and potential perps, I think, from some work she has done. I am sorry if I am offending anyone by my tone is this note. I do take domestic violence and any violence very seriously. When the graduate students who live in my home ask me if my neighborhood is safe, I say Relatively...and then tell them to wear sneakers when they plan to come in late at night, and to run into the road if they are afraid of being attacked--perps probably won't follow them into the middle of the street. I once had a guy install some glass in my house--he made a pass at me, I went outside immediately and stayed there until he finished the job and left. I paid the bill, but obviously won't go near him with a ten foot pole. I told the contractor who had hired him about his behavior. Andrea On Sep 5, 2006, at 3:12 PM, Daphne Greenberg wrote: > Andrea, > Thanks for these tips! Any tips for working with perpertrators of > abuse? > Daphne > >>>> Andrea Wilder 9/5/2006 9:28:25 AM >>> > Colleagues-- > > Two tips for working with abused students (these are part of my own > thinking on abuse). > > 1) Find out what the student wants to achieve in her life, what > role > she sees occupying, where living, people around her, kind of job, and > so on. > > 2) Then find out how much this will cost to achieve, so the > student > can put a number of her dreams. > > I have worked with these two ideas for many years. I had to find for > > myself what I wanted, and then I had to put a money figure on it. > > It took me a LONG while to find the right people who could give me the > > advice i needed to get my plans in shape--many years. I seem to know > many good hearted people who can't think their way out of a paper bag, > > so it wasn't easy. > > I remember doing one exercise with students at their school--it used > collage and pictures from magazines--which focused on the concrete.I > made a collage for myself, thinking i was being helpful to the > students, maybe I was, let's hope, but I STILL REMEMBER the collage I > > made for myself. so this is a very important exercise. > > Andrea > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > From ryanryanc at yahoo.com Thu Sep 7 05:04:03 2006 From: ryanryanc at yahoo.com (Ryan Hall) Date: Thu, 07 Sep 2006 05:04:03 -0400 Subject: [WomenLiteracy 550] PBS Special on Global Education Issues Message-ID: PBS has a special program on Global Education issues that looks at how different education, philosophies, and opportunities are in various regions of the world, as well as the will of the children in these regions who, for some, it seems almost impossible for them to continue with a basic education as all the odds are pointed against them. PBS will keep following these students, so there will be an updated taping in a couple years. The program is titled "The Case for Universal Basic Education for the World's Poorest Boys and Girls" Also included in this site is an article by Gene B. Sperling, senior fellow for economic policy and director of the Center for Universal Education at the Council on Foreign Relations, that discusses specific issues related unequal educational opportunities for girls. Below is a brief summary: "One of the main themes of "Back to School" is the special educational challenges facing girls around the world. For them, access to a primary education, basic books and supplies, and a safe road to the schoolhouse remains uncertain. Huge gender gaps persist in classrooms worldwide, even as research shows that educating girls is one of the best steps a nation can take to spur its economic growth and protect the health of its families." Here is the link to the site which includes clips from the episode, as well as a full-length version that can be viewed online, Sperling's article, classroom resources, and a discussion list. http://www.pbs.org/wnet/wideangle/shows/school2/ Ryan From andreawilder at comcast.net Thu Sep 7 08:53:05 2006 From: andreawilder at comcast.net (Andrea Wilder) Date: Thu, 7 Sep 2006 08:53:05 -0400 Subject: [WomenLiteracy 551] Re: The other: 2 tips In-Reply-To: <5b67307e2b6c3077517fdb6b76010885@comcast.net> References: <2d951d7ae4beed3fe6dfc9af0194fc25@comcast.net> <44FD93C70200003100003404@mailsrv4.gsu.edu> <5b67307e2b6c3077517fdb6b76010885@comcast.net> Message-ID: <2e82bb776ecd2180c11227f47627327d@comcast.net> Replying to my own email, again. An article in the NYTimes described kind of a transexual haven for people adjusting their identities. While I'm not transexual, the following struck a cord: "What still moves Murray Moss...about the images in his book is their ordinariness. 'You'd think of men dressed as women and you think extremes: it's kabuki, Elizabethan theater, Lady Macbeth,' he said. 'it's also sexual. But these aren't sexual photos. The idea that they formed a secret society just to be...ordinary. It's like a mirror held up to convention. it's not what you would expect. it's also not pathetic. Everybody looks so happy.'" I picked up on "ordinary." One of my favorite words. if you are working with a class, you can use this word to bring out definitions of ordinary, what ordinary means to people. For me, it's a big word, a challenging word, and something I work for every day. Andrea On Sep 6, 2006, at 8:55 PM, Andrea Wilder wrote: > I thought about this overnight, then today. Can I still say something > useful? Maybe. > > Best for both groups: Introduce list of behaviors that equal domestic > violence--a surprise to both sides, I bet. Then make lessons of the > applicable laws, talk about shelters, restraining orders, all that > stuff. I think these facts will relieve the victims, put the real or > potential perps on notice. > > From all my reading, I come up with two more observations: > > 1) A significant percentage of men have the potential to abuse girls > (and boys, too), but girls more so. The numbers are buried somewhere > in my papers. The numbers were put together by a guy who runs a > center that specializes in gathering info about pederasts and > pedophiles. There is another group of violent men (mostly men) for > whom the abuse is not sexual. So there are two types. > > 2) Knowledge of what constitutes domestic violence, and what the > consequences are legally, both enlightens women and puts the brakes > on men's behavior. > > That's about it--there is a writer who does talk about the roots of > male violence, I have forgotten his name, I think Janet isserlis knows > it, because I read something written by Janet that includes his name. > > As I recall, Janet knows more than I about perps and potential perps, > I think, from some work she has done. > > I am sorry if I am offending anyone by my tone is this note. I do > take domestic violence and any violence very seriously. When the > graduate students who live in my home ask me if my neighborhood is > safe, I say Relatively...and then tell them to wear sneakers when > they plan to come in late at night, and to run into the road if they > are afraid of being attacked--perps probably won't follow them into the > middle of the street. > > I once had a guy install some glass in my house--he made a pass at me, > I went outside immediately and stayed there until he finished the job > and left. I paid the bill, but obviously won't go near him with a ten > foot pole. I told the contractor who had hired him about his behavior. > > Andrea > > > On Sep 5, 2006, at 3:12 PM, Daphne Greenberg wrote: > >> Andrea, >> Thanks for these tips! Any tips for working with perpertrators of >> abuse? >> Daphne >> >>>>> Andrea Wilder 9/5/2006 9:28:25 AM >>> >> Colleagues-- >> >> Two tips for working with abused students (these are part of my own >> thinking on abuse). >> >> 1) Find out what the student wants to achieve in her life, what >> role >> she sees occupying, where living, people around her, kind of job, and >> so on. >> >> 2) Then find out how much this will cost to achieve, so the >> student >> can put a number of her dreams. >> >> I have worked with these two ideas for many years. I had to find for >> >> myself what I wanted, and then I had to put a money figure on it. >> >> It took me a LONG while to find the right people who could give me >> the >> >> advice i needed to get my plans in shape--many years. I seem to know >> many good hearted people who can't think their way out of a paper bag, >> >> so it wasn't easy. >> >> I remember doing one exercise with students at their school--it used >> collage and pictures from magazines--which focused on the concrete.I >> made a collage for myself, thinking i was being helpful to the >> students, maybe I was, let's hope, but I STILL REMEMBER the collage I >> >> made for myself. so this is a very important exercise. >> >> Andrea >> >> ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/womenliteracy >> ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/womenliteracy >> > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > From ALCDGG at langate.gsu.edu Tue Sep 12 08:53:13 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Tue, 12 Sep 2006 08:53:13 -0400 Subject: [WomenLiteracy 552] Special Discussions List Panel on Corrections Education In-Reply-To: <5b67307e2b6c3077517fdb6b76010885@comcast.net> References: <2d951d7ae4beed3fe6dfc9af0194fc25@comcast.net> <44FD93C70200003100003404@mailsrv4.gsu.edu> <5b67307e2b6c3077517fdb6b76010885@comcast.net> Message-ID: <4506757902000031000040C8@mailsrv4.gsu.edu> Dear Colleagues, From September 18-22, on the Special Topics Discussion List, we are pleased to have a panel of expert guests in corrections education. The topic will focus on research and professional wisdom in corrections family literacy, and on the transition from corrections education to community education for inmates who have been released. Our guests are: John Linton, Correctional Education, Office of Safe and Drug Free Schools, U.S. Department of Education John is the program officer for two correctional education grant programs ("Lifeskills for State and Local Prisoners" and "Grants to States for Workplace and Community Transition Training for Incarcerated Youth Offenders") in the Office of Safe and Drug Free Schools of the U. S. Department of Education. John formerly served the State of Maryland as the director of adult correctional education programs. He has been with the federal agency since 2001, originally with the Office of Vocational and Adult Education. Stephen J. Steurer, Ph.D., Executive Director, Correctional Education Association The Correctional Education Association is a professional organization of educators who work in prisons, jails and juvenile settings. William R. Muth, PhD, Assistant Professor, Reading Education and Adult Literacy, Virginia Commonwealth University Bill is an Assistant Professor of Adult and Adolescent Literacy at Virginia Commonwealth University. Until August 2005, he was the Education Administrator for the Federal Bureau of Prisons. Other positions with the FBOP included: reading teacher, principal, and Chief of the Program Analysis Branch. In 2004 Bill earned his doctorate in adult literacy from George Mason University. His dissertation, "Performance and Perspective: Two Assessments of Federal Prisoners in Literacy Programs" won the College Reading Association's Dissertation of the Year Award. His research interests include Thirdspace and Reading Components theories, especially as these apply to prison-based family literacy programs and children of incarcerated parents. ======================================================================== =========================================== To subscribe to the Special Topics Discussion List, go to http:// www.nifl.gov/mailman/listinfo/specialtopics , fill in your name, email address and pick a password. After you have subscribed you will receive an email asking you to confirm your subscription. Please reply immediately. ======================================================================== =========================================== The following readings are recommended by the panelists as background for the discussion: 1. "Locked Up and Locked Out, An Educational Perspective on the US Prison Population," Coley, Richard J. and Barton, Paul E., 2006 Available on line at the ETS web site: http://tinyurl.com/qmzfa (short URL) 2. "Learning to Reduce Recidivism: A 50-state analysis of postsecondary correctional education policy," Institute for Higher Education Policy, Erisman, Wendy and Contardo, Jeanne B., 2005. Available on line at the IHEP web site: http://tinyurl.com/pj2sh (short URL) 3. "Understanding California Corrections" from the California Policy Research Center, U of C. (Chapter 4) http://www.ucop.edu/cprc/ documents/understand_ca_corrections.pdf John Linton believes that California is a watershed state in corrections issues and policies , and that how things unfold there has great national significance. He says that this is a thoughtful and well-informed report on the "overview" of the corrections situation in California -- including the role of treatment programs. Education is not presented as a central issue, but it has a place -- as a piece of a bigger puzzle. 4. An article by Bill Muth in Exploring Adult Literacy can be found at http://literacy.kent.edu/cra/2006/wmuth/index.html The article contains other on-line links related to prison-based intergenerational programs. He recommends especially the link to the Hudson River Center's excellent publication, Bringing Family Literacy to Incarcerated Settings: An Instructional Guide at: http://www.hudrivctr.org/products_ce.htm David J. Rosen Special Topics Discussion Moderator djrosen at comcast.net From ALCDGG at langate.gsu.edu Tue Sep 12 09:07:13 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Tue, 12 Sep 2006 09:07:13 -0400 Subject: [WomenLiteracy 553] Gender, Abuse, and the other In-Reply-To: <5b67307e2b6c3077517fdb6b76010885@comcast.net> References: <2d951d7ae4beed3fe6dfc9af0194fc25@comcast.net> <44FD93C70200003100003404@mailsrv4.gsu.edu> <5b67307e2b6c3077517fdb6b76010885@comcast.net> Message-ID: <450678C102000031000040CC@mailsrv4.gsu.edu> I am often struck by how often when we talk in our classrooms about survivors of abuse (especially sexual abuse), we use female pronouns and when we talk about perpetrators of abuse, we use male pronouns. I wonder how this impacts our learners who have different experiences and how they may additionally feel as the "other" as a result of this. For example, what about our male learners who have been sexually abused as children, what about our female learners who have been sexually abused by their mothers, lesbian lovers who are attacked by their lesbian partners, etc., etc. Perhaps one of the reasons why we often talk about female survivors of abuse, and male perpetrators of abuse, is because statistically that is most often the case. However, I wonder, if it occurs more often than we realize, but people who can speak to these experiences are too ashamed, intimidated, etc. to speak up? I also wonder if it goes against our cultural mores to think about women as being perpetrators of abuse, and so we shy away from it. I know of a female learner who struggled because her teacher mentioned abuse in the classroom. At first, she was really happy to hear the word said out loud in a classroom setting. But then it became clear to her that the teacher was only talking about male to female abuse. The teacher only mentioned it for a few minutes, but the student zoned out for the rest of the class, because she felt like her experience had been invalidated. It was hard for her to go back to class after that, but she did, and persevered to get her GED. I think that we need to be very careful when we mention/talk about abuse in the classroom. Use of pronouns is one of the issues that I think is important to think about. Any thoughts/reactions? Daphne Daphne Greenberg Assistant Professor Educational Psych. & Special Ed. Georgia State University P.O. Box 3979 Atlanta, Georgia 30302-3979 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu Daphne Greenberg Associate Director Center for the Study of Adult Literacy Georgia State University P.O. Box 3977 Atlanta, Georgia 30302-3977 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu From ALCDGG at langate.gsu.edu Tue Sep 12 09:11:09 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Tue, 12 Sep 2006 09:11:09 -0400 Subject: [WomenLiteracy 554] The Change Agent: Immigration In-Reply-To: <4506757902000031000040C8@mailsrv4.gsu.edu> References: <2d951d7ae4beed3fe6dfc9af0194fc25@comcast.net> <44FD93C70200003100003404@mailsrv4.gsu.edu> <5b67307e2b6c3077517fdb6b76010885@comcast.net> <4506757902000031000040C8@mailsrv4.gsu.edu> Message-ID: <450679AD02000031000040D4@mailsrv4.gsu.edu> Immigration-it's right now, it's emotional, it's complex, and it's the theme of the new issue of The Change Agent publication aimed at helping readers sort through the current debate about immigration. Each of the key immigration policy options is presented from different viewpoints accompanied by discussion questions. Other articles are dedicated to understanding immigration's connections to racism, human rights, and the global economy. Personal stories help bring policy issues to life. The paper's 56 pages include lessons, provocative articles, writings by adult learners, cartoons and true/false quizzes. As public debate about immigration is growing more and more intense we hope adult educators across the nation will engage their colleagues and students, immigrants and non-immigrants alike, in discussions about the policies and their implications that are being considered. A complimentary set of 25 copies will be mailed to all new 1-year bulk subscribers. The subscription will go into effect with the March 2007 issue. Order copies at www.nelrc.org/changeagent or call 617-482-9485 x 491. The mission of The Change Agent is to inspire and enable adult educators and learners to make civic participation and social justice part of their teaching and learning. It is published twice a year in March and September.Each issue focuses on a different theme, such as social values, building peace, transitions, and housing. It is a publication of the New England Literacy Resource Center at World Education. From ALCDGG at langate.gsu.edu Tue Sep 12 09:45:19 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Tue, 12 Sep 2006 09:45:19 -0400 Subject: [WomenLiteracy 555] Nominations wanted by Women's eNews In-Reply-To: <450679AD02000031000040D4@mailsrv4.gsu.edu> References: <2d951d7ae4beed3fe6dfc9af0194fc25@comcast.net> <44FD93C70200003100003404@mailsrv4.gsu.edu> <5b67307e2b6c3077517fdb6b76010885@comcast.net> <4506757902000031000040C8@mailsrv4.gsu.edu> <450679AD02000031000040D4@mailsrv4.gsu.edu> Message-ID: <450681AF02000031000040E0@mailsrv4.gsu.edu> Women's eNews would like nominations of persons of all ages, heritages, countries, and professions who have made a positive impact on the lives of women. These leaders will be honored at the annual Women's eNews' 21 Leaders for the 21st Century gala to be held on May 22, 2007. Former 21 Leaders have embodied the breadth and depth of leadership on behalf of women worldwide - from Pakistan to Iran to Rwanda to Afghanistan from New York to San Francisco, from Wall Street trading floors to the union halls, from the world of philanthropy to the inner sanctums of religion, from global business initiatives to invitation-only fairs of venture capitalists, from research and advocacy for women and girls to ground-breaking support for women of color. All of our past newsworthy leaders are listed below. You can read more about each of them by clicking on this link: http://www.womensenews.org/21leaders2006.cfm and related links. Our editorial staff and board of directors will review each nomination and announce the honorees on New Year's Eve and posted their biographies and photographs on http://www.womensenews.org/. Their biographies and photographs will remain on our site throughout all of 2007. Your nomination should include: The nominee's name, organization, title, e-mail address, phone number, fax number, and postal address (cell too, if you have it.) Your name, relationship to the nominee, your e-mail address, phone number, fax number, and postal address (also cell, if you have one.) A summary - of 200 words or less - of how this leader has made a lasting impact on behalf of women. Please send your nominations to mailto:21leaders at womensenews.org by midnight on October 1, 2006. From karenw at gorhamschools.org Tue Sep 12 09:44:32 2006 From: karenw at gorhamschools.org (Karen Wyman) Date: Tue, 12 Sep 2006 09:44:32 -0400 Subject: [WomenLiteracy 556] Re: Gender, Abuse, and the other In-Reply-To: <450678C102000031000040CC@mailsrv4.gsu.edu> References: <2d951d7ae4beed3fe6dfc9af0194fc25@comcast.net> <, > <44FD93C70200003100003404@mailsrv4.gsu.edu> <, > <5b67307e2b6c3077517fdb6b76010885@comcast.net> <,> <450678C102000031000040CC@mailsrv4.gsu.edu> Message-ID: Hello everyone, I think Daphne raises a good question about the pronouns we use when talking about abuse. While I certainly don't want to deny anyone's experience, I do think it's important to acknowledge that most violence is committed by men, and that, in the case of domestic violence, most victims are women. So, for me, the question becomes how to be factually accurate about who does what to whom most of the time without denying that there are exceptions to that which are just as heinous as the "norm." It seems like saying something like, "While most domestic violence is committed by men against women, there are exceptions to that, and violence doesn't follow the same pattern every time. Some women and girls are hurt by men; some are hurt by women. Men and boys, too, can be hurt by both men and women" might be useful. Then a discussion could be had about resources available, how resources might vary depending on what kind of violence one has experience, how the emotional weight of the experience changes depending on the dynamics of the relationship involved (between lovers, between parent/child, between strangers), and the similarities and differences between different kinds of violence. I think it's really important not to ignore the ways in which men as a class of people in our society have power over women as a class of people and how that distinction contributes to women's experiences of male violence. While some individual men may be under threats of violence, all women are living with the threat of violence from men because they are women. Anyway, that's my 2 cents! Respectfully, Karen Karen Wyman From andreawilder at comcast.net Tue Sep 12 16:53:26 2006 From: andreawilder at comcast.net (Andrea Wilder) Date: Tue, 12 Sep 2006 16:53:26 -0400 Subject: [WomenLiteracy 557] Re: Gender, Abuse, and the other In-Reply-To: <450678C102000031000040CC@mailsrv4.gsu.edu> References: <2d951d7ae4beed3fe6dfc9af0194fc25@comcast.net> <44FD93C70200003100003404@mailsrv4.gsu.edu> <5b67307e2b6c3077517fdb6b76010885@comcast.net> <450678C102000031000040CC@mailsrv4.gsu.edu> Message-ID: <0491ec164b7e3596bdae04eafc14e792@comcast.net> Daphne-- I read the local papers very closely re the priestly abuse of young boys. I wanted to see whether men had the same behavioral and neurological reactions as women--it seems so: repression, drug/alcohol problems, emotional pain, PTSD. They are the same, if the newspapers are accurate. ALSO--the wife of one abused man talked about her husband curllng up into a fetal position in the bed when all this came to the surface in his own life. That also has resonance in women's experience. Andrea On Sep 12, 2006, at 9:07 AM, Daphne Greenberg wrote: > I am often struck by how often when we talk in our classrooms about > survivors of abuse (especially sexual abuse), we use female pronouns > and > when we talk about perpetrators of abuse, we use male pronouns. I > wonder > how this impacts our learners who have different experiences and how > they may additionally feel as the "other" as a result of this. For > example, what about our male learners who have been sexually abused as > children, what about our female learners who have been sexually abused > by their mothers, lesbian lovers who are attacked by their lesbian > partners, etc., etc. Perhaps one of the reasons why we often talk about > female survivors of abuse, and male perpetrators of abuse, is because > statistically that is most often the case. However, I wonder, if it > occurs more often than we realize, but people who can speak to these > experiences are too ashamed, intimidated, etc. to speak up? I also > wonder if it goes against our cultural mores to think about women as > being perpetrators of abuse, and so we shy away from it. I know of a > female learner who struggled because her teacher mentioned abuse in the > classroom. At first, she was really happy to hear the word said out > loud > in a classroom setting. But then it became clear to her that the > teacher > was only talking about male to female abuse. The teacher only mentioned > it for a few minutes, but the student zoned out for the rest of the > class, because she felt like her experience had been invalidated. It > was > hard for her to go back to class after that, but she did, and > persevered > to get her GED. > I think that we need to be very careful when we mention/talk about > abuse in the classroom. Use of pronouns is one of the issues that I > think is important to think about. > Any thoughts/reactions? > Daphne > > > Daphne Greenberg > Assistant Professor > Educational Psych. & Special Ed. > Georgia State University > P.O. Box 3979 > Atlanta, Georgia 30302-3979 > phone: 404-651-0127 > fax:404-651-4901 > dgreenberg at gsu.edu > > Daphne Greenberg > Associate Director > Center for the Study of Adult Literacy > Georgia State University > P.O. Box 3977 > Atlanta, Georgia 30302-3977 > phone: 404-651-0127 > fax:404-651-4901 > dgreenberg at gsu.edu > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > From libbsp at langate.gsu.edu Thu Sep 14 12:43:46 2006 From: libbsp at langate.gsu.edu (Barbara Petersohn) Date: Thu, 14 Sep 2006 12:43:46 -0400 Subject: [WomenLiteracy 558] Re: Gender, Abuse, and the other Message-ID: <45094E82020000B100000910@mailsrv4.gsu.edu> Hi all, I'm following this discussion with a great deal of interest. I feel any classroom discussion of abuse can be sensitively framed by the instructor with an introduction about the pervasiveness of the problem. In addition to validating someone's personal experience, which may or may not be the same as the majority, I think it's helpful for students to understand that instances of abuse can extend beyond boundaries like sex, race, class or culture. Barbara Petersohn Alpharetta Center Librarian GSU >>> Andrea Wilder 9/12/2006 4:53 PM >>> Daphne-- I read the local papers very closely re the priestly abuse of young boys. I wanted to see whether men had the same behavioral and neurological reactions as women--it seems so: repression, drug/alcohol problems, emotional pain, PTSD. They are the same, if the newspapers are accurate. ALSO--the wife of one abused man talked about her husband curllng up into a fetal position in the bed when all this came to the surface in his own life. That also has resonance in women's experience. Andrea On Sep 12, 2006, at 9:07 AM, Daphne Greenberg wrote: > I am often struck by how often when we talk in our classrooms about > survivors of abuse (especially sexual abuse), we use female pronouns > and > when we talk about perpetrators of abuse, we use male pronouns. I > wonder > how this impacts our learners who have different experiences and how > they may additionally feel as the "other" as a result of this. For > example, what about our male learners who have been sexually abused as > children, what about our female learners who have been sexually abused > by their mothers, lesbian lovers who are attacked by their lesbian > partners, etc., etc. Perhaps one of the reasons why we often talk about > female survivors of abuse, and male perpetrators of abuse, is because > statistically that is most often the case. However, I wonder, if it > occurs more often than we realize, but people who can speak to these > experiences are too ashamed, intimidated, etc. to speak up? I also > wonder if it goes against our cultural mores to think about women as > being perpetrators of abuse, and so we shy away from it. I know of a > female learner who struggled because her teacher mentioned abuse in the > classroom. At first, she was really happy to hear the word said out > loud > in a classroom setting. But then it became clear to her that the > teacher > was only talking about male to female abuse. The teacher only mentioned > it for a few minutes, but the student zoned out for the rest of the > class, because she felt like her experience had been invalidated. It > was > hard for her to go back to class after that, but she did, and > persevered > to get her GED. > I think that we need to be very careful when we mention/talk about > abuse in the classroom. Use of pronouns is one of the issues that I > think is important to think about. > Any thoughts/reactions? > Daphne > > > Daphne Greenberg > Assistant Professor > Educational Psych. & Special Ed. > Georgia State University > P.O. Box 3979 > Atlanta, Georgia 30302-3979 > phone: 404-651-0127 > fax:404-651-4901 > dgreenberg at gsu.edu > > Daphne Greenberg > Associate Director > Center for the Study of Adult Literacy > Georgia State University > P.O. Box 3977 > Atlanta, Georgia 30302-3977 > phone: 404-651-0127 > fax:404-651-4901 > dgreenberg at gsu.edu > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy From alcdgg at langate.gsu.edu Thu Sep 14 21:49:45 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Thu, 14 Sep 2006 21:49:45 -0400 Subject: [WomenLiteracy 559] Discussion on ELL in the workplace Message-ID: <4509CE7A0200003100004AC5@mailsrv4.gsu.edu> Donna Brian and Lynda Terrill, Moderators of the Workplace Literacy Discussion List and English Language Learners Discussion List proudly announce a discussion on ELL in the workplace. You can partake in the discussion by subscribing to either list: Adult English Language list http://www.nifl.gov/mailman/listinfo/Englishlanguage OR Workplace Literacy list: http://www.nifl.gov/mailman/listinfo/Workplace/ Here is some information about the discussion: One issue that has been of interest on the Workplace Literacy Discussion List has been serving the needs and goals of employers while at the same time serving the needs of adult immigrants on the job and in their lives. On the Adult English Language Discussion List, issues related to workplace and adult English language learners have been discussed for many years. Workplace ESOL classes are not new, but, as more workplaces throughout the country hire immigrants who may not be proficient in English, new teachers come on board and new needs (and funding sources) arise. New questions also arise. We have home-grown expertise on both the Workplace and ELL Discussion Lists. Subscribers on both lists have been involved in managing state and federal workplace grants, developing curricula and materials, teaching or training other teachers in workplace contexts. We could all learn a lot from sharing questions and experiences. Lynda Terrill, moderator of the English Language Learner Discussion List and Donna Brian, moderator of the Workplace Literacy Discussion List, invite you to access this combined expertise in a cross-list discussion: a focused, simultaneous, shared discussion on both lists on issues related to the workplace and adult immigrants. We hope that you will join us in sharing philosophies, approaches, and techniques?lessons learned?with each other in a week long dialogue combining the two lists. We have set next week?September 18-22?as the time scheduled for this shared discussion to take place. Discussion Questions Some important questions we hope may be addressed in the discussion are: ? What are effective ways of planning, implementing, and evaluating (adult ESL) workplace classes? ? What types of workplace classes have proven most effective and why? ? How can teachers and administrators develop curricula and materials that meet the needs and goals of the learners in class as well as the needs and expectations of employers? ? What are effective and appropriate approaches for teaching issues related to culture, civil rights, and responsibilities on the job? Background Reading and Resources Below is a small sample of the best available materials we know of. We hope subscribers will suggest others that have been useful to them: Issues in Improving Immigrant Workers' English Language Skills (Burt, M., 2003, Washington, DC: Center for Applied Linguistics) http://www.cal.org/caela/esl_resources/digests/Workplaceissues.html. ESOL in the Workplace: A Training Manual for ESOL Supervisors and Instructors. (Tennessee Department of Labor and Workforce Development Office of Adult Education and University of Tennessee Center for Literacy Studies, 2003). http://www.cls.utk.edu/pdf/esol_workplace/Tenn_ESOL_in_the_Workplace.pdfGetting to Work: A Report on How Workers with Limited English Skills Can Prepare for New Jobs (Working for America Institute) http://www.workingforamerica.org/documents/PDF/GTW50704.pdf Getting to Work: A Report on How Workers with Limited English Skills Can Prepare for New Jobs (Working for America Institute) http://www.workingforamerica.org/documents/PDF/GTW50704.pdf Steps to Employment in Ontario. http://209.121.217.200/main.html ************* You may take part in the discussion by subscribing to either list : Adult English Language list http://www.nifl.gov/mailman/listinfo/Englishlanguage Workplace Literacy list: http://www.nifl.gov/mailman/listinfo/Workplace/ We look fo Donna Brian and Lynda Terrill, Moderators Workplace Literacy Discussion List and English Language Learners Discussion List From alcdgg at langate.gsu.edu Sun Sep 17 09:27:56 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Sun, 17 Sep 2006 09:27:56 -0400 Subject: [WomenLiteracy 560] ALE WIKI Message-ID: <450D151C0200003100004EE5@mailsrv4.gsu.edu> A message from David Rosen:Colleagues, The Adult Literacy Education Wiki (now with over 750 pages and nearly 700 registered users) is becoming a very useful resource for teachers and other practitioners in adult literacy education. It includes 30 topics linking research, professional wisdom, and practice. It offers easy-to-read archived discussions that were held on this and other discussion lists, links to research and other resources, questions (and sometimes answers) from teachers and other practitioners and researchers, a comprehensive adult literacy glossary, and more. It's free, and it's designed for you. Best of all, it's not only a set of informative web pages. It's a community of practice. You -- and your colleagues -- can easily add to and improve it. It's a wiki! To check out the ALE wiki, go to: http://wiki.literacytent.org/index.php/Main_Page You will see that some ALE topics need to be nurtured, and to grow. They need a Topic Leader. Perhaps you would be the right person to be a Topic Leader. To see a list of topics and leaders, go to http://wiki.literacytent.org/index.php/Topic_Leaders If you are interested in being a (volunteer) Topic Leader for an existing topic, or if you would like to help develop a new topic, e- mail me and tell me about yourself and your interest. David J. Rosen ALE Wiki Organizer and Wikiteer djrosen at comcast.net From alcdgg at langate.gsu.edu Sun Sep 17 17:50:34 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Sun, 17 Sep 2006 17:50:34 -0400 Subject: [WomenLiteracy 561] News Items- xpost from AAACE-NLA list Message-ID: <450D8AEA0200003100004F81@mailsrv4.gsu.edu> Colleagues, Three items from the news which may be of interest: 1. Literacy Day (September 18) 2006 U.S. President proclaims September 18 as Literacy Day, calls upon the people of the United States to observe the day with programs and activities that advance literacy for Americans and all the people of the world. http://www.whitehouse.gov/news/releases/2006/09/20060915-13.html 2. Laura Bush Hosts White House Literacy Conference http://tinyurl.com/ghzz2 3. U.S. Senate Confirms Professor to National Institute for Literacy Advisory Board http://www.infozine.com/news/stories/op/storiesView/sid/17755/ David J. Rosen Adult Literacy Advocate DJRosen at theworld.com From alcdgg at langate.gsu.edu Sun Sep 17 17:52:18 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Sun, 17 Sep 2006 17:52:18 -0400 Subject: [WomenLiteracy 562] White House Conference on Global Literacy: xpost from AAACE-NLA list Message-ID: <450D8B520200003100004F85@mailsrv4.gsu.edu> September 17, 2006 The White House Conference on Global Literacy: Toward a Lfe cycles Education Policy Tom Sticht International Consultant in Adult Education The White House Conference on Global Literacy meets in New York City tomorrow, on September 18, 2006. The announcement for the Conference, online at www.globalliteracy.gov, states: "Higher literacy rates require political commitment at all levels, including specific government plans that invest in literacy and education for all citizens. The White House Conference on Global Literacy will underscore the need for sustained global and country-level leadership in the area of literacy." The announcement goes on to describe the three themes of the conference: "Mother-Child Literacy and Intergenerational Learning Mothers and other adult caregivers must be involved in their children?s education. A South Africa program works with adults in rural communities so they can help their children learn. In Mali, a grassroots program trains illiterate women and encourages their participation in local civic issues. In the United States, pediatricians are trained to teach parents the importance of reading to their young children. Literacy for Health A lack of awareness, rooted in illiteracy, plays a negative role in many health issues. In Egypt, literacy workers integrate personal health and environmental awareness into literacy sessions. An accelerated learning program in Afghanistan includes health information and offers training for future women healthcare workers. In Bolivia, community volunteers teach two-tier literacy courses?first achieving basic literacy in a student?s native language, then in Spanish. Literacy for Economic Self-Sufficiency The ability to earn a living is inextricably linked to literacy. A rural program in Burkina Faso promotes job skills and life-long learning. Literacy instruction in Brazil is a prerequisite for a jobs training program. In India, literacy is included as a component of womens? self-help group" These three themes have long played a large role in the work of adult literacy educators here in the United States with a focus on family literacy, health literacy, and workplace literacy. However, notable for its absence in the United States has been the "country-level leadership" with policies and funding for adult literacy education in the very government which Mrs. Laura Bush, represents as the First Lady. Moving from a lifelong education policy to a multiple Life Cycles education policy recognizes that all children have a right to educated parents, that increasing parent?s education can influence children?s literacy intergenerationally, provide better health care for adults and their families, and provide for economic growth and security for adults, their families, communities and nations. Hopefully, the White House Conference on Global Literacy will provide a vision for the federal government in the United States to provide policies and funding for adult literacy education which will move the nation from below poverty level funding of some $200 per adult enrollee, to a level that will make possible the achievement of global standards of literacy for all of the citizens of the United States. Thomas G. Sticht International Consultant in Adult Education 2062 Valley View Blvd. El Cajon, CA 92019-2059 Tel/fax: (619) 444-9133 Email: tsticht at aznet.net From ALCDGG at langate.gsu.edu Mon Sep 18 08:54:04 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Mon, 18 Sep 2006 08:54:04 -0400 Subject: [WomenLiteracy 563] Special Topics Discussion List: Corrections Education In-Reply-To: <450D151C0200003100004EE5@mailsrv4.gsu.edu> References: <450D151C0200003100004EE5@mailsrv4.gsu.edu> Message-ID: <450E5EAC020000310000501B@mailsrv4.gsu.edu> I encourage all of you who are interested in corrections education to join this discussion! Here is a note from David Rosen, Special Topics Discussion List moderator: Dear Colleagues, Beginning today, on the Special Topics Discussion List, we are pleased to have a panel of expert guests in corrections education. The topic will focus on research and professional wisdom in corrections family literacy, and on the transition from corrections education to community education for inmates who have been released. To subscribe to the Special Topics Discussion List, go to http://www.nifl.gov/mailman/listinfo/specialtopics , fill in your name, email address and pick a password. After you have subscribed you will receive an email asking you to confirm your subscription. Please reply immediately. Our guests are: John Linton, Correctional Education, Office of Safe and Drug Free Schools, U.S. Department of Education John is the program officer for two correctional education grant programs ("Lifeskills for State and Local Prisoners" and "Grants to States for Workplace and Community Transition Training for Incarcerated Youth Offenders") in the Office of Safe and Drug Free Schools of the U. S. Department of Education. John formerly served the State of Maryland as the director of adult correctional education programs. He has been with the federal agency since 2001, originally with the Office of Vocational and Adult Education. Stephen J. Steurer, Ph.D., Executive Director, Correctional Education Association. The Correctional Education Association is a professional organization of educators who work in prisons, jails and juvenile settings. William R. Muth, PhD, Assistant Professor, Reading Education and Adult Literacy, Virginia Commonwealth University Bill is an Assistant Professor of Adult and Adolescent Literacy at Virginia Commonwealth University. Until August 2005, he was the Education Administrator for the Federal Bureau of Prisons. Other positions with the FBOP included: reading teacher, principal, and Chief of the Program Analysis Branch. In 2004 Bill earned his doctorate in adult literacy from George Mason University. His dissertation, ?Performance and Perspective: Two Assessments of Federal Prisoners in Literacy Programs? won the College Reading Association?s Dissertation of the Year Award. His research interests include Thirdspace and Reading Components theories, especially as these apply to prison-based family literacy programs and children of incarcerated parents. =========================================== To subscribe to the Special Topics Discussion List, go to http://www.nifl.gov/mailman/listinfo/specialtopics , fill in your name, email address and pick a password. After you have subscribed you will receive an email asking you to confirm your subscription. Please reply immediately. =========================================== The following readings are recommended by the panelists as background for the discussion: 1. "Locked Up and Locked Out, An Educational Perspective on the US Prison Population," Coley, Richard J. and Barton, Paul E., 2006 Available on line at the ETS web site: http://tinyurl.com/qmzfa (short URL) 2. "Learning to Reduce Recidivism: A 50-state analysis of postsecondary correctional education policy," Institute for Higher Education Policy, Erisman, Wendy and Contardo, Jeanne B., 2005. Available on line at the IHEP web site: http://tinyurl.com/pj2sh (short URL) 3. "Understanding California Corrections" from the California Policy Research Center, U of C. (Chapter 4) http://www.ucop.edu/cprc/documents/understand_ca_corrections.pdf John Linton believes that California is a watershed state in corrections issues and policies , and that how things unfold there has great national significance. He says that this is a thoughtful and well-informed report on the "overview" of the corrections situation in California -- including the role of treatment programs. Education is not presented as a central issue, but it has a place -- as a piece of a bigger puzzle. 4. An article by Bill Muth in Exploring Adult Literacy can be found at http://literacy.kent.edu/cra/2006/wmuth/index.html The article contains other on-line links related to prison-based intergenerational programs. He recommends especially the link to the Hudson River Center's excellent publication, Bringing Family Literacy to Incarcerated Settings: An Instructional Guide at: http://www.hudrivctr.org/products_ce.htm David J. Rosen Special Topics Discussion Moderator djrosen at comcast.net From ALCDGG at langate.gsu.edu Mon Sep 18 15:25:45 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Mon, 18 Sep 2006 15:25:45 -0400 Subject: [WomenLiteracy 564] Remarks by the President and Mrs. Bush at White House Conference on Global In-Reply-To: <450E5EAC020000310000501B@mailsrv4.gsu.edu> References: <450D151C0200003100004EE5@mailsrv4.gsu.edu> <450E5EAC020000310000501B@mailsrv4.gsu.edu> Message-ID: <450EBA7902000031000051D4@mailsrv4.gsu.edu> The following was sent by Tom Sticht. I am wondering if anyone has any reactions to it: Remarks by the President and Mrs. Bush at White House Conference on Global Literacy Sep 18 9:25 AM US/Eastern To: National Desk Contact: White House Press Office, 202-456-2580 WASHINGTON, Sept. 18 /U.S. Newswire/ -- Following is a transcript of remarks by President Bush and Laura Bush at the White House conference on global literacy (Part 1 of 2): New York Public Library, New York, New York 12:10 P.M. EDT MRS. BUSH: Thank you all so much. Thank you very much. Thanks a lot. (Applause.) Have a seat, everyone. Thank you all very much. Thanks, everybody. You all can have a seat. I want to thank all the terrific panelists today for sharing your experiences and your expertise. I want to thank everyone in this room for your commitment to literacy. Today, we heard about the three most important benefits of reading: Literacy instruction for women improves educational opportunities for their children -- women who can read are advocates for their children's education; literacy helps adults make informed decisions to protect their health and the health of their children; and literacy helps adults -- women and men -- learn the basic financial skills that generate income, that foster independence, and that boost local economies. If more countries invest in literacy programs like the ones we've heard about today, the benefits of reading can be enjoyed by every country. The leaders of every government must commit themselves to this cause. Now I'd like to introduce a leader I know is dedicated to improving literacy and education: Ladies and gentleman, my husband, President George Bush. (Applause.) THE PRESIDENT: Thank you all. Thank you for attending this important conference. I look around the room and see some familiar faces -- my mother. (Laughter.) How are you doing? It's good to see you. My mother-in-law. (Laughter.) Both of these ladies have instilled a great passion for literacy not only in Laura and me, but for others around our country. Thank you all for coming. Laura, thank you for your leadership. Laura believes strongly in the power of literacy to change societies. And that's really what we're here to talk about. The capacity of -- the simple act of teaching a child to read, or an adult to read has the capacity to transform nations and yield the peace we all want. So I want to thank you for being here. I particularly want to thank the First Ladies who are here, and the ministers from different governments around the world. We're really proud you've taken time to join us here today. As you probably can tell, our government takes this initiative seriously. After all, we've got the Secretary of State, Condoleezza Rice, and the Secretary of Education, Margaret Spellings, both here. It should say to people loud and clear that, when you combine the resources of the Department of Education and the State Department, that we're serious about helping global literacy. And then we've added Randy Tobias, who's the head of USAID. He's the fellow who's got the responsibility of handing out some money -- (laughter) -- which is what we're doing, because we believe strongly in this initiative. So I want to thank you all for taking time out of your busy schedules to send a clear message to folks. I want to thank Mr. Matsuura of UNESCO. Thank you, very much, for serving. Thanks for leading this vital organization. We want to work with you. And I see you're sitting next to one of my great friends -- the Ambassador, Karen Hughes, is here, as well. I want to thank Paul LeClerc of the -- of this fantastic library. Isn't this a wonderful place to meet? Obviously, it makes sense to meet in a library if you're going to talk about literacy. It's really one of the most special spots here in New York. And I also want to thank Catie Marron for allowing us to use this facility. She's the chairman of the board, and Paul, of course, is the president and CEO of the New York Public Library. I want to thank those who have participated in panels. I had the honor of meeting some of the panelists and the panel leaders. I met Gerri Elliot, who is a corporate vice president of Microsoft. The reason I bring up Gerri Elliot is because, in America we believe that there is a combined responsibility to help. We believe government has got a vital role, but we also believe corporate America and our citizens have got a vital role to play in helping others benefit from learning how to read. And so I want to thank Gerri for setting such a good example. I call upon others in our country to understand the importance of this initiative and to step forth. After all, a literacy initiative will help spread prosperity and peace. And that's really why we're here at the UNGA. I've been looking forward to coming here. As you know, it's an annual event. Every year I get to come. It gives me a chance to meet with fellow leaders, and it gives me a chance to clearly explain, the goals of this country are to help those who feel hopeless; the goals of this country are to spread liberty; the goals of this country is to enhance prosperity and peace. You can't have prosperity unless people can read. It's just as simple as that. You know, one of things that we have committed ourselves to in America is to help eradicate persistent poverty. But there is a direct link between illiteracy and persistent poverty. Oftentimes when we're talking about prosperity and helping this world become a more prosperous place, we tend to focus only on trade. And no question, good trade agreements and tearing down the barriers that prevent the free flow of goods will help enhance prosperity. But you can't be a prosperous nation if you don't have people who can read. I mean, think about it, it's pretty clear; in order to be an informed consumer you have to read. In order to be able to take advantages of jobs that may come to your country as a result of expanding economic opportunity, you've got to read. In order to be a productive worker, you have to be able to read the manual. And so part of this initiative, part of the practical application of this initiative is to encourage prosperity by enhancing people's capacity to read. And I want to thank you for your focus on that important issue. I also strongly believe that those of us who have the benefits of living in free society must help others realize the benefits of liberty. I believe that. I believe that's part of America's responsibility in the world. I realize we can't impose our vision of government, nor should we try. But we believe here in America in the universality of freedom. We don't believe freedom belongs only to the United States of America; we believe that liberty is universal in its applications. We also believe strongly that as the world becomes more free, we'll see peace. That's what we believe. And we're going to act on those beliefs. But one thing that's for certain: It is very hard to have free societies if the citizens cannot read. Think about that. It's much harder for a society to realize the universal blessings of liberty if your citizens can't read the newspaper in order to be able to make informed choices and decisions about what may be taking place in a country. You can't realize the blessings of liberty if you can't read a ballot, or if you can't read what others are saying about the future of your country. I am deeply concerned about the spread of radicalism, and I know you are, as well. We long for the days when people don't feel comfortable or empowered to take innocent life to achieve an objective. One reason radicals are able to recruit young men, for example, to become suicide bombers, is because of hopelessness. One way to defeat hopelessness is through literacy, is to giving people the fantastic hope that comes by being able to read and realize dreams. So this literacy initiative is vital as far as the United States of America is concerned, and we want to help. That's what I'm here to say. I want to thank you for being here and let you know that we want to lend our help. (More/more) http://www.usnewswire.com/ From ALCDGG at langate.gsu.edu Mon Sep 18 15:47:48 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Mon, 18 Sep 2006 15:47:48 -0400 Subject: [WomenLiteracy 565] Re: Part II of remarks In-Reply-To: <450EBA7902000031000051D4@mailsrv4.gsu.edu> References: <450D151C0200003100004EE5@mailsrv4.gsu.edu> <450E5EAC020000310000501B@mailsrv4.gsu.edu> <450EBA7902000031000051D4@mailsrv4.gsu.edu> Message-ID: <450EBFA40200003100005204@mailsrv4.gsu.edu> I know Laura talked about our initiative on the continent of Africa. It is a firm, real, dedicated commitment to helping folks become literate. We share -- we have that same sense of commitment in more places than Africa. For example, in our own neighborhood, we are deeply concerned about illiteracy, and we believe it's in our national interest to help folks become literate in Central and South America. One of the most, I guess, heartwarming literacy initiatives that I have witnessed as President was the Women's Teacher Training Institute in Kabul. I know there's some people from Afghanistan here, and I want to thank you for your courage and your bravery. I don't know if you know what the institute has been doing, but think back to the days prior to liberation when women really weren't let out of the house. Young girls couldn't go to school. There was an underground teacher movement because of the great passion teachers feel for -- feel for their students. And so after the liberation of the country, we have worked with that institute to teach trainers -- teach teachers how to teach, in the knowledge that when they leave the institute, they'll then go to the village. It's kind of this cascading movement of skill so that people can fulfill their compassion, fulfill their dreams about a more literate Afghanistan. This young democracy will survive. And one of the reasons it will survive is because of the committed effort by a lot of folks, not just the United States, but by people around the world to help the brave educational entrepreneurs that recognize hope and peace come about as a result of education. We -- a lot of times you hear a lot of words -- people are pretty good talkers in this society of ours. People step up and make promises and kind of flowery statements. I want it to be said that our government is doing more than just talking, that our government is willing to act. We've doubled the development assistance since I've been the President. We have set forth what's called the Millennium Challenge Account. We said we were going to help people, particularly those who fight corruption, those who believe in markets, but equally importantly, those who invest in the education and health of their citizens. We believe strongly that this world must confront the pandemic of HIV/AIDS, and believe that to whom much is given, much is required in order to solve disease and poverty -- a lot of it brought about because -- a lot of that poverty brought about because of illiteracy. And so one thing I'd like to take away from today is, one, we're committed. We believe that the United States of America must not isolate ourselves from the problems of the world. We believe we have an opportunity to help you solve problems of the world. There is nothing more hopeful, there's no greater gift than to teach a person to read. When I was the governor of Texas, I remember an African American woman walking up to me, and we were talking about the importance of teaching every child to read -- not just a few, but every child to read. We believe in America that reading shouldn't be the right of just a few people, it ought to be -- it's universal, as well. And the woman walked up to me, and she said, "Mr. Governor," she said, "I want you to understand how people in my community feel." She said, "Reading is the new civil right." I feel the same way about global literacy. Reading will yield the peace we want. So thanks for coming. God bless. (Applause.) http://www.usnewswire.com/ From ALCDGG at langate.gsu.edu Mon Sep 18 19:22:48 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Mon, 18 Sep 2006 19:22:48 -0400 Subject: [WomenLiteracy 566] Content Standards Discussion List is hosting a guest discussant In-Reply-To: <450EBFA40200003100005204@mailsrv4.gsu.edu> References: <450D151C0200003100004EE5@mailsrv4.gsu.edu> <450E5EAC020000310000501B@mailsrv4.gsu.edu> <450EBA7902000031000051D4@mailsrv4.gsu.edu> <450EBFA40200003100005204@mailsrv4.gsu.edu> Message-ID: <450EF20802000031000052DB@mailsrv4.gsu.edu> Greetings colleagues, Next week, Monday, September 25 through Friday, September 29, the Content Standards Discussion List will be hosting a discussion on the U.S. Department of Education's efforts to support state-level adoption and institutionalization of content standards for adult learning. Our guest will be Ronna Spacone from the Department's Office of Vocational and Adult Education (OVAE), Division of Adult Education and Literacy (DAEL). Please read the introductory information below, which includes a link to the Adult Education Content Standards Warehouse Website, to help prepare you for the discussion. You may begin posting your questions to Ronna this week. I will collect the questions together and re-post when the discussion starts next week. To participate in the discussion, sign up for the list at: http://www.nifl.gov/mailman/listinfo/Contentstandards Aaron Aaron Kohring Moderator, National Institute for Literacy's Content Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) ******************************************************************************************** For the past several years, the U.S. Department of Education, OVAE, has used National Leadership Activity funds to provide technical assistance and support to states already committed to standards-based education reform. OVAE's efforts to promote the implementation of state-level content standards began with the Adult Education Content Standards Warehouse Project, operated by the American Institutes of Research (AIR), 2003-2005. The project included: 1. Technical assistance and networking for state collaborative working groups or consortia in 14 states, 2. The development and publication of "A Process Guide for Establishing State Adult Education Content Standards" and 3. The development of the Adult Education Content Standards Warehouse (AECSW) Website. The AECSW site provides universal access to existing state standards as well as nationally developed content standards in the areas of reading, mathematics, and English language acquisition. Since it was launched in May 2005, eleven states and CASAS and Equipped for the Future have contributed their standards for posting. The site also serves to disseminate the "Process Guide for Establishing State Adult Education Content Standards" as well as the professional development materials that were developed for the State Standards Consortia project. In preparation for our listserv discussion next week, I invite you to please visit the AECSW Website located at: (http://www.adultedcontentstandards.org ), which AIR continues to operate with OVAE. In September 2005, with the conclusion of the State Standards Consortia activities, OVAE funded a new activity to identify how best to continue to support states committed to the implementation of standards. A six-month planning project was then conducted by MPR Associates, Inc., along with partner organizations Design Perspectives and World Education. Planning activities included a literature review of noteworthy practices, an evaluation of the electronic warehouse, and an assessment of the needs of states to support standards-based education. Twenty-four states chose to participate in the project. Based on the results, OVAE has moved ahead and made plans for a new project scheduled to begin next month. As in the past, the new activities will provide opportunities for interested states to work together and learn about standards-based education. The project is expected to focus especially on the implementation of standards, including: how to translate standards into classroom instruction and curriculum and how to assess the implementation of standards to guide instructional improvement and program practice. I invite you to learn more about the Department of Education's efforts to promote state-level adoption of content standards and to ask questions about these activities during the listserv discussion. Please refer to the various sections of the AECSW Website (http://www.adultedcontentstandards.org ) including the Guide, Warehouse, and Field Resources as well as the OVAE DAEL Website located at: (http://www.ed.gov/about/offices/list/ovae/pi/AdultEd/index.html). I look forward to an interesting, engaging discussion and appreciate the opportunity to take part. Thanks. Ronna Spacone Education Program Specialist Office of Vocational and Adult Education U.S. Department of Education From Elsa.Auerbach at umb.edu Mon Sep 18 19:49:31 2006 From: Elsa.Auerbach at umb.edu (Elsa Auerbach) Date: Mon, 18 Sep 2006 19:49:31 -0400 Subject: [WomenLiteracy 567] Re: Remarks by the President and Mrs. Bush at WhiteHouse Conference on Global Message-ID: Interesting. The President says, "The capacity of -- the simple act of teaching a child to read, or an adult to read has the capacity to transform nations and yield the peace we all want." If literacy yields peace, then maybe someone ought to teach him to read. Elsa Auerbach -----Original Message----- From: womenliteracy-bounces at nifl.gov on behalf of Daphne Greenberg Sent: Mon 9/18/2006 3:25 PM To: womenliteracy at nifl.gov Cc: Subject: [WomenLiteracy 564] Remarks by the President and Mrs. Bush at WhiteHouse Conference on Global The following was sent by Tom Sticht. I am wondering if anyone has any reactions to it: Remarks by the President and Mrs. Bush at White House Conference on Global Literacy Sep 18 9:25 AM US/Eastern To: National Desk Contact: White House Press Office, 202-456-2580 WASHINGTON, Sept. 18 /U.S. Newswire/ -- Following is a transcript of remarks by President Bush and Laura Bush at the White House conference on global literacy (Part 1 of 2): New York Public Library, New York, New York 12:10 P.M. EDT MRS. BUSH: Thank you all so much. Thank you very much. Thanks a lot. (Applause.) Have a seat, everyone. Thank you all very much. Thanks, everybody. You all can have a seat. I want to thank all the terrific panelists today for sharing your experiences and your expertise. I want to thank everyone in this room for your commitment to literacy. Today, we heard about the three most important benefits of reading: Literacy instruction for women improves educational opportunities for their children -- women who can read are advocates for their children's education; literacy helps adults make informed decisions to protect their health and the health of their children; and literacy helps adults -- women and men -- learn the basic financial skills that generate income, that foster independence, and that boost local economies. If more countries invest in literacy programs like the ones we've heard about today, the benefits of reading can be enjoyed by every country. The leaders of every government must commit themselves to this cause. Now I'd like to introduce a leader I know is dedicated to improving literacy and education: Ladies and gentleman, my husband, President George Bush. (Applause.) THE PRESIDENT: Thank you all. Thank you for attending this important conference. I look around the room and see some familiar faces -- my mother. (Laughter.) How are you doing? It's good to see you. My mother-in-law. (Laughter.) Both of these ladies have instilled a great passion for literacy not only in Laura and me, but for others around our country. Thank you all for coming. Laura, thank you for your leadership. Laura believes strongly in the power of literacy to change societies. And that's really what we're here to talk about. The capacity of -- the simple act of teaching a child to read, or an adult to read has the capacity to transform nations and yield the peace we all want. So I want to thank you for being here. I particularly want to thank the First Ladies who are here, and the ministers from different governments around the world. We're really proud you've taken time to join us here today. As you probably can tell, our government takes this initiative seriously. After all, we've got the Secretary of State, Condoleezza Rice, and the Secretary of Education, Margaret Spellings, both here. It should say to people loud and clear that, when you combine the resources of the Department of Education and the State Department, that we're serious about helping global literacy. And then we've added Randy Tobias, who's the head of USAID. He's the fellow who's got the responsibility of handing out some money -- (laughter) -- which is what we're doing, because we believe strongly in this initiative. So I want to thank you all for taking time out of your busy schedules to send a clear message to folks. I want to thank Mr. Matsuura of UNESCO. Thank you, very much, for serving. Thanks for leading this vital organization. We want to work with you. And I see you're sitting next to one of my great friends -- the Ambassador, Karen Hughes, is here, as well. I want to thank Paul LeClerc of the -- of this fantastic library. Isn't this a wonderful place to meet? Obviously, it makes sense to meet in a library if you're going to talk about literacy. It's really one of the most special spots here in New York. And I also want to thank Catie Marron for allowing us to use this facility. She's the chairman of the board, and Paul, of course, is the president and CEO of the New York Public Library. I want to thank those who have participated in panels. I had the honor of meeting some of the panelists and the panel leaders. I met Gerri Elliot, who is a corporate vice president of Microsoft. The reason I bring up Gerri Elliot is because, in America we believe that there is a combined responsibility to help. We believe government has got a vital role, but we also believe corporate America and our citizens have got a vital role to play in helping others benefit from learning how to read. And so I want to thank Gerri for setting such a good example. I call upon others in our country to understand the importance of this initiative and to step forth. After all, a literacy initiative will help spread prosperity and peace. And that's really why we're here at the UNGA. I've been looking forward to coming here. As you know, it's an annual event. Every year I get to come. It gives me a chance to meet with fellow leaders, and it gives me a chance to clearly explain, the goals of this country are to help those who feel hopeless; the goals of this country are to spread liberty; the goals of this country is to enhance prosperity and peace. You can't have prosperity unless people can read. It's just as simple as that. You know, one of things that we have committed ourselves to in America is to help eradicate persistent poverty. But there is a direct link between illiteracy and persistent poverty. Oftentimes when we're talking about prosperity and helping this world become a more prosperous place, we tend to focus only on trade. And no question, good trade agreements and tearing down the barriers that prevent the free flow of goods will help enhance prosperity. But you can't be a prosperous nation if you don't have people who can read. I mean, think about it, it's pretty clear; in order to be an informed consumer you have to read. In order to be able to take advantages of jobs that may come to your country as a result of expanding economic opportunity, you've got to read. In order to be a productive worker, you have to be able to read the manual. And so part of this initiative, part of the practical application of this initiative is to encourage prosperity by enhancing people's capacity to read. And I want to thank you for your focus on that important issue. I also strongly believe that those of us who have the benefits of living in free society must help others realize the benefits of liberty. I believe that. I believe that's part of America's responsibility in the world. I realize we can't impose our vision of government, nor should we try. But we believe here in America in the universality of freedom. We don't believe freedom belongs only to the United States of America; we believe that liberty is universal in its applications. We also believe strongly that as the world becomes more free, we'll see peace. That's what we believe. And we're going to act on those beliefs. But one thing that's for certain: It is very hard to have free societies if the citizens cannot read. Think about that. It's much harder for a society to realize the universal blessings of liberty if your citizens can't read the newspaper in order to be able to make informed choices and decisions about what may be taking place in a country. You can't realize the blessings of liberty if you can't read a ballot, or if you can't read what others are saying about the future of your country. I am deeply concerned about the spread of radicalism, and I know you are, as well. We long for the days when people don't feel comfortable or empowered to take innocent life to achieve an objective. One reason radicals are able to recruit young men, for example, to become suicide bombers, is because of hopelessness. One way to defeat hopelessness is through literacy, is to giving people the fantastic hope that comes by being able to read and realize dreams. So this literacy initiative is vital as far as the United States of America is concerned, and we want to help. That's what I'm here to say. I want to thank you for being here and let you know that we want to lend our help. (More/more) http://www.usnewswire.com/ ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: application/ms-tnef Size: 11666 bytes Desc: not available Url : http://www.nifl.gov/pipermail/womenliteracy/attachments/20060918/271231b1/attachment.bin From lalumineuse at yahoo.com Tue Sep 19 08:16:09 2006 From: lalumineuse at yahoo.com (Ujwala Samant) Date: Tue, 19 Sep 2006 05:16:09 -0700 (PDT) Subject: [WomenLiteracy 568] Re: Remarks by the President and Mrs. Bush at WhiteHouse Conference on Global In-Reply-To: Message-ID: <20060919121609.8797.qmail@web55113.mail.re4.yahoo.com> Also interesting is the following passage: >>I also strongly believe that those of us who have the benefits of living in free society must help others realize the benefits of liberty. I believe that. I believe that's part of America's responsibility in the world. I realize we can't impose our vision of government, nor should we try.<< So when will he stop imposing what is seen as freedom and human rights to the world? And not all of us agree in the American version of a free society, having lived there, pre and post 9/11. Does the man realise that there are 'free' societies outside of the US? And that we ALL have a responsibility of listening to different definitions of freedom, civil liberties, not just Uncle Sam's or Uncle George's in this case? >>But we believe here in America in the universality of freedom. We don't believe freedom belongs only to the United States of America; we believe that liberty is universal in its applications. We also believe strongly that as the world becomes more free, we'll see peace. That's what we believe. And we're going to act on those beliefs.<< And yet, "we" do not believe in glabal collaboration unless it's on 'our' terms. "We" also do not believe in international justice, the Geneva Convention, the use (or not) of torture...... And these remarks were particularly offensive: "I am deeply concerned about the spread of radicalism, and I know you are, as well. We long for the days when people don't feel comfortable or empowered to take innocent life to achieve an objective. One reason radicals are able to recruit young men, for example, to become suicide bombers, is because of hopelessness. One way to defeat hopelessness is through literacy, is to giving people the fantastic hope that comes by being able to read and realize dreams.<< A number of the Islamic, Irish, Hindu, Nepali, Congolese, Sri Lankan 'radicals' were educated. A greater number were unemployed. And a number dislike American international policy. He completely left out the conservative Bible Belt and the everyday racism that is experienced by non Bible thumpers in the South. He left out the KKK, he left out the lynch mobs.... the police, one could go on. >>So this literacy initiative is vital as far as the United States of America is concerned, and we want to help. That's what I'm here to say. I want to thank you for being here and let you know that we want to lend our help.<< "Just follow our directives and we'll be glad to help, Amen." Ujwala Samant --- Elsa Auerbach wrote: > Interesting. The President says, "The capacity of > -- the simple act of teaching a child to read, or an > adult to read has the capacity to transform nations > and yield the peace we all want." If literacy > yields peace, then maybe someone ought to teach him > to read. > Elsa Auerbach > > > > -----Original Message----- > From: womenliteracy-bounces at nifl.gov on behalf of > Daphne Greenberg > Sent: Mon 9/18/2006 3:25 PM > To: womenliteracy at nifl.gov > Cc: > Subject: [WomenLiteracy 564] Remarks by the > President and Mrs. Bush at WhiteHouse Conference on > Global > > > > The following was sent by Tom Sticht. I am > wondering if anyone has any > reactions to it: > > Remarks by the President and Mrs. Bush at White > House Conference on > Global > Literacy > Sep 18 9:25 AM US/Eastern > > > > > To: National Desk > > Contact: White House Press Office, 202-456-2580 > > WASHINGTON, Sept. 18 /U.S. Newswire/ -- Following > is a transcript of > remarks > by President Bush and Laura Bush at the White House > conference on > global > literacy (Part 1 of 2): > > New York Public Library, New York, New York > > 12:10 P.M. EDT > > MRS. BUSH: Thank you all so much. Thank you very > much. Thanks a lot. > (Applause.) Have a seat, everyone. Thank you all > very much. Thanks, > everybody. You all can have a seat. I want to thank > all the terrific > panelists today for sharing your experiences and > your expertise. I want > to > thank everyone in this room for your commitment to > literacy. > > Today, we heard about the three most important > benefits of reading: > Literacy > instruction for women improves educational > opportunities for their > children > -- women who can read are advocates for their > children's education; > literacy helps adults make informed decisions to > protect their health > and > the health of their children; and literacy helps > adults -- women and > men -- > learn the basic financial skills that generate > income, that foster > independence, and that boost local economies. If > more countries invest > in > literacy programs like the ones we've heard about > today, the benefits > of > reading can be enjoyed by every country. The > leaders of every > government > must commit themselves to this cause. > > Now I'd like to introduce a leader I know is > dedicated to improving > literacy > and education: Ladies and gentleman, my husband, > President George > Bush. > (Applause.) > > THE PRESIDENT: Thank you all. Thank you for > attending this important > conference. I look around the room and see some > familiar faces -- my > mother. (Laughter.) How are you doing? It's good to > see you. My > mother-in-law. (Laughter.) Both of these ladies > have instilled a great > passion for literacy not only in Laura and me, but > for others around > our > country. Thank you all for coming. Laura, thank you > for your > leadership. > > Laura believes strongly in the power of literacy to > change societies. > And > that's really what we're here to talk about. The > capacity of -- the > simple > act of teaching a child to read, or an adult to > read has the capacity > to > transform nations and yield the peace we all want. > > So I want to thank you for being here. I > particularly want to thank > the > First Ladies who are here, and the ministers from > different > governments > around the world. We're really proud you've taken > time to join us here > today. > > As you probably can tell, our government takes this > initiative > seriously. > After all, we've got the Secretary of State, > Condoleezza Rice, and the > Secretary of Education, Margaret Spellings, both > here. It should say > to > people loud and clear that, when you combine the > resources of the > Department of Education and the State Department, > that we're serious > about > helping global literacy. And then we've added Randy > Tobias, who's the > head > of USAID. He's the fellow who's got the > responsibility of handing out > some > money -- (laughter) -- which is what we're doing, > because we believe > strongly in this initiative. So I want to thank you > all for taking time > out > of your busy schedules to send a clear message to > folks. > > I want to thank Mr. Matsuura of UNESCO. Thank you, > very much, for > serving. > Thanks for leading this vital organization. We want > to work with you. > And I > see you're sitting next to one of my great friends > -- the Ambassador, > Karen > Hughes, is here, as well. > > I want to thank Paul LeClerc of the -- of this > fantastic library. Isn't > this > a wonderful place to meet? Obviously, it makes > sense to meet in a > library if > you're going to talk about literacy. It's really > one of the most > special > spots here in New York. And I also want to thank > Catie Marron for > allowing > us to use this facility. She's the chairman of the > board, and Paul, of > course, is the president and CEO of the New York > Public Library. > > I want to thank those who have participated in > panels. I had the honor > of > meeting some of the panelists and the panel > leaders. I met Gerri > Elliot, > who is a corporate vice president of Microsoft. The > reason I bring up > Gerri > Elliot is because, in America we believe that there > is a combined > responsibility to help. We believe government has > got === message truncated ===> ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, > please go to http://www.nifl.gov/mailman/listinfo/womenliteracy __________________________________________________ Do You Yahoo!? Tired of spam? Yahoo! Mail has the best spam protection around http://mail.yahoo.com From ALCDGG at langate.gsu.edu Tue Sep 19 14:47:59 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Tue, 19 Sep 2006 14:47:59 -0400 Subject: [WomenLiteracy 568] Re: Remarks by the President and Mrs. Bush at WhiteHouse Conference on Global In-Reply-To: <20060919121609.8797.qmail@web55113.mail.re4.yahoo.com> References: <20060919121609.8797.qmail@web55113.mail.re4.yahoo.com> Message-ID: <4510031F020000310000555C@mailsrv4.gsu.edu> Ujwala and Elsa raise interesting points. I wonder what connections we can make between their points, the White House remarks and our learners. For example, is it a good idea to share with our learners excerpts of the remarks, and have them practice speaking and writing skills based on them? What about a letter writing campaign to the white house by our learners in response to these remarks? I wonder specifically about the remarks related to women. Daphne >>> Ujwala Samant 9/19/2006 8:16 AM >>> Also interesting is the following passage: >>I also strongly believe that those of us who have the benefits of living in free society must help others realize the benefits of liberty. I believe that. I believe that's part of America's responsibility in the world. I realize we can't impose our vision of government, nor should we try.<< So when will he stop imposing what is seen as freedom and human rights to the world? And not all of us agree in the American version of a free society, having lived there, pre and post 9/11. Does the man realise that there are 'free' societies outside of the US? And that we ALL have a responsibility of listening to different definitions of freedom, civil liberties, not just Uncle Sam's or Uncle George's in this case? >>But we believe here in America in the universality of freedom. We don't believe freedom belongs only to the United States of America; we believe that liberty is universal in its applications. We also believe strongly that as the world becomes more free, we'll see peace. That's what we believe. And we're going to act on those beliefs.<< And yet, "we" do not believe in glabal collaboration unless it's on 'our' terms. "We" also do not believe in international justice, the Geneva Convention, the use (or not) of torture...... And these remarks were particularly offensive: "I am deeply concerned about the spread of radicalism, and I know you are, as well. We long for the days when people don't feel comfortable or empowered to take innocent life to achieve an objective. One reason radicals are able to recruit young men, for example, to become suicide bombers, is because of hopelessness. One way to defeat hopelessness is through literacy, is to giving people the fantastic hope that comes by being able to read and realize dreams.<< A number of the Islamic, Irish, Hindu, Nepali, Congolese, Sri Lankan 'radicals' were educated. A greater number were unemployed. And a number dislike American international policy. He completely left out the conservative Bible Belt and the everyday racism that is experienced by non Bible thumpers in the South. He left out the KKK, he left out the lynch mobs.... the police, one could go on. >>So this literacy initiative is vital as far as the United States of America is concerned, and we want to help. That's what I'm here to say. I want to thank you for being here and let you know that we want to lend our help.<< "Just follow our directives and we'll be glad to help, Amen." Ujwala Samant --- Elsa Auerbach wrote: > Interesting. The President says, "The capacity of > -- the simple act of teaching a child to read, or an > adult to read has the capacity to transform nations > and yield the peace we all want." If literacy > yields peace, then maybe someone ought to teach him > to read. > Elsa Auerbach > > > > -----Original Message----- > From: womenliteracy-bounces at nifl.gov on behalf of > Daphne Greenberg > Sent: Mon 9/18/2006 3:25 PM > To: womenliteracy at nifl.gov > Cc: > Subject: [WomenLiteracy 564] Remarks by the > President and Mrs. Bush at WhiteHouse Conference on > Global > > > > The following was sent by Tom Sticht. I am > wondering if anyone has any > reactions to it: > > Remarks by the President and Mrs. Bush at White > House Conference on > Global > Literacy > Sep 18 9:25 AM US/Eastern > > > > > To: National Desk > > Contact: White House Press Office, 202-456-2580 > > WASHINGTON, Sept. 18 /U.S. Newswire/ -- Following > is a transcript of > remarks > by President Bush and Laura Bush at the White House > conference on > global > literacy (Part 1 of 2): > > New York Public Library, New York, New York > > 12:10 P.M. EDT > > MRS. BUSH: Thank you all so much. Thank you very > much. Thanks a lot. > (Applause.) Have a seat, everyone. Thank you all > very much. Thanks, > everybody. You all can have a seat. I want to thank > all the terrific > panelists today for sharing your experiences and > your expertise. I want > to > thank everyone in this room for your commitment to > literacy. > > Today, we heard about the three most important > benefits of reading: > Literacy > instruction for women improves educational > opportunities for their > children > -- women who can read are advocates for their > children's education; > literacy helps adults make informed decisions to > protect their health > and > the health of their children; and literacy helps > adults -- women and > men -- > learn the basic financial skills that generate > income, that foster > independence, and that boost local economies. If > more countries invest > in > literacy programs like the ones we've heard about > today, the benefits > of > reading can be enjoyed by every country. The > leaders of every > government > must commit themselves to this cause. > > Now I'd like to introduce a leader I know is > dedicated to improving > literacy > and education: Ladies and gentleman, my husband, > President George > Bush. > (Applause.) > > THE PRESIDENT: Thank you all. Thank you for > attending this important > conference. I look around the room and see some > familiar faces -- my > mother. (Laughter.) How are you doing? It's good to > see you. My > mother-in-law. (Laughter.) Both of these ladies > have instilled a great > passion for literacy not only in Laura and me, but > for others around > our > country. Thank you all for coming. Laura, thank you > for your > leadership. > > Laura believes strongly in the power of literacy to > change societies. > And > that's really what we're here to talk about. The > capacity of -- the > simple > act of teaching a child to read, or an adult to > read has the capacity > to > transform nations and yield the peace we all want. > > So I want to thank you for being here. I > particularly want to thank > the > First Ladies who are here, and the ministers from > different > governments > around the world. We're really proud you've taken > time to join us here > today. > > As you probably can tell, our government takes this > initiative > seriously. > After all, we've got the Secretary of State, > Condoleezza Rice, and the > Secretary of Education, Margaret Spellings, both > here. It should say > to > people loud and clear that, when you combine the > resources of the > Department of Education and the State Department, > that we're serious > about > helping global literacy. And then we've added Randy > Tobias, who's the > head > of USAID. He's the fellow who's got the > responsibility of handing out > some > money -- (laughter) -- which is what we're doing, > because we believe > strongly in this initiative. So I want to thank you > all for taking time > out > of your busy schedules to send a clear message to > folks. > > I want to thank Mr. Matsuura of UNESCO. Thank you, > very much, for > serving. > Thanks for leading this vital organization. We want > to work with you. > And I > see you're sitting next to one of my great friends > -- the Ambassador, > Karen > Hughes, is here, as well. > > I want to thank Paul LeClerc of the -- of this > fantastic library. Isn't > this > a wonderful place to meet? Obviously, it makes > sense to meet in a > library if > you're going to talk about literacy. It's really > one of the most > special > spots here in New York. And I also want to thank > Catie Marron for > allowing > us to use this facility. She's the chairman of the > board, and Paul, of > course, is the president and CEO of the New York > Public Library. > > I want to thank those who have participated in > panels. I had the honor > of > meeting some of the panelists and the panel > leaders. I met Gerri > Elliot, > who is a corporate vice president of Microsoft. The > reason I bring up > Gerri > Elliot is because, in America we believe that there > is a combined > responsibility to help. We believe government has > got === message truncated ===> ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, > please go to http://www.nifl.gov/mailman/listinfo/womenliteracy __________________________________________________ Do You Yahoo!? Tired of spam? Yahoo! Mail has the best spam protection around http://mail.yahoo.com ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy From leellington at vcu.edu Tue Sep 19 15:01:00 2006 From: leellington at vcu.edu (Lauren E Ellington/FS/VCU) Date: Tue, 19 Sep 2006 15:01:00 -0400 Subject: [WomenLiteracy 569] Re: Remarks by the President and Mrs. Bush at WhiteHouse Conference on Global In-Reply-To: <4510031F020000310000555C@mailsrv4.gsu.edu> Message-ID: As long as we are mentioning being particularly offended, I find your statement about the South to be a rather narrow-minded view. By your comments, racism only exists in the South. This is certainly not true. I am a very proud Southern who is not a racist and know many who are just like me. While I agree with your statements about Bush, please don't become just as bad as he is by proclaiming one geographic area as racist. ************************************************************** Lauren Ellington Online Training Specialist, Learning Disabilities Specialist, and Writer of Update and Update on LD Virginia Adult Learning Resource Center Virginia Commonwealth University 817 W. Franklin Street, Room 221 | P.O. Box 842037 Richmond, VA 23284-2037 Phone: 1-800-237-0178 or 804-828-6158 Fax: 804-828-7539 www.valrc.org And these remarks were particularly offensive: "I am deeply concerned about the spread of radicalism, and I know you are, as well. We long for the days when people don't feel comfortable or empowered to take innocent life to achieve an objective. One reason radicals are able to recruit young men, for example, to become suicide bombers, is because of hopelessness. One way to defeat hopelessness is through literacy, is to giving people the fantastic hope that comes by being able to read and realize dreams.<< A number of the Islamic, Irish, Hindu, Nepali, Congolese, Sri Lankan 'radicals' were educated. A greater number were unemployed. And a number dislike American international policy. He completely left out the conservative Bible Belt and the everyday racism that is experienced by non Bible thumpers in the South. He left out the KKK, he left out the lynch mobs.... the police, one could go on. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20060919/77343496/attachment.html From ALCDGG at langate.gsu.edu Tue Sep 19 15:02:49 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Tue, 19 Sep 2006 15:02:49 -0400 Subject: [WomenLiteracy 570] Call for Proposals for Presentations In-Reply-To: <4510031F020000310000555C@mailsrv4.gsu.edu> References: <20060919121609.8797.qmail@web55113.mail.re4.yahoo.com> <4510031F020000310000555C@mailsrv4.gsu.edu> Message-ID: <451006990200003100005589@mailsrv4.gsu.edu> The National Center for Family Literacy (NCFL) invites you to submit a proposal for presentation at the 16th Annual National Conference on Family Literacy, March 4-6, 2007, in Orlando, Florida. NCFL is especially interested in session presentations that share successful, specific outcomes and strategies that work well for the diverse populations family literacy serves. Proposals are welcome from literacy practitioners and are encouraged from professionals in administration, policy and research. Deadline for submission of proposals is September 29, 2006. For further information and to access the ?Call for Conference Proposals? form, please visit http://www.famlit.org/Conference/index.cfm From bdsunmt at sbcglobal.net Tue Sep 19 22:38:11 2006 From: bdsunmt at sbcglobal.net (Bonnita Solberg) Date: Tue, 19 Sep 2006 19:38:11 -0700 (PDT) Subject: [WomenLiteracy 571] Re: Remarks by the President and Mrs. Bush at WhiteHouse Conference on Global In-Reply-To: Message-ID: <20060920023811.96652.qmail@web83105.mail.mud.yahoo.com> I am disappointed this discussion group has turned into a political battlefield on foreign and domestic policy. I have all the emails I can handle on the political situation in this country and the world; I would like todiscuss education issues in this venue. Bonnita --- Lauren E Ellington/FS/VCU wrote: > As long as we are mentioning being particularly > offended, I find your > statement about the South to be a rather > narrow-minded view. By your > comments, racism only exists in the South. This is > certainly not true. I > am a very proud Southern who is not a racist and > know many who are just > like me. While I agree with your statements about > Bush, please don't > become just as bad as he is by proclaiming one > geographic area as racist. > > ************************************************************** > Lauren Ellington > Online Training Specialist, > Learning Disabilities Specialist, and > Writer of Update and Update on LD > Virginia Adult Learning Resource Center > Virginia Commonwealth University > 817 W. Franklin Street, Room 221 | P.O. Box 842037 > Richmond, VA 23284-2037 > Phone: 1-800-237-0178 or 804-828-6158 > Fax: 804-828-7539 > www.valrc.org > > > > > And these remarks were particularly offensive: > > "I am deeply concerned about the > spread of > radicalism, and I know you > are, as > well. We long for the days when > people don't feel > comfortable or > empowered > to take innocent life to achieve an > objective. One > reason radicals are > able > to recruit young men, for example, > to become suicide > bombers, is > because of > hopelessness. One way to defeat > hopelessness is > through literacy, is > to > giving people the fantastic hope > that comes by being > able to read and > realize dreams.<< > > A number of the Islamic, Irish, Hindu, Nepali, > Congolese, Sri Lankan 'radicals' were educated. A > greater number were unemployed. And a number dislike > American international policy. He completely left > out > the conservative Bible Belt and the everyday racism > that is experienced by non Bible thumpers in the > South. He left out the KKK, he left out the lynch > mobs.... the police, one could go on. > > > > > > > > > > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, > please go to http://www.nifl.gov/mailman/listinfo/womenliteracy From lalumineuse at yahoo.com Wed Sep 20 07:08:05 2006 From: lalumineuse at yahoo.com (Ujwala Samant) Date: Wed, 20 Sep 2006 04:08:05 -0700 (PDT) Subject: [WomenLiteracy 572] Re: Remarks by the President and Mrs. Bush at WhiteHouse Conference on Global In-Reply-To: Message-ID: <20060920110805.33088.qmail@web55108.mail.re4.yahoo.com> Dear Lauren, I apologise if my remarks offended you. I mentioned very specific examples about Southern racism, not the South as a whole. But I have dealt with a lot of racism in America, studied it, read about the specific examples I gave in my quote, so perhaps you will take the trouble to ask me (and anyone else)before labelling me (or anyone else), narrow-minded. Being proud of being Southern and not racist is excellent, but shouldn't it be just being proud to be human and not racist? Regards, Ujwala --- Lauren E Ellington/FS/VCU wrote: > As long as we are mentioning being particularly > offended, I find your > statement about the South to be a rather > narrow-minded view. By your > comments, racism only exists in the South. This is > certainly not true. I > am a very proud Southern who is not a racist and > know many who are just > like me. While I agree with your statements about > Bush, please don't > become just as bad as he is by proclaiming one > geographic area as racist. > > ************************************************************** > Lauren Ellington > Online Training Specialist, > Learning Disabilities Specialist, and > Writer of Update and Update on LD > Virginia Adult Learning Resource Center > Virginia Commonwealth University > 817 W. Franklin Street, Room 221 | P.O. Box 842037 > Richmond, VA 23284-2037 > Phone: 1-800-237-0178 or 804-828-6158 > Fax: 804-828-7539 > www.valrc.org > > > > > And these remarks were particularly offensive: > > "I am deeply concerned about the > spread of > radicalism, and I know you > are, as > well. We long for the days when > people don't feel > comfortable or > empowered > to take innocent life to achieve an > objective. One > reason radicals are > able > to recruit young men, for example, > to become suicide > bombers, is > because of > hopelessness. One way to defeat > hopelessness is > through literacy, is > to > giving people the fantastic hope > that comes by being > able to read and > realize dreams.<< > > A number of the Islamic, Irish, Hindu, Nepali, > Congolese, Sri Lankan 'radicals' were educated. A > greater number were unemployed. And a number dislike > American international policy. He completely left > out > the conservative Bible Belt and the everyday racism > that is experienced by non Bible thumpers in the > South. He left out the KKK, he left out the lynch > mobs.... the police, one could go on. > > > > > > > > > > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, > please go to http://www.nifl.gov/mailman/listinfo/womenliteracy __________________________________________________ Do You Yahoo!? Tired of spam? Yahoo! Mail has the best spam protection around http://mail.yahoo.com From lalumineuse at yahoo.com Wed Sep 20 07:14:50 2006 From: lalumineuse at yahoo.com (Ujwala Samant) Date: Wed, 20 Sep 2006 04:14:50 -0700 (PDT) Subject: [WomenLiteracy 573] Re: Remarks by the President and Mrs. Bush at WhiteHouse Conference on Global In-Reply-To: <20060920023811.96652.qmail@web83105.mail.mud.yahoo.com> Message-ID: <20060920111450.51214.qmail@web55110.mail.re4.yahoo.com> Dear Bonnita, I apologise if my remarks upset you. I work in education, with the world's poor. And what Mr. Bush says affects the poor. In his speech he makes direct (negative and ill-informed) references to international issues that surround literacy. It was a speech on global literacy. In the US, I worked with immigrants in Adult Basic Education centres. How can we avoid discussions of international politics and policies when the students in our classes have a history of interacting with them? An open listserv is a wonderful way of discussing and exploring issues that touch all of us. And disagreements are not necessarily battlefields or contentious. I didn't mean to upset you by commenting on Mr. Bush's speech. A wise man in the Himalayas recently told me, "There are only two ways to change the world: education and politics." I agree. Regards, Ujwala --- Bonnita Solberg wrote: > I am disappointed this discussion group has turned > into a political battlefield on foreign and domestic > policy. I have all the emails I can handle on the > political situation in this country and the world; I > would like todiscuss education issues in this venue. > > Bonnita > > --- Lauren E Ellington/FS/VCU > wrote: > > > As long as we are mentioning being particularly > > offended, I find your > > statement about the South to be a rather > > narrow-minded view. By your > > comments, racism only exists in the South. This > is > > certainly not true. I > > am a very proud Southern who is not a racist and > > know many who are just > > like me. While I agree with your statements about > > Bush, please don't > > become just as bad as he is by proclaiming one > > geographic area as racist. > > > > > ************************************************************** > > Lauren Ellington > > Online Training Specialist, > > Learning Disabilities Specialist, and > > Writer of Update and Update on LD > > Virginia Adult Learning Resource Center > > Virginia Commonwealth University > > 817 W. Franklin Street, Room 221 | P.O. Box > 842037 > > Richmond, VA 23284-2037 > > Phone: 1-800-237-0178 or 804-828-6158 > > Fax: 804-828-7539 > > www.valrc.org > > > > > > > > > > And these remarks were particularly offensive: > > > > "I am deeply concerned about the > > spread of > > radicalism, and I know you > > are, as > > well. We long for the days when > > people don't feel > > comfortable or > > empowered > > to take innocent life to achieve > an > > objective. One > > reason radicals are > > able > > to recruit young men, for > example, > > to become suicide > > bombers, is > > because of > > hopelessness. One way to defeat > > hopelessness is > > through literacy, is > > to > > giving people the fantastic hope > > that comes by being > > able to read and > > realize dreams.<< > > > > A number of the Islamic, Irish, Hindu, Nepali, > > Congolese, Sri Lankan 'radicals' were educated. A > > greater number were unemployed. And a number > dislike > > American international policy. He completely left > > out > > the conservative Bible Belt and the everyday > racism > > that is experienced by non Bible thumpers in the > > South. He left out the KKK, he left out the lynch > > mobs.... the police, one could go on. > > > > > > > > > > > > > > > > > > > > > > ---------------------------------------------------- > > National Institute for Literacy > > Women and Literacy mailing list > > WomenLiteracy at nifl.gov > > To unsubscribe or change your subscription > settings, > > please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, > please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > __________________________________________________ Do You Yahoo!? Tired of spam? Yahoo! Mail has the best spam protection around http://mail.yahoo.com From mev at litwomen.org Wed Sep 20 08:49:36 2006 From: mev at litwomen.org (mev at litwomen.org) Date: Wed, 20 Sep 2006 08:49:36 -0400 Subject: [WomenLiteracy 574] Re: Remarks by the President and Mrs. Bush at WhiteHouse Conference on Global In-Reply-To: <4510031F020000310000555C@mailsrv4.gsu.edu> Message-ID: <78E5A627-48A6-11DB-ABCA-000393ABE4D2@litwomen.org> Daphne & Bonnita (this post starts in the battlefield - but I promise I make the connections towards the bottom) I'm concerned about Bush's use of language(vocabulary) and perhaps this is where we can build lessons with our learners. We can build an explicate understanding between decoding vocabulary (what's the word) and language or communication (how those words get used), and how, overtime, language shifts. What I found particularly frightening was his use of the term "radicalism" ("I am deeply concerned about the spread of radicalism"). Priot to this, the language had been "radical extremists." Is it now shorthanded to radicalism? In Tuesday's speech to the U.N., he referred to freedom loving people as "moderates." So does this mean that those of us who might call ourselves the radical left are now equated with what he really means -- terrorists? Will radicalism become the same "dirty word" as liberal or fear-inspiring like the word terrorism? What does "moderate" mean? Is the radical right/conservative wing now to be understood as moderate? Is conservative now moderate? Does this shift mean that those who might once have been understood as moderate have slid over to liberal? or is moderate bigger bucket now... with liberals located, where? Are citizens of the United States, as we are represented by our government's action around the world, to be universally understood as moderate? Or are all those people from around the world, regardless of their religions or government structures - if they agree with the US (do US bidding), are they moderates? How do our students understand these words / concepts? I had a similar reaction to Ujwala when I heard his remarks about a free society and benefits of liberty, especially as so many of these rights are deteriorating within our own country due to supposedly securing our homeland. As we move into voting season and learn about polling abuses and the effects of redistricting, how can we honestly go to the world and advocate for the "will of the people" and democratic elections? (especially coming from a president who was never honestly elected?) And with all the news about illegal wire tapping and torture, his remarks about human rights are especially disingenuous. Anyway, back to our students...especially the connection for women, this can become a way to discuss how we use and understand language. What is the decoding part (what the words mean in the dictionary) and how does this connect with how those words operate personally, in community, in the political? Some connection might come when we try to describe something as a "safe space." This ties back to our previous discussion about violence and trauma. How do we describe safe space? How might it look differently for people with different experiences? Who determines what is safe and when? What are the cultural connections to what becomes "safe space" e.g., use of touch, a look, removal from larger family system to a "safe house" etc.)? How does the creation of safe space connect with our understandings of freedom, free society, respect, liberty, human rights, democracy, pursuit of happiness, peace and so on that we see in our families, communities, country, and the world? and how do all these concepts -- or the creation of these spaces -- connect with education and learning environments and opportunities? We could also discuss "tone," an even more elusive concept. It was interesting the focus on this global initiative and not so much about our needs here in the U.S. And though Bush commented negatively on "flowery" language, his own remarks were quite that way. As I read the complete speech, I couldn't help but think of the "hidden curriculum" -- that the purpose of many early literacy movements (from Europeans to Africans) was to read the Bible and spread Christianity. This current initiative could be read as literacy to promote the universality of freedom... the "American way" (even though he says that he doesn't want to impose our vision of government on other countries). The Bush's emphasize the way reading/literacy connects to transforming nations and leading to peace. Note, they did not say to the effective building of democracy! The Bush's talk also about illiteracy connected to poverty, the role of women to teach their children, the promise of reading that leads to prosperity, trade agreements, benefits of liberty. But how do our students see this? As we experience budget cuts, not enough classroom space, poorly paid professional teachers, WIA/TANFF imposed time limits on education as work release, disappearing Pell grants and raising of college tuition, NRS mandates that narrow what and how we teach or assess what students learn, how do we make sense of these remarks advocating for global literacy? How do our students, especially women, connect their experiences and what they they perceive as their roles in society to these remarks? Do immigrant students coming to the US with no education hear these remarks differently than US born students failed by our public educational system? Is there some way we can deconstruct with our students how literacy serves them in their lives? What is the difference between literacy and getting ones GED to get a better job (or any job)? Would our students equate poverty with illiteracy? As they struggle connect literacy /education with making their own lives better, how do they understand the ways in which this connects them to a global community? How do immigrant students experience this? Daphne suggested letters to the white house...to me, that's like shouting in the wind. Could we do something more local/global ourselves -- beyond an individual student or classroom but connected to their local experience? What if students could take this speech as a kind of program-based civics project and do a panel presentation representing various perspectives on it? It could be moderated by a teacher -- or some other local community leader and followed by Q&A from the audience. Such a project could include decoding vocabulary, comprehension, writing, public speaking... and be styled on the kind of "issues debate" we sometimes see during election season among candidates. The trick, of course, will be to encourage students to connect the speech to their own experience, but then to place their experience into a larger context with differing viewpoints and experiences. Maybe this could extend to a summary written by students as a letter to the editor or as an "in the news" opportunity. It could be connected to registering to vote or a discussion on how to understand what political candidates are putting forth as their platforms, etc. etc, etc. ok - this post is too long -- now someone else's turn! Mev On Tuesday, September 19, 2006, at 02:47 PM, Daphne Greenberg wrote: > Ujwala and Elsa raise interesting points. I wonder what connections we > can make between their points, the White House remarks and our > learners. > For example, is it a good idea to share with our learners excerpts of > the remarks, and have them practice speaking and writing skills based > on > them? What about a letter writing campaign to the white house by our > learners in response to these remarks? I wonder specifically about the > remarks related to women. > Daphne From Sandyajackson at cs.com Wed Sep 20 11:37:40 2006 From: Sandyajackson at cs.com (Sandyajackson at cs.com) Date: Wed, 20 Sep 2006 11:37:40 -0400 Subject: [WomenLiteracy 575] Re: Remarks by the President and Mrs.Bush at WhiteHouse Conference on Global Message-ID: <73A73BE8.55AE5BB2.212D2F6D@cs.com> I agree?racism exist everywhere and all over not just in the south but the north , east west. We must be careful in pointing fingers?I do agree with the points you are both making?But lets focus on the problems here .. Just like Bush did we are ?Othering? people? We do it in this country daily?one example is in the way we educate or treat learners in this country or the curriculums we choose for people.. Sandra Sandra Vernon-Jackson Phd Student Urban Graduate Research Collaboration Georgia State University Atlanta, GA Lauren E Ellington/FS/VCU wrote: >As long as we are mentioning being particularly offended, I find your >statement about the South to be a rather narrow-minded view. ?By your >comments, racism only exists in the South. ?This is certainly not true. ?I >am a very proud Southern who is not a racist and know many who are just >like me. ?While I agree with your statements about Bush, please don't >become just as bad as he is by proclaiming one geographic area as racist. > >************************************************************** >Lauren Ellington >Online Training Specialist, >Learning Disabilities Specialist, and >Writer of Update and Update on LD >Virginia Adult Learning Resource Center >Virginia Commonwealth University >817 W. Franklin Street, Room 221 ?| ?P.O. Box 842037 >Richmond, VA ?23284-2037 >Phone: ?1-800-237-0178 or ?804-828-6158 >Fax: ?804-828-7539 >www.valrc.org > > > > >And these remarks were particularly offensive: > > ? ? ? ? ? ? ? ? "I am deeply concerned about the spread of >radicalism, and I know you > ? ? ? ? ? ? ? ? are, as > ? ? ? ? ? ? ? ? well. We long for the days when people don't feel >comfortable or > ? ? ? ? ? ? ? ? empowered > ? ? ? ? ? ? ? ? to take innocent life to achieve an objective. One >reason radicals are > ? ? ? ? ? ? ? ? able > ? ? ? ? ? ? ? ? to recruit young men, for example, to become suicide >bombers, is > ? ? ? ? ? ? ? ? because of > ? ? ? ? ? ? ? ? hopelessness. One way to defeat hopelessness is >through literacy, is > ? ? ? ? ? ? ? ? to > ? ? ? ? ? ? ? ? giving people the fantastic hope that comes by being >able to read and > ? ? ? ? ? ? ? ? realize dreams.<< > >A number of the Islamic, Irish, Hindu, Nepali, >Congolese, Sri Lankan 'radicals' were educated. A >greater number were unemployed. And a number dislike >American international policy. He completely left out >the conservative Bible Belt and the everyday racism >that is experienced by non Bible thumpers in the >South. He left out the KKK, he left out the lynch >mobs.... the police, one could go on. > > > > > > > > > > From Mylinh.Nguyen at ed.gov Wed Sep 20 13:19:35 2006 From: Mylinh.Nguyen at ed.gov (Nguyen, My Linh) Date: Wed, 20 Sep 2006 13:19:35 -0400 Subject: [WomenLiteracy 576] CROSS-POSTED: Tips to handling multiple postings Message-ID: From: My Linh Nguyen National Institute for Literacy CROSSPOSTED: Tips to handling multiple postings As you know, the National Institute for Literacy's Discussion Lists are very active. In addition to messages directly related to the subject of each Discussion List, often we have announcements that are posted to all the lists. If you are subscribed to two, three or all lists, you may receive multiple copies of one post - this is called "cross-posting." We do this to ensure that the maximum number of subscribers receives the messages - usually an announcement that may be of interest to subscribers on more than one list. While this can be cumbersome, this is done to ensure that you, our subscribers, are kept up-to-date on the latest news, guest speakers, etc. Here are a few tips to help you manage the number of repeat emails into your inbox. 1) Change your subscriber settings to receive postings in digest format. 2) Disable mail delivery from the lists while you are away. You still remain subscribed to the list, but will not receive postings while you are away. When you return, you can review the archives for posts that you missed while you were away. 3) You do not have to subscribe to a list to benefit from a discussion. Discussions are archived at the Institute's website and can be sorted by thread, date, and author, and can also be searched by keyword. 4) When sending a message to multiple lists, start with CROSS-POSTED in the subject line, so that other subscribers can recognize that it is a cross-post that they may have already received. For information and instructions on changing your subscriber settings please visit our Discussion List Help page at To access Discussion List archives, visit We hope that these tips will help you reduce the number of emails you receive every day, while still keeping you well-informed. Thank you for your continued support and participation in the National Institute for Literacy's Discussion Lists. My Linh Nguyen Associate Director of Communications National Institute for Literacy (202) 233-2041 fax (202) 233-2050 mnguyen at nifl.gov From alcdgg at langate.gsu.edu Wed Sep 20 18:08:48 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Wed, 20 Sep 2006 18:08:48 -0400 Subject: [WomenLiteracy 577] CROSS POST: Self-esteem in adult learners discussion on FOB list Message-ID: <451183B002000031000059A9@mailsrv4.gsu.edu> You can join the FOB discussion list at the following address: http://www.nifl.gov/mailman/listinfo/focusonbasics (Be sure to reply to the confirmation e-mail to complete the process.) Next week (Sept. 25-29) we are pleased to have Anastasiya Lipnevich as a guest on the Focus on Basics Discussion List to discuss her recent FOB article about self-esteem in adult learners. Anastasiya is a PhD student in educational psychology at Rutgers University. She has a master's degree in counseling psychology from Rutgers University and a master's degree in psychology and education from the University of Minsk. Her research interests include self-esteem, motivation, and self-regulation. Low Self-Esteem: Myth or Reality? http://www.ncsall.net/index.php?id=1105 You can join the FOB discussion list at the following address: http://www.nifl.gov/mailman/listinfo/focusonbasics (Be sure to reply to the confirmation e-mail to complete the process.) I hope you can join us! Julie Julie McKinney Discussion List Moderator World Education/NCSALL jmckinney at worlded.org From ALCDGG at langate.gsu.edu Tue Sep 26 15:03:59 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Tue, 26 Sep 2006 15:03:59 -0400 Subject: [WomenLiteracy 578] CROSS POST: Discussion on Action Research on Professional Development List In-Reply-To: <451183B002000031000059A9@mailsrv4.gsu.edu> References: <451183B002000031000059A9@mailsrv4.gsu.edu> Message-ID: <4519415F02000031000064D5@mailsrv4.gsu.edu> Discussion Topic: Action Research as Professional Development Discussion Dates: October 2 - 9, 2006 To Participate: Subscribe by visiting: http://www.nifl.gov/mailman/listinfo/Professionaldevelopment To Prepare: View this short streaming video for background about action research in the District of Columbia http://www.nifl.gov/lincs/discussions/professionaldevelopment/webcast_ac tion.html (or try: http://tinyurl.com/krah5 ) General Overview: Join our guests from the University of the District of Columbia and teacher researchers (listed below) on the Adult Literacy Professional Development Discussion List to discuss a broad range of topics related to action research in adult literacy professional development (PD), including: * Defining action research * Problems/questions from instruction that could become action research * Teachers' experiences with action research * Action Research in Adult Basic Education in the District of Columbia * Using practitioner inquiry as professional development * Ancillary support systems for action research * Tools that give teachers different modes for examining their practice and to build a PD community * Role of action research in "evidence-based practice" * Action research as a transformative professional development ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ GUESTS: Teacher Researchers: Patricia DeFerrari works for Academy of Hope which runs several adult education programs including ABE/GED classes. Her research was on the use of authentic materials to improve attendance in ABE reading class. Adrienne Jones works for Catholic Charities GED program. Her research was on how daily interactive, self-paced computer learning and discussion time with peers and the instructor effect written posttest scores in science, reading and social studies. Kris Garvin works for Notre Dame Adult Education Center. Her research was on using authentic material to improve social studies scores in GED. Her research also focused on building, highlighting, and reinforcing personal connections learners have to community, history, and current events. Cheryl Jackson works as an independent consultant teaching workplace education classes for the District Department of Transportation employees. Her research topic focused on how computer technology could be used to improve reading comprehension and word recognition skills for low-level readers participating in a workplace education program. Chenniah Randolph works for Metropolitan Delta GED program. Her research was on the instructional gap between CASAS assessment instrument and GED instructional materials. University of the District of Columbia Researchers: Maigenet Shifferraw, Ph.D., Associate Professor and Coordinator of the Graduate Certificate Program in Adult Education, Department of Education, University of the District of Columbia Dr. Shifferraw is the Principal Investigator for the Action Research project in Adult Basic Education at the University of the District of Columbia. The actual researchers are the adult education teachers who are teaching in community based organization, but we (the team) is also responsible for evaluating the benefits of guided action research to enhancing the professional development of adult education teachers. Janet Burton, DSW, Professor and Director, Social Work Program, University of the District of Columbia As a member of the Action research team, Dr. Janet Burton provides consultation on research particularly related to social factors and adult education. She is conducting a study that examines how social factors impact participation in adult basic education. George W. Spicely, Adjunct Professor, Department of Education, University of the District of Columbia; and Education Consultant Professor George Spicely coordinates the work of the Action Research Project Team and provides support to the participating teacher-researchers. Specifically, he coordinates planning, implementation and follow-up of project activities, and leads research related discussion on administrative and research issues using Blackboard software. Supplemental Materials: Streaming Video: Action Research in Adult Basic Education in the District of Columbia http://www.nifl.gov/lincs/discussions/professionaldevelopment/webcast_ac tion.html (or try: http://tinyurl.com/krah5 ) (b) About the D.C. Action Research Project: http://www.nifl.gov/lincs/discussions/professionaldevelopment/action.htm l (c) "What is Research?" Focus on Basics, Volume 1, Issue A: February 1997, National Center for the Study of Adult Learning and Literacy: http://www.ncsall.net/index.php?id=166 Includes articles: "Research with Words: Qualitative Inquiry" http://www.ncsall.net/?id=468 "Knowing, Learning, Doing: Participatory Action Research http://www.ncsall.net/?id=479 (d) "Learning from Practice" http://www.pde.state.pa.us/able/cwp/view.asp?a=215&Q=110064 A Project of the Pennsylvania ABLE Lifelong Learning Shares information on Project's three Learning from Practice Models o Pennsylvania Action Research Network (PAARN) o Pennsylvania Adult Literacy Practitioner Inquiry Network o Agency Research Projects (e) New! The Action Research Topic Area of the ALE Wiki: http://wiki.literacytent.org/index.php/Action_Research ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ To Subscribe, Visit: http://www.nifl.gov/mailman/listinfo/Professionaldevelopment I hope you will join us! Jackie Jackie Taylor, Adult Literacy Professional Development List Moderator, jataylor at utk.edu From macorley1 at earthlink.net Mon Oct 2 16:40:38 2006 From: macorley1 at earthlink.net (Mary Ann Corley) Date: Mon, 2 Oct 2006 16:40:38 -0400 (GMT-04:00) Subject: [WomenLiteracy 579] Full Schedule for Meeting of the Minds II Symposium Now Available at Web Site Message-ID: <32671170.1159821638854.JavaMail.root@elwamui-polski.atl.sa.earthlink.net> Dear List Subscribers: I'm writing to let you know that the full conference schedule for the Meeting of the Minds II Symposium is now available at www.researchtopractice.org. This is a national adult education practitioner-researcher conference, the goal of which is to create dialogue between adult education researchers and adult education teachers and administrators, with the aim of enhancing literacy practice. The Symposium is scheduled for November 30 through December 2, 2006, at the Sheraton Grand Hotel, Sacramento, California. Participating researchers are from the National Center for the Study of Adult Learning and Literacy (NCSALL), from the American Institutes for Research (AIR), as well as from various universities and non-profit organizations. The opening plenary session on Thurday morning will feature Mark Kutner from AIR, who will present results of the National Assessment of Adult Literacy and the Health Literacy Survey, and John Comings, who will provide an overview of what NCSALL has learned from 10 years of research in adult literacy. A plenary session on Friday afternoon will feature a discussion on "how research has influenced adult literacy education policy at the national and state levels." Hal Beder from Rutgers University will provide an overview of the topic and moderate this session. Panelists include Cheryl Keenan, Director, Division of Adult Education and Literacy, US Department of Eduation; Sandra Baxter, Director of the National Institute for Literacy; and three state-level administrators: Bob Bickerton from Massachusetts; Jean Scott from California; and Israle Mendoza from Washington state. The three-day schedule is structured to include six strands of six concurrent sessions each, for a total of 36 sessions. Each session consists of a presentation of research, followed by a brief discussion/reaction from two practitioners, followed by an activity that involves session attendees, in small groups, in brainstorming implications of the research for practice, policy, and further research. CALPRO will post the list of implications to the Symposium Web site following the Symposium. Deadline for registering for the Symposium is November 15, 2006. There is no on-site registration. Deadline for registering for a hotel room at the Sheraton Grand (at the CA staterate of $84/night) is November 9, 2006. The Symposium Web site, www.researchtopractice.org, will take you to registration links for both the symposium and the hotel. Plan to attend this Symposium, network with other practitioners and researchers, and consider implications of research for your delivery of adult literacy education! Hope to see you in Sacramento in November!! -Mary Ann Corley, Ph.D. CALPRO Director and Symposium Coordinator American Institutes for Research From mev at litwomen.org Wed Oct 4 08:58:35 2006 From: mev at litwomen.org (mev at litwomen.org) Date: Wed, 4 Oct 2006 08:58:35 -0400 Subject: [WomenLiteracy 580] going to ProLiteracy Conference? Message-ID: <0BDC8FAA-53A8-11DB-940D-000393ABE4D2@litwomen.org> WE LEARN members Mev Miller (Director) and Donna Jones (ABE Student) will present a workshop at the ProLiteracy Conference called "Women & Literacy: Moving to Power and Participation." If you are attending the conference, we hope you will come and join the fun and meet us. The workshop will be on Friday, Oct. 6 from 2:15 ? 3:45. Pro Literacy Worldwide Conference, Oct. 4-7, 2006, Atlanta GA Hope to see you there! MEv WE LEARN Women Expanding: Literacy Education Action Resource Network www.litwomen.org/welearn.html Mev Miller, Ed.D., Director 182 Riverside Ave. Cranston, RI 02910 401-383-4374 welearn at litwomen.org -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 820 bytes Desc: not available Url : http://www.nifl.gov/pipermail/womenliteracy/attachments/20061004/6b16a310/attachment.bin From ALCDGG at langate.gsu.edu Wed Oct 4 15:47:13 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Wed, 04 Oct 2006 15:47:13 -0400 Subject: [WomenLiteracy 581] Numeracy and Women Discussion In-Reply-To: <4519415F02000031000064D5@mailsrv4.gsu.edu> References: <451183B002000031000059A9@mailsrv4.gsu.edu> <4519415F02000031000064D5@mailsrv4.gsu.edu> Message-ID: <4523D7810200003100007833@mailsrv4.gsu.edu> Remember the discussion we had back in June about numeracy and women? It has finally been compiled. You can access it directly at: http://www.nifl.gov/lincs/discussions/womenliteracy/numeracy_women.html or by going to the List Guest page at http://www.nifl.gov/lincs/discussions/list_guests.html and scrolling down until you see it. I highly recommend that you take a peak. In addition to rich discussion, there are great women and numeracy resources towards the end-thanks to all of you! Daphne Daphne Greenberg Assistant Professor Educational Psych. & Special Ed. Georgia State University P.O. Box 3979 Atlanta, Georgia 30302-3979 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu Daphne Greenberg Associate Director Center for the Study of Adult Literacy Georgia State University P.O. Box 3977 Atlanta, Georgia 30302-3977 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu From ALCDGG at langate.gsu.edu Fri Oct 6 13:31:19 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Fri, 06 Oct 2006 13:31:19 -0400 Subject: [WomenLiteracy 582] National Domestic Violence Awareness Month In-Reply-To: <4523D7810200003100007833@mailsrv4.gsu.edu> References: <451183B002000031000059A9@mailsrv4.gsu.edu> <4519415F02000031000064D5@mailsrv4.gsu.edu> <4523D7810200003100007833@mailsrv4.gsu.edu> Message-ID: <45265AA70200003100007C3B@mailsrv4.gsu.edu> October is National Domestic Violence Awareness Month. Some of you may want to know where you can find resources to use in the classroom. I thought that this is a good start: http://www.womensenews.org/article.cfm/dyn/aid/2906/ Here are some statistics taken from the above: Around the world, at least 1 in 3 women will either be physically or sexually abused during her lifetime. Today, another woman will die. Daphne Daphne Greenberg Assistant Professor Educational Psych. & Special Ed. Georgia State University P.O. Box 3979 Atlanta, Georgia 30302-3979 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu Daphne Greenberg Associate Director Center for the Study of Adult Literacy Georgia State University P.O. Box 3977 Atlanta, Georgia 30302-3977 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu From gspangenberg at caalusa.org Mon Oct 9 10:26:25 2006 From: gspangenberg at caalusa.org (Gail Spangenberg) Date: Mon, 9 Oct 2006 10:26:25 -0400 Subject: [WomenLiteracy 583] Launch of National Commission on Adult Literacy (cross posted) Message-ID: Friends, I think you will be pleased by the attached news release, issued jointly today by Dollar General Corporation and CAAL. This has been in the making for some months. I hope it will bring a new sense of hope and possibility to those who toil in the adult education and literacy trenches of service, planning, and policy development and who appreciate the findings of the 2003 NAALs. Should you be unable to access the PDF attachment, you can see essentially the same information at the CAAL website (www.caalusa.org). ? Gail Spangenberg President Council for Advancement of Adult Literacy 1221 Avenue of the Americas - 46th Fl New York, NY 10020 212-512-2362, F: 212-512-2610 www.caalusa.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20061009/75766c95/attachment.html -------------- next part -------------- A non-text attachment was scrubbed... Name: dg-caal GENERAL News Release 100906.pdf Type: application/pdf Size: 135650 bytes Desc: not available Url : http://www.nifl.gov/pipermail/womenliteracy/attachments/20061009/75766c95/attachment.pdf -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20061009/75766c95/attachment-0001.html From kabeall at comcast.net Tue Oct 10 08:29:09 2006 From: kabeall at comcast.net (Kaye Beall) Date: Tue, 10 Oct 2006 08:29:09 -0400 Subject: [WomenLiteracy 584] Back Issues of Focus on Basics Available Message-ID: <000c01c6ec67$b64acd60$0202a8c0@your4105e587b6> After ten years of research and development, the National Center for the Study of Adult Learning and Literacy (NCSALL) project is coming to an end. NCSALL's dissemination efforts will end in March 2007. The Web site (www.ncsall.net) will remain available for free downloading of NCSALL materials. NCSALL is happy to offer printed copies of our magazine, Focus on Basics. Attached is a list of the back issues of Focus on Basics that are available either free (for orders of less than 100 copies) or for minimal shipping costs (for orders of more than 100 copies). Order Requirements: Due to staffing, we will only accept orders on a first-come, first-served basis with the following requirements: - Minimum quantity per order: 50 copies - Minimum quantity per issue: 10 copies - Orders of more than 100 copies will be charged a minimal shipping cost; see order form for details. Order Instructions: E-mail Caye Caplan at ccaplan at worlded.org with order information: Volume and Issue, Quantity per Issue, Mailing Address (provide street address), and Shipping Payment Method (if applicable). Or Fill out the attached "Comp FOB Order Form", Fax to: 617 482-0617 attn: NCSALL/ Caye Caplan or, Mail to: Caye Caplan, NCSALL/World Education, 44 Farnsworth St., Boston, MA 02210 Shipment will be UPS Ground; please provide street address (physical address, "NO" PO Box please!). Allow 4 - 5 weeks for delivery. Please forward this e-mail to interested programs / parties. Caye Caplan Coordinator of NCSALL Dissemination World Education 44 Farnsworth Street Boston, MA 02210-1211 Tel: (617) 482-9485 Fax: (617) 482-0617 E-mail: ccaplan at worlded.org Web-site: www.ncsall.net -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20061010/2016101a/attachment.html -------------- next part -------------- A non-text attachment was scrubbed... Name: Focus on Basics back issues II.pdf Type: application/pdf Size: 241177 bytes Desc: not available Url : http://www.nifl.gov/pipermail/womenliteracy/attachments/20061010/2016101a/attachment.pdf -------------- next part -------------- A non-text attachment was scrubbed... Name: Comp FOB Order Form.pdf Type: application/pdf Size: 98020 bytes Desc: not available Url : http://www.nifl.gov/pipermail/womenliteracy/attachments/20061010/2016101a/attachment-0001.pdf From mmiller at bristol.mass.edu Tue Oct 10 10:47:55 2006 From: mmiller at bristol.mass.edu (Miller, Mev) Date: Tue, 10 Oct 2006 10:47:55 -0400 Subject: [WomenLiteracy 585] FW: National Domestic Violence Awareness Month Message-ID: <397E918AA64A9D4586C3B78A056618D304BD0724@srv-exch2k.bcc.local> And for those in ABE, don't forget the work on violence & trauma by Jenny, Elizabeth & Judy... You can download "Take on the Challenge" from here... http://www.worlded.org/Docs/TakeOnTheChallenge.pdf Mev -----Original Message----- From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Daphne Greenberg Sent: Friday, October 06, 2006 1:31 PM To: womenliteracy at nifl.gov Subject: [WomenLiteracy 582] National Domestic Violence Awareness Month October is National Domestic Violence Awareness Month. Some of you may want to know where you can find resources to use in the classroom. I thought that this is a good start: http://www.womensenews.org/article.cfm/dyn/aid/2906/ Here are some statistics taken from the above: Around the world, at least 1 in 3 women will either be physically or sexually abused during her lifetime. Today, another woman will die. Daphne Daphne Greenberg Assistant Professor Educational Psych. & Special Ed. Georgia State University P.O. Box 3979 Atlanta, Georgia 30302-3979 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu Daphne Greenberg Associate Director Center for the Study of Adult Literacy Georgia State University P.O. Box 3977 Atlanta, Georgia 30302-3977 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy From ALCDGG at langate.gsu.edu Thu Oct 12 08:41:21 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Thu, 12 Oct 2006 08:41:21 -0400 Subject: [WomenLiteracy 586] COABE Call for Proposals In-Reply-To: <397E918AA64A9D4586C3B78A056618D304BD0724@srv-exch2k.bcc.local> References: <397E918AA64A9D4586C3B78A056618D304BD0724@srv-exch2k.bcc.local> Message-ID: <452DFFB102000031000085D6@mailsrv4.gsu.edu> COABE and the Pennsylvania Association for Adult Continuing Education (PAACE) invite you to submit a proposal for presentation at the 2007 COABE National Conference to be held in Philadelphia, Pennsylvania. Conference dates are March 26 - 28, 2007 at the Sheraton Philadelphia City Center. The conference committee is interested in outstanding and innovative practices in all aspects of adult education including basic literacy, basic numeracy, workforce development, family literacy, English as a Second Language, volunteer/community-based literacy, correctional education, and all other areas. The program committee is looking for presentations based on successful implementation, current research, and sound practice. In addition to general adult education interest areas, this year's conference will have five special tracks. Those tracks are: Improving Teaching and Learning Outcomes Integrating Technology and Instruction Linking Research to Practice Promoting Adult Educators as Leaders Advancing Change Through Education Pennsylvania supports the needs of adult basic education through a variety of providers such as school districts, community colleges, community-based and faith-based organizations, local workforce centers, and correctional facilities. COABE 07 hopes to feature exemplary practices in these delivery systems and provide opportunities to discuss and exchange ideas with participants representing like agencies from around the country. Proposals are due no later than Saturday, November 18, 2006. For more information, see the call for presenters at http://www.coabe2007.org/rfpo7.htm From ryanryanc at yahoo.com Fri Oct 13 10:40:19 2006 From: ryanryanc at yahoo.com (Ryan Hall) Date: Fri, 13 Oct 2006 10:40:19 -0400 Subject: [WomenLiteracy 587] ALE Wiki soon to be two years old Message-ID: Hello, everyone. As many of you know, the ALE Wiki is a free online resource for teachers, researchers, advocates, and others who are interested in learning about adult literacy. There are already 30 established topic areas related to the field of adult literacy, and new topics can always be added. For example, there is a new Women and Literacy topic area that I will be putting together soon. In the meantime, if you have any ideas, comments, or questions that you would like to see included in the Women and Literacy area, please feel free to email me. Also, please read the message below from David Rosen to find out more about the goals/purposes of the ALE Wiki, its accomplishments, and ways you can help ensure its continued growth and success. Ryan _________________________________________________________________________ ALE Wiki soon to be two years old Colleagues, To improve practice in our field, teachers need to quickly and easily find the results of research and professional wisdom. This is a practical, everyday concern. A teacher has a question that needs an answer, such as "What are effective ways to increase student persistence?". "How do you handle a multilevel classroom?" "What is the optimum class size for beginning ESOL or basic literacy?" "What assessments are used in our field?" "Does my state offer free professional development or training?", "Does getting a GED lead to increased earnings?"or "How can I be an effective advocate for adult literacy?" Suppose there were one place to find answers to these questions, one place organized by topic -- and within each topic by teachers' questions -- and with lists of web-accessible research and professional wisdom sources. Suppose the topic area included some of the best discussions in the field. Suppose that this gold mine of professional development, designed to be accessed "just-in-time", were free. That's what the Adult Literacy Education Wiki is becoming. Some topics are nearly there, while others have just scratched the surface. Increasingly, it is becoming the "go to" place for teachers, researchers, administrators, and grant writers, both those new to the field and old hands. Launched in December, 2004, at the Meeting of the Minds I practitioner-researcher Symposium in Sacramento, California, it will have is second birthday this year at Meeting of the Minds II, November 30- December 2. The ALE Wiki now has 31 topics, 14 topic leaders, over 700 registered users -- 65 of whom have posted a brief bio statement, and nearly 800 pages of text. It was presented at an international conference on Wikis at Harvard this year. A chapter of a new book on communities of practice will be devoted to the ALE Wiki. It includes the work and the writing, or links to writing of many of the top people in our field from across the world. Not bad for a two year old, especially one that was created and raised entirely by volunteers. You can use the ALE Wiki. Check it out at: http://wiki.literacytent.org You can contribute to it -- it's easy! Go to: http://wiki.literacytent.org/index.php/New_Here%3F You might want to be a Topic Leader. http://wiki.literacytent.org/index.php/Topic_Leaders If so, e-mail me. And, of course, the volunteer "wikiteers" appreciate your comments. What is useful? What would you like to see to be added or changed? David J. Rosen djrosen at comcast.net From alcdgg at langate.gsu.edu Sat Oct 14 11:46:43 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Sat, 14 Oct 2006 11:46:43 -0400 Subject: [WomenLiteracy 588] Re: ALE Wiki soon to be two years old Message-ID: <4530CE230200003100008B80@mailsrv4.gsu.edu> This is GREAT news that we will finally have a Women and Literacy topic area included in the ALE Wiki. I am wondering, has anyone used the ALE Wiki? If yes, how? What are some suggestions that you may want to give Ryan? What would be helpful to you? In other words, what kinds of questions might you have about women and literacy, that you would want to be able to look for answers on a wiki devoted to women and literacy? Ryan is giving us a chance to help develop this-any ideas? Daphne >>> Ryan Hall 10/13/06 10:40 AM >>> Hello, everyone. As many of you know, the ALE Wiki is a free online resource for teachers, researchers, advocates, and others who are interested in learning about adult literacy. There are already 30 established topic areas related to the field of adult literacy, and new topics can always be added. For example, there is a new Women and Literacy topic area that I will be putting together soon. In the meantime, if you have any ideas, comments, or questions that you would like to see included in the Women and Literacy area, please feel free to email me. Also, please read the message below from David Rosen to find out more about the goals/purposes of the ALE Wiki, its accomplishments, and ways you can help ensure its continued growth and success. Ryan _________________________________________________________________________ ALE Wiki soon to be two years old Colleagues, To improve practice in our field, teachers need to quickly and easily find the results of research and professional wisdom. This is a practical, everyday concern. A teacher has a question that needs an answer, such as "What are effective ways to increase student persistence?". "How do you handle a multilevel classroom?" "What is the optimum class size for beginning ESOL or basic literacy?" "What assessments are used in our field?" "Does my state offer free professional development or training?", "Does getting a GED lead to increased earnings?"or "How can I be an effective advocate for adult literacy?" Suppose there were one place to find answers to these questions, one place organized by topic -- and within each topic by teachers' questions -- and with lists of web-accessible research and professional wisdom sources. Suppose the topic area included some of the best discussions in the field. Suppose that this gold mine of professional development, designed to be accessed "just-in-time", were free. That's what the Adult Literacy Education Wiki is becoming. Some topics are nearly there, while others have just scratched the surface. Increasingly, it is becoming the "go to" place for teachers, researchers, administrators, and grant writers, both those new to the field and old hands. Launched in December, 2004, at the Meeting of the Minds I practitioner-researcher Symposium in Sacramento, California, it will have is second birthday this year at Meeting of the Minds II, November 30- December 2. The ALE Wiki now has 31 topics, 14 topic leaders, over 700 registered users -- 65 of whom have posted a brief bio statement, and nearly 800 pages of text. It was presented at an international conference on Wikis at Harvard this year. A chapter of a new book on communities of practice will be devoted to the ALE Wiki. It includes the work and the writing, or links to writing of many of the top people in our field from across the world. Not bad for a two year old, especially one that was created and raised entirely by volunteers. You can use the ALE Wiki. Check it out at: http://wiki.literacytent.org You can contribute to it -- it's easy! Go to: http://wiki.literacytent.org/index.php/New_Here%3F You might want to be a Topic Leader. http://wiki.literacytent.org/index.php/Topic_Leaders If so, e-mail me. And, of course, the volunteer "wikiteers" appreciate your comments. What is useful? What would you like to see to be added or changed? David J. Rosen djrosen at comcast.net ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy From alcdgg at langate.gsu.edu Sun Oct 15 11:44:50 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Sun, 15 Oct 2006 11:44:50 -0400 Subject: [WomenLiteracy 589] message from Tom Sticht Message-ID: <45321F320200003100008C02@mailsrv4.gsu.edu> Colleagues: The following article appears in Reading TODAY, the official newspaper of the International Reading Association with a readership of some 160,000 worldwide. I hope all of you are planning celebrations for the 40th anniversary of the AELS on November 3rd. Tom Sticht Reading TODAY October/November 2006 Vol. 24, No. 2 page U. S. Adult Education and Literacy System marks milestone This year marks the 40th anniversary of the Adult Education and Literacy System (AELS) in the United States, which continues today as Title 2: The Adult Education and Family Literacy Act of the Workforce Investment Act of 1998. Over the past four decades, adults have produced some 100 million enrollments in AELS. Yet establishing the system took years of effort. A merger of interests. By the beginning of the 1960s, the adult education community had become fragmented into several factions: those seeking recognition for adult education as a broad, liberal educational component of the national education system; those seeking education for the least educated, least literate adults; and those seeking to enhance America?s security and increase the industrial productivity of the nation by giving education and job training to adults stuck in poverty. None of these groups, however, was having much success getting adult education or adult literacy education implemented in federal legislation. Finally, leverage to break the log jam came from the nation?s military. In the summer of 1963, a task force on manpower conservation was established by the Department of Labor. The task force, led by Daniel Patrick Moynihan, set out to understand why so many young men were failing the military?s standardized entrance screening exam, the Armed Forces Qualification Test (AFQT), and to recommend what might be done to alleviate this problem. The task force?s report was delivered on January 1, 1964, to President Lyndon B. Johnson, who had taken office in November following the assassination of John F. Kennedy. The report revealed that one third of the young men called for military service did not meet the standards of health and education. It went on to recommend methods for using the AFQT to identify young adults with remediable problems and to provide them services, and it also recommended the enactment of new legislation that would provide additional education and training. In launching his "Great Society" programs in May 1964, Johnson argued that "The Great Society rests on abundance and liberty for all. It demands an end to poverty and racial injustice, to which we are totally committed in our time" By appealing to "abundance and liberty," Johnson captured the interest of those in Congress concerned with employment, productivity, and poverty as well as those concerned with national security. In August 1964, Johnson signed the Economic Opportunity Act into law. It contained within it Title IIB: the Adult Basic Education program. In 1966, adult educators lobbied to move the Adult Basic Education program to the U. S. Office of Education and to change the name to the Adult Education Act, broadening its applicability beyond basic education. Congress agreed, and, on November 3, 1966, Johnson signed an amendment to the Elementary and Secondary Education Act of 1965 that included Title III: The Adult Education Act of 1966. With the passing of the Adult Education Act, the seed from which the AELS would grow was finally planted. For 40 years, adults have used the AELS to help them find abundance and liberty from the bonds of poverty and underemployment for themselves and their families. For tens of millions of adults this hope has been fulfilled. [Note: Most of the foregoing is adapted from " The rise of the Adult Education and Literacy System in the United States: 1600-2000" by Thomas Sticht, in John Comings, Barbara Garner, and Cristine Smith (Eds.), The annual review of adult learning and literacy (volume 3, pages 10-43). San Francisco: Jossey-Bass, 2001. Thomas G., USA From Mylinh.Nguyen at ed.gov Wed Oct 18 11:37:22 2006 From: Mylinh.Nguyen at ed.gov (Nguyen, My Linh) Date: Wed, 18 Oct 2006 11:37:22 -0400 Subject: [WomenLiteracy 590] Update on Women and Literacy list Message-ID: Dear Discussion List subscribers, As the National Institute for Literacy enters a new fiscal year, we have taken steps to streamline the way we deliver professional development to our discussion list members. A major change that will directly affect you is the merging of the Poverty, Race and Literacy List with the Women and Literacy List starting November 6, 2006. We will continue to provide access to discussion archives on our website. We have chosen to combine the two lists because we recognize that many of the issues that impact one group also affect the other group, and believe that many of the topics discussed on one list can benefit the other list. For that reason, we decided to combine the lists to enhance list members access to the latest ideas and information available. Race and gender issues often intersect, and it is most both practical and appropriate to have them intersect on one combined list. We know that many members of our two lists, especially members of our Women's list, view the lists as safe havens where issues can be raised and discussed. We want you to know that we will continue to respect your input and will maintain the same high level of sensitivity and respect we have always shown our list members. In combining the two lists, Daphne Greenberg will serve as the moderator for the new combined list. Her experience with women's literacy has enabled her to moderate the women's list with the right balance of sensitivity and insight that is necessary for such a list. And we know that in assuming the responsibility of the new list, she will bring the same balance to the Poverty, Race, Women, and Literacy list. The Institute will be inviting current subscribers for both the Poverty, Race Literacy List and the Women and Literacy List to the new combined Poverty, Race, Women and Literacy List. Once you receive the invitation, you will need to confirm your subscription to the Poverty, Race, Women and Literacy List. We encourage you to be an active participant in the new list by sharing your unique perspectives to help make the Poverty, Race, Women and Literacy List a dynamic resource for information and professional development. My Linh Nguyen Associate Director of Communications National Institute for Literacy (202) 233-2041 fax (202) 233-2050 mnguyen at nifl.gov From ditmar0906_inossian at netzero.net Wed Oct 18 17:47:40 2006 From: ditmar0906_inossian at netzero.net (ditmar0906_inossian at netzero.net) Date: Wed, 18 Oct 2006 21:47:40 GMT Subject: [WomenLiteracy 591] (no subject) Message-ID: <20061018.144818.8794.1228692@webmail03.lax.untd.com> An embedded and charset-unspecified text was scrubbed... Name: not available Url: http://www.nifl.gov/pipermail/womenliteracy/attachments/20061018/fccc8f91/attachment.ksh -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20061018/fccc8f91/attachment.html From alcdgg at langate.gsu.edu Wed Oct 18 21:08:10 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Wed, 18 Oct 2006 21:08:10 -0400 Subject: [WomenLiteracy 592] Re: Update on Women and Literacy list Message-ID: <453697BA020000310000946C@mailsrv4.gsu.edu> I am wondering how people on this list feel about the merging of the Women and Literacy List with the Poverty, Race, and Literacy list? Any reactions? Happiness? Disappointment? Concern? Excitement? Daphne >>> "Nguyen, My Linh" 10/18/06 11:37 AM >>> Dear Discussion List subscribers, As the National Institute for Literacy enters a new fiscal year, we have taken steps to streamline the way we deliver professional development to our discussion list members. A major change that will directly affect you is the merging of the Poverty, Race and Literacy List with the Women and Literacy List starting November 6, 2006. We will continue to provide access to discussion archives on our website. We have chosen to combine the two lists because we recognize that many of the issues that impact one group also affect the other group, and believe that many of the topics discussed on one list can benefit the other list. For that reason, we decided to combine the lists to enhance list members access to the latest ideas and information available. Race and gender issues often intersect, and it is most both practical and appropriate to have them intersect on one combined list. We know that many members of our two lists, especially members of our Women's list, view the lists as safe havens where issues can be raised and discussed. We want you to know that we will continue to respect your input and will maintain the same high level of sensitivity and respect we have always shown our list members. In combining the two lists, Daphne Greenberg will serve as the moderator for the new combined list. Her experience with women's literacy has enabled her to moderate the women's list with the right balance of sensitivity and insight that is necessary for such a list. And we know that in assuming the responsibility of the new list, she will bring the same balance to the Poverty, Race, Women, and Literacy list. The Institute will be inviting current subscribers for both the Poverty, Race Literacy List and the Women and Literacy List to the new combined Poverty, Race, Women and Literacy List. Once you receive the invitation, you will need to confirm your subscription to the Poverty, Race, Women and Literacy List. We encourage you to be an active participant in the new list by sharing your unique perspectives to help make the Poverty, Race, Women and Literacy List a dynamic resource for information and professional development. My Linh Nguyen Associate Director of Communications National Institute for Literacy (202) 233-2041 fax (202) 233-2050 mnguyen at nifl.gov ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy From kwright8 at att.net Wed Oct 18 22:10:43 2006 From: kwright8 at att.net (Keith Wright) Date: Wed, 18 Oct 2006 22:10:43 -0400 Subject: [WomenLiteracy 593] Re: Update on Women and Literacy list References: <453697BA020000310000946C@mailsrv4.gsu.edu> Message-ID: <000801c6f323$c904fcb0$2401a8c0@KeithWright> Dr. Greenberg, as I see it, the main reason for combining the lists was given as stated, "...many of the issues that impact one group also affect the other group." I agree that the issues may be the same, but the implications may be different. Although an issue may impact me and another person, the impact on me may be entirely different. Given this, my reaction will be more of a concern, that important salient considerations may be lost for both groups. Keith D Wright, Dean School of Technology DeVry University Atlanta/Charlotte/Raleigh 250 North Arcadia Avenue Decatur, GA 30030 770-490-4106 Email: kwright at faculty.atl.devry.edu ----- Original Message ----- From: "Daphne Greenberg" To: Sent: Wednesday, October 18, 2006 9:08 PM Subject: [WomenLiteracy 592] Re: Update on Women and Literacy list >I am wondering how people on this list feel about the merging of the > Women and Literacy List with the Poverty, Race, and Literacy list? Any > reactions? Happiness? Disappointment? Concern? Excitement? > Daphne > >>>> "Nguyen, My Linh" 10/18/06 11:37 AM >>> > Dear Discussion List subscribers, > > As the National Institute for Literacy enters a new fiscal year, > we > have taken steps to streamline the way we deliver professional > development > to our discussion list members. A major change that will directly affect > you > is the merging of the Poverty, Race and Literacy List with the Women and > Literacy List starting November 6, 2006. > > We will continue to provide access to discussion archives on our > website. > > We have chosen to combine the two lists because we recognize > that > many of the issues that impact one group also affect the other group, > and > believe that many of the topics discussed on one list can > benefit > the other list. For that reason, we decided to combine the lists to > enhance > list members access to the latest ideas and information > available. > Race and gender issues often intersect, and it is most both practical > and > appropriate to have them intersect on one combined list. > > We know that many members of our two lists, especially members > of > our Women's list, view the lists as safe havens where issues can be > raised > and discussed. We want you to know that we will continue to > respect > your input and will maintain the same high level of sensitivity and > respect > we have always shown our list members. In combining the two > lists, > Daphne Greenberg will serve as the moderator for the new combined list. > Her > experience with women's literacy has enabled her to moderate the women's > list with the right balance of sensitivity and insight that is necessary > for > such a list. And we know that in assuming the responsibility of the new > list, she will bring the same balance to the Poverty, Race, Women, and > Literacy list. > > The Institute will be inviting current subscribers for both the > Poverty, Race Literacy List and the Women and Literacy List to the new > combined > Poverty, Race, Women and Literacy List. Once you receive the > invitation, you will need to confirm your subscription to the Poverty, > Race, Women and Literacy List. > > We encourage you to be an active participant in the new list by > sharing your unique perspectives to help make the Poverty, Race, Women > and > Literacy List a dynamic resource for information and > professional > development. > > My Linh Nguyen > Associate Director of Communications > National Institute for Literacy > (202) 233-2041 > fax (202) 233-2050 > mnguyen at nifl.gov > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy From bertiemo at yahoo.com Wed Oct 18 23:10:36 2006 From: bertiemo at yahoo.com (Bertha Mo) Date: Wed, 18 Oct 2006 20:10:36 -0700 (PDT) Subject: [WomenLiteracy 594] Re: Update on Women and Literacy list In-Reply-To: <453697BA020000310000946C@mailsrv4.gsu.edu> Message-ID: <20061019031036.63982.qmail@web30013.mail.mud.yahoo.com> I'm a bit concerned because I think that different folks subscribe to a list that is women focused. I'm pretty shy about responding to most lists. And I've been very encouraged by the gentle support I've received from you and others on the list. Best, Bertie Daphne Greenberg wrote: I am wondering how people on this list feel about the merging of the Women and Literacy List with the Poverty, Race, and Literacy list? Any reactions? Happiness? Disappointment? Concern? Excitement? Daphne >>> "Nguyen, My Linh" 10/18/06 11:37 AM >>> Dear Discussion List subscribers, As the National Institute for Literacy enters a new fiscal year, we have taken steps to streamline the way we deliver professional development to our discussion list members. A major change that will directly affect you is the merging of the Poverty, Race and Literacy List with the Women and Literacy List starting November 6, 2006. We will continue to provide access to discussion archives on our website. We have chosen to combine the two lists because we recognize that many of the issues that impact one group also affect the other group, and believe that many of the topics discussed on one list can benefit the other list. For that reason, we decided to combine the lists to enhance list members access to the latest ideas and information available. Race and gender issues often intersect, and it is most both practical and appropriate to have them intersect on one combined list. We know that many members of our two lists, especially members of our Women's list, view the lists as safe havens where issues can be raised and discussed. We want you to know that we will continue to respect your input and will maintain the same high level of sensitivity and respect we have always shown our list members. In combining the two lists, Daphne Greenberg will serve as the moderator for the new combined list. Her experience with women's literacy has enabled her to moderate the women's list with the right balance of sensitivity and insight that is necessary for such a list. And we know that in assuming the responsibility of the new list, she will bring the same balance to the Poverty, Race, Women, and Literacy list. The Institute will be inviting current subscribers for both the Poverty, Race Literacy List and the Women and Literacy List to the new combined Poverty, Race, Women and Literacy List. Once you receive the invitation, you will need to confirm your subscription to the Poverty, Race, Women and Literacy List. We encourage you to be an active participant in the new list by sharing your unique perspectives to help make the Poverty, Race, Women and Literacy List a dynamic resource for information and professional development. My Linh Nguyen Associate Director of Communications National Institute for Literacy (202) 233-2041 fax (202) 233-2050 mnguyen at nifl.gov ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20061018/678cc197/attachment.html From karenw at gorhamschools.org Thu Oct 19 09:00:25 2006 From: karenw at gorhamschools.org (Karen Wyman) Date: Thu, 19 Oct 2006 09:00:25 -0400 Subject: [WomenLiteracy 595] Re: Update on Women and Literacy list In-Reply-To: <453697BA020000310000946C@mailsrv4.gsu.edu> References: <453697BA020000310000946C@mailsrv4.gsu.edu> Message-ID: Hi Daphne, I have mixed feelings about the merging of the two lists. While I see lots of connections, intersections and overlap between the two lists, I'm not sure merging them best serves the interests of either. Would there be a way to send digests of what's being discussed to the two lists so we are aware of discussions being held? Or to cross-post relevant discussions? I'm not familiar with the content and "atmosphere" of the Poverty, Race, and Literacy list, so I don't know how much similarity there is. I do think it is important to maintain this list's commitment to accessible and gentle communication. -Karen The Women and Literacy Discussion List on Wednesday, October 18, 2006 at 9:08 PM -0500 wrote: >I am wondering how people on this list feel about the merging of the >Women and Literacy List with the Poverty, Race, and Literacy list? Any >reactions? Happiness? Disappointment? Concern? Excitement? >Daphne > >>>> "Nguyen, My Linh" 10/18/06 11:37 AM >>> > Dear Discussion List subscribers, > > As the National Institute for Literacy enters a new fiscal year, >we >have taken steps to streamline the way we deliver professional >development >to our discussion list members. A major change that will directly affect >you >is the merging of the Poverty, Race and Literacy List with the Women and >Literacy List starting November 6, 2006. > > We will continue to provide access to discussion archives on our >website. > > We have chosen to combine the two lists because we recognize >that >many of the issues that impact one group also affect the other group, >and > believe that many of the topics discussed on one list can >benefit >the other list. For that reason, we decided to combine the lists to >enhance > list members access to the latest ideas and information >available. >Race and gender issues often intersect, and it is most both practical >and > appropriate to have them intersect on one combined list. > > We know that many members of our two lists, especially members >of >our Women's list, view the lists as safe havens where issues can be >raised > and discussed. We want you to know that we will continue to >respect >your input and will maintain the same high level of sensitivity and >respect > we have always shown our list members. In combining the two >lists, >Daphne Greenberg will serve as the moderator for the new combined list. >Her >experience with women's literacy has enabled her to moderate the women's >list with the right balance of sensitivity and insight that is necessary >for >such a list. And we know that in assuming the responsibility of the new >list, she will bring the same balance to the Poverty, Race, Women, and >Literacy list. > > The Institute will be inviting current subscribers for both the >Poverty, Race Literacy List and the Women and Literacy List to the new >combined > Poverty, Race, Women and Literacy List. Once you receive the >invitation, you will need to confirm your subscription to the Poverty, > Race, Women and Literacy List. > > We encourage you to be an active participant in the new list by >sharing your unique perspectives to help make the Poverty, Race, Women >and > Literacy List a dynamic resource for information and >professional >development. > >My Linh Nguyen >Associate Director of Communications >National Institute for Literacy >(202) 233-2041 >fax (202) 233-2050 >mnguyen at nifl.gov > >---------------------------------------------------- >National Institute for Literacy >Women and Literacy mailing list >WomenLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/womenliteracy > >---------------------------------------------------- >National Institute for Literacy >Women and Literacy mailing list >WomenLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/womenliteracy Karen Wyman From Janet_Isserlis at brown.edu Thu Oct 19 13:41:39 2006 From: Janet_Isserlis at brown.edu (Janet Isserlis) Date: Thu, 19 Oct 2006 13:41:39 -0400 Subject: [WomenLiteracy 596] Re: Update on Women and Literacy list In-Reply-To: <20061019031036.63982.qmail@web30013.mail.mud.yahoo.com> Message-ID: this is the response I'd sent to the content standards and English language lists; apologies for the cross posting for some Aside from the reasons given here, are there other substantive reasons for eliminating these two lists? While their content *may* overlap, at times, there are also distinct purposes to each, and useful information particular to each exchanged, and - at times - cross posted to various other lists. I'm very sorry to see these two lists being eliminated. Janet Isserlis From: Bertha Mo Reply-To: The Women and Literacy Discussion List Date: Wed, 18 Oct 2006 20:10:36 -0700 (PDT) To: The Women and Literacy Discussion List Subject: [WomenLiteracy 594] Re: Update on Women and Literacy list I'm a bit concerned because I think that different folks subscribe to a list that is women focused. I'm pretty shy about responding to most lists. And I've been very encouraged by the gentle support I've received from you and others on the list. Best, Bertie Daphne Greenberg wrote: > I am wondering how people on this list feel about the merging of the > Women and Literacy List with the Poverty, Race, and Literacy list? Any > reactions? Happiness? Disappointment? Concern? Excitement? > Daphne > >>>> >>> "Nguyen, My Linh" 10/18/06 11:37 AM >>> > Dear Discussion List subscribers, > > As the National Institute for Literacy enters a new fiscal year, > we > have taken steps to streamline the way we deliver professional > development > to our discussion list members. A major change that will directly affect > you > is the merging of the Poverty, Race and Literacy List with the Women and > Literacy List starting November 6, 2006. > > We will continue to provide access to discussion archives on our > website. > > We have chosen to combine the two lists because we recognize > that > many of the issues that impact one group also affect the other group, > and > believe that many of the topics discussed on one list can > benefit > the other list. For that reason, we decided to combine the lists to > enhance > list members access to the latest ideas and information > available. > Race and gender issues often intersect, and it is most both practical > and > appropriate to have them intersect on one combined list. > > We know that many members of our two lists, especially members > of > our Women's list, view the lists as safe havens where issues can be > raised > and discussed. We want you to know that we will continue to > respect > your input and will maintain the same high level of sensitivity and > respect > we have always shown our list members. In combining the two > lists, > Daphne Greenberg will serve as the moderator for the new combined list. > Her > experience with women's literacy has enabled her to moderate the women's > list with the right balance of sensitivity and insight that is necessary > for > such a list. And we know that in assuming the responsibility of the new > list, she will bring the same balance to the Poverty, Race, Women, and > Literacy list. > > The Institute will be inviting current subscribers for both the > Poverty, Race Literacy List and the Women and Literacy List to the new > combined > Poverty, Race, Women and Literacy List. Once you receive the > invitation, you will need to confirm your subscription to the Poverty, > Race, Women and Literacy List. > > We encourage you to be an active participant in the new list by > sharing your unique perspectives to help make the Poverty, Race, Women > and > Literacy List a dynamic resource for information and > professional > development. > > My Linh Nguyen > Associate Director of Communications > National Institute for Literacy > (202) 233-2041 > fax (202) 233-2050 > mnguyen at nifl.gov > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20061019/985a7aab/attachment.html From aliaslynne at gmail.com Thu Oct 19 15:00:45 2006 From: aliaslynne at gmail.com (Lynne Feinberg) Date: Thu, 19 Oct 2006 15:00:45 -0400 Subject: [WomenLiteracy 597] Health Insurance Message-ID: I have asked at the schools, I have contacted the union (MCCC), I have contacted TESOL. I have Googled everything I can think of Googling. I can't bring myself to believe that there is nothing available, and I know I am not alone in this situation. Does anyone have any ideas for a single, hardworking, low-paid but otherwise not unhappy adjunct community college ESL instructor seeking health insurance? Something I can afford that will allow me to get a yearly mammogram, and an x-ray in case I fall off my bicycle. Here's hoping, and in the meantime feeling much too vulnerable. Thank you, Lynne Feinberg -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20061019/8de1ee8c/attachment.html From amuro5 at epcc.edu Thu Oct 19 17:10:33 2006 From: amuro5 at epcc.edu (Muro, Andres) Date: Thu, 19 Oct 2006 15:10:33 -0600 Subject: [WomenLiteracy 598] Re: Health Insurance In-Reply-To: Message-ID: Usually the county hospital or community health clinics will provide these services. If you get injured, you are entitled to go to an emergency room, get seen and then pay in installment. If there is a county hospital, they will probably work with you on reasonable payments, etc. For mammograms you can probably go to a local health clinic for the indigent. Find the poor neighborhood in your community and ask where the health clinic is. Sign up and you'll get seen. They probably provide breast exams, pap smears, glucose tests, CV screenings, etc. You may have to pay a fee. If you have an expensive disease, get a bunch or credit cards. American express usually gives you a no limit account. Spent them to the limit and declare bankruptcy. As far as free or inexpensive health insurance, there is no such thing anymore, even for people in full time employment. There are huge deductibles, for everything except primary care. Andres ________________________________ From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Lynne Feinberg Sent: Thursday, October 19, 2006 1:01 PM To: womenliteracy at nifl.gov Subject: [WomenLiteracy 597] Health Insurance I have asked at the schools, I have contacted the union (MCCC), I have contacted TESOL. I have Googled everything I can think of Googling. I can't bring myself to believe that there is nothing available, and I know I am not alone in this situation. Does anyone have any ideas for a single, hardworking, low-paid but otherwise not unhappy adjunct community college ESL instructor seeking health insurance? Something I can afford that will allow me to get a yearly mammogram, and an x-ray in case I fall off my bicycle. Here's hoping, and in the meantime feeling much too vulnerable. Thank you, Lynne Feinberg -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20061019/05fa9e9a/attachment.html From djrosen at comcast.net Thu Oct 19 17:36:10 2006 From: djrosen at comcast.net (David Rosen) Date: Thu, 19 Oct 2006 17:36:10 -0400 Subject: [WomenLiteracy 599] Re: Health Insurance In-Reply-To: References: Message-ID: <1141DE29-AD2A-4BC6-818E-B39203E14B1E@comcast.net> Lynne and Andres, Several years ago, a colleague who had several part-time workplace ESOL teaching jobs in Boston told me that she needed medical care and had no health insurance. She went to the emergency room of a large city hospital. Although the care was good, the doctors did not have her medical history, which could have been a problem. She also mentioned that the person who did the intake for her, a full-time hospital employee with health benefits, was one of her ESOL students. David J. Rosen djrosen at comcast.net On Oct 19, 2006, at 5:10 PM, Muro, Andres wrote: > Usually the county hospital or community health clinics will > provide these services. If you get injured, you are entitled to go > to an emergency room, get seen and then pay in installment. If > there is a county hospital, they will probably work with you on > reasonable payments, etc. > > > > For mammograms you can probably go to a local health clinic for the > indigent. Find the poor neighborhood in your community and ask > where the health clinic is. Sign up and you?ll get seen. They > probably provide breast exams, pap smears, glucose tests, CV > screenings, etc. You may have to pay a fee. > > > > If you have an expensive disease, get a bunch or credit cards. > American express usually gives you a no limit account. Spent them > to the limit and declare bankruptcy. > > > > As far as free or inexpensive health insurance, there is no such > thing anymore, even for people in full time employment. There are > huge deductibles, for everything except primary care. > > > > Andres > > > > From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy- > bounces at nifl.gov] On Behalf Of Lynne Feinberg > Sent: Thursday, October 19, 2006 1:01 PM > To: womenliteracy at nifl.gov > Subject: [WomenLiteracy 597] Health Insurance > > > > I have asked at the schools, I have contacted the union (MCCC), I > have contacted TESOL. I have Googled everything I can think of > Googling. I can't bring myself to believe that there is nothing > available, and I know I am not alone in this situation. Does > anyone have any ideas for a single, hardworking, low-paid but > otherwise not unhappy adjunct community college ESL instructor > seeking health insurance? Something I can afford that will allow > me to get a yearly mammogram, and an x-ray in case I fall off my > bicycle. Here's hoping, and in the meantime feeling much too > vulnerable. > > Thank you, > Lynne Feinberg > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy David J. Rosen djrosen at comcast.net From ditmar0906_inossian at netzero.net Thu Oct 19 20:14:32 2006 From: ditmar0906_inossian at netzero.net (ditmar0906_inossian at netzero.net) Date: Fri, 20 Oct 2006 00:14:32 GMT Subject: [WomenLiteracy 600] Re: Health Insurance Message-ID: <20061019.171507.21495.1240103@webmail18.lax.untd.com> An embedded and charset-unspecified text was scrubbed... Name: not available Url: http://www.nifl.gov/pipermail/womenliteracy/attachments/20061020/b3a60f73/attachment.ksh -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20061020/b3a60f73/attachment.html From bertiemo at yahoo.com Thu Oct 19 23:59:30 2006 From: bertiemo at yahoo.com (Bertha Mo) Date: Thu, 19 Oct 2006 20:59:30 -0700 (PDT) Subject: [WomenLiteracy 601] Re: Health Insurance In-Reply-To: Message-ID: <20061020035930.61586.qmail@web30008.mail.mud.yahoo.com> I used to live in San Francisco and an organization called Public Media that was housed at Fort Mason permitted people such as yourself to sign onto their Kaiser Plan. In many areas, I was just working in Upstate NY, local groups organized a free mamography program for low income folks. I think you need a mamogram every other year if you don't have symptoms or family history. If you have an accident the local emergency room will see you and give you an x-ray and have you pay as you can. Bertie Mo "Muro, Andres" wrote: v\:* {behavior:url(#default#VML);} o\:* {behavior:url(#default#VML);} w\:* {behavior:url(#default#VML);} .shape {behavior:url(#default#VML);} Usually the county hospital or community health clinics will provide these services. If you get injured, you are entitled to go to an emergency room, get seen and then pay in installment. If there is a county hospital, they will probably work with you on reasonable payments, etc. For mammograms you can probably go to a local health clinic for the indigent. Find the poor neighborhood in your community and ask where the health clinic is. Sign up and you?ll get seen. They probably provide breast exams, pap smears, glucose tests, CV screenings, etc. You may have to pay a fee. If you have an expensive disease, get a bunch or credit cards. American express usually gives you a no limit account. Spent them to the limit and declare bankruptcy. As far as free or inexpensive health insurance, there is no such thing anymore, even for people in full time employment. There are huge deductibles, for everything except primary care. Andres --------------------------------- From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Lynne Feinberg Sent: Thursday, October 19, 2006 1:01 PM To: womenliteracy at nifl.gov Subject: [WomenLiteracy 597] Health Insurance I have asked at the schools, I have contacted the union (MCCC), I have contacted TESOL. I have Googled everything I can think of Googling. I can't bring myself to believe that there is nothing available, and I know I am not alone in this situation. Does anyone have any ideas for a single, hardworking, low-paid but otherwise not unhappy adjunct community college ESL instructor seeking health insurance? Something I can afford that will allow me to get a yearly mammogram, and an x-ray in case I fall off my bicycle. Here's hoping, and in the meantime feeling much too vulnerable. Thank you, Lynne Feinberg ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20061019/a46afaf1/attachment.html From hsmith at coe.tamu.edu Fri Oct 20 09:53:31 2006 From: hsmith at coe.tamu.edu (Harriet Smith) Date: Fri, 20 Oct 2006 08:53:31 -0500 Subject: [WomenLiteracy 602] Re: Health Insurance In-Reply-To: References: Message-ID: <7.0.1.0.0.20061020085032.01a44758@coe.tamu.edu> Don't forget about Planned Parenthood. To quote their website... Planned Parenthood is the nation's leading sexual and reproductive health care advocate and provider. With more than 860 health centers nationwide, nearly five million women, men, and teens turn to us each year for essential services ? services we provide regardless of income, marital status, race, ethnicity, sexual orientation, age, national origin, or residence. At 02:00 PM 10/19/2006, you wrote: >I have asked at the schools, I have contacted >the union (MCCC), I have contacted TESOL. I >have Googled everything I can think of >Googling. I can't bring myself to believe that >there is nothing available, and I know I am not >alone in this situation. Does anyone have any >ideas for a single, hardworking, low-paid but >otherwise not unhappy adjunct community college >ESL instructor seeking health >insurance? Something I can afford that will >allow me to get a yearly mammogram, and an x-ray >in case I fall off my bicycle. Here's hoping, >and in the meantime feeling much too vulnerable. > >Thank you, >Lynne Feinberg > >---------------------------------------------------- >National Institute for Literacy >Women and Literacy mailing list >WomenLiteracy at nifl.gov >To unsubscribe or change your subscription >settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy ______________________________________ Harriet Vardiman Smith Clearinghouse Director Texas Center for the Advancement of Literacy & Learning State Partner in the National LINCS System Texas A&M University 800-441-READ website: www-tcall.tamu.edu main office email: tcall at coe.tamu.edu Everybody complains of his memory, but nobody of his judgement. -- from Maxims by Fran?ois VI, duke de La Rochefoucauld, 1665 -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20061020/a85f7c90/attachment.html From alcdgg at langate.gsu.edu Fri Oct 20 10:52:47 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Fri, 20 Oct 2006 10:52:47 -0400 Subject: [WomenLiteracy 603] access and health Message-ID: <4538AA7F02000031000097F1@mailsrv4.gsu.edu> In light of the recent discussion on health insurance on this listserv, I thought that the following link to an article, posted on the health literacy listserv may be of interest to some of you: http://www.ama-assn.org/amednews/site/free/gvsd1016.htm It describes how communities with new and fast-growing Hispanic populations are ill-equipped to provide appropriate access to services. Daphne Daphne Greenberg Assistant Professor Educational Psych. & Special Ed. Georgia State University P.O. Box 3979 Atlanta, Georgia 30302-3979 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu Daphne Greenberg Associate Director Center for the Study of Adult Literacy Georgia State University P.O. Box 3977 Atlanta, Georgia 30302-3977 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu From alcdgg at langate.gsu.edu Fri Oct 20 11:15:18 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Fri, 20 Oct 2006 11:15:18 -0400 Subject: [WomenLiteracy 604] Proliteracy Webcast Message-ID: <4538AFC602000031000097F7@mailsrv4.gsu.edu> Fellow Practitioners and Supporters of Adult Literacy: ProLiteracy Worldwide invites you to attend the National Literacy Summit.2 at your desktop. This second annual literacy event will convene literacy providers, corporate sponsors, and government and academic representatives to identify what works in literacy across the lifespan - the science, strategies and practices that effect positive outcomes. Together, we will: Define effective program elements, outcomes and measures for each stage of literacy across the lifespan Examine and recommend research-based practices and strategies that support program elements and achieve desired outcomes Enable greater understanding and collaboration among providers Produce a tool that can be shared with all providers Please join this interactive event, and contribute your unique and respected knowledge to a dialogue about how we should approach literacy across the lifespan. Monday, October 30, 2006 1:00 p.m. - 4:30 p.m. EST For more details and to register for the Webcast, click here. The Agenda for the Webcast: 1:00 - Welcome Phyllis Magrab, Director, Center for Childhood and Human Development, Georgetown University Kathryn C. Brown, Senior Vice President, Policy Development and Corporate Responsibility, Verizon Communications 1:15 - Literacy Across The Lifespan: What Works Dr. Timothy Shanahan, Professor of Urban Education, University of Illinois at Chicago, Director of UIC Center for Literacy, and President of the International Reading Association 1:45 - Literacy Across The Lifespan: Quality and Outcomes Dr. Dorothy Strickland, Senior Research Fellow, NIEER, Rutgers University Graduate School of Education and Past President of the International Reading Association 2:30 - Interactive Discussion Sharon Darling, Founder and President, National Center for Family Literacy Dale Lipshultz, Literacy Officer - Office for Literacy and Outreach Services, American Library Association, and Immediate Past President, National Coalition for Literacy Peter Waite, Executive Director, ProLiteracy America, the U.S. Programs Division of ProLiteracy Worldwide 4:15 - Wrap up Patrick R. Gaston, President, Verizon Foundation EVENT SPONSORS American Library Association, Georgetown University, National Center for Family Literacy, National Coalition for Literacy, ProLiteracy Worldwide, and Verizon Foundation From haydens at wvlc.lib.wv.us Fri Oct 20 11:15:49 2006 From: haydens at wvlc.lib.wv.us (Susan Hayden) Date: Fri, 20 Oct 2006 11:15:49 -0400 Subject: [WomenLiteracy 605] Re: Health Insurance References: <20061020035930.61586.qmail@web30008.mail.mud.yahoo.com> Message-ID: <003901c6f45a$a00146b0$85f0630a@hayden> Before you think of try the credit card idea, be sure to check on the news laws for bankruptcy. The laws changed in early 2006, and it is not as easy to file a Chapter 7 which allows your bills to "go away". Local health care clinics will be your best bet for a mammogram, call your state's department of health for locations and various programs. Hospitals on the payment plan will take care of x-rays and other emergencies, just be prepared for a long wait. Good luck. The sad reality is the American health care system is failing miserably for all of us. Susan Hayden Adult Services Library Consultant West Virginia Library Commission 1900 Kanawha BLVD, East Charleston, WV 25305 haydens at wvlc.lib.wv.us 304-558-3978, ext. 2014 FAX: 304-558-1612 ----- Original Message ----- From: Bertha Mo To: The Women and Literacy Discussion List Sent: Thursday, October 19, 2006 11:59 PM Subject: [WomenLiteracy 601] Re: Health Insurance I used to live in San Francisco and an organization called Public Media that was housed at Fort Mason permitted people such as yourself to sign onto their Kaiser Plan. In many areas, I was just working in Upstate NY, local groups organized a free mamography program for low income folks. I think you need a mamogram every other year if you don't have symptoms or family history. If you have an accident the local emergency room will see you and give you an x-ray and have you pay as you can. Bertie Mo "Muro, Andres" wrote: Usually the county hospital or community health clinics will provide these services. If you get injured, you are entitled to go to an emergency room, get seen and then pay in installment. If there is a county hospital, they will probably work with you on reasonable payments, etc. For mammograms you can probably go to a local health clinic for the indigent. Find the poor neighborhood in your community and ask where the health clinic is. Sign up and you'll get seen. They probably provide breast exams, pap smears, glucose tests, CV screenings, etc. You may have to pay a fee. If you have an expensive disease, get a bunch or credit cards. American express usually gives you a no limit account. Spent them to the limit and declare bankruptcy. As far as free or inexpensive health insurance, there is no such thing anymore, even for people in full time employment. There are huge deductibles, for everything except primary care. Andres ---------------------------------------------------------------------------- From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Lynne Feinberg Sent: Thursday, October 19, 2006 1:01 PM To: womenliteracy at nifl.gov Subject: [WomenLiteracy 597] Health Insurance I have asked at the schools, I have contacted the union (MCCC), I have contacted TESOL. I have Googled everything I can think of Googling. I can't bring myself to believe that there is nothing available, and I know I am not alone in this situation. Does anyone have any ideas for a single, hardworking, low-paid but otherwise not unhappy adjunct community college ESL instructor seeking health insurance? Something I can afford that will allow me to get a yearly mammogram, and an x-ray in case I fall off my bicycle. Here's hoping, and in the meantime feeling much too vulnerable. Thank you, Lynne Feinberg ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy ------------------------------------------------------------------------------ ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20061020/2a028703/attachment.html From sandra_diehl at med.unc.edu Fri Oct 20 14:57:41 2006 From: sandra_diehl at med.unc.edu (sandra_diehl at med.unc.edu) Date: Fri, 20 Oct 2006 18:57:41 GMT Subject: [WomenLiteracy 606] Re: Health Insurance In-Reply-To: <003901c6f45a$a00146b0$85f0630a@hayden> References: <20061020035930.61586.qmail@web30008.mail.mud.yahoo.com> <003901c6f45a$a00146b0$85f0630a@hayden> Message-ID: A few other suggestions to add to what has already been said: Many communities are served by a local United Way chapter. Local chapters create and maintain community resource directories, with information about health and human services that are available in the community, including low-cost and free services. If you call them, they should be able to send you a print directory or refer you to a local web directory. You may also want to contact private insurers and inquire about catastrophic-only coverage, which is more affordable and may help avoid the bankruptcy issue. If you've had insurance coverage recently through a former employer, you may be eligible for COBRA - which is likely to be expensive but at least offers continuous coverage and will help avoid pre-existing conditions exclusions. Finally, for anyone with children, all states offer child health insurance coverage for kids (ages 0-18). This program serves families who don' t qualify for Medicaid because their income exceeds eligibility requirements, but who cannot afford private insurance. Your local health department, community health center, department of social services, etc. should be able to provide more information about enrollment (it's often called SCHIP - State Children's Health Insurance Plan). Sandy ----- Original Message ----- From: Susan Hayden Date: Friday, October 20, 2006 11:41 am Subject: [WomenLiteracy 605] Re: Health Insurance To: The Women and Literacy Discussion List > Before you think of try the credit card idea, be sure to check > on the news laws for bankruptcy. The laws changed in early > 2006, and it is not as easy to file a Chapter 7 which allows > your bills to "go away". > Local health care clinics will be your best bet for a mammogram, > call your state's department of health for locations and various > programs. Hospitals on the payment plan will take care of x- > rays and other emergencies, just be prepared for a long wait. > Good luck. The sad reality is the American health care system > is failing miserably for all of us. > Susan Hayden > Adult Services Library Consultant > West Virginia Library Commission > 1900 Kanawha BLVD, East > Charleston, WV 25305 > haydens at wvlc.lib.wv.us > 304-558-3978, ext. 2014 > FAX: 304-558-1612 > ----- Original Message ----- > From: Bertha Mo > To: The Women and Literacy Discussion List > Sent: Thursday, October 19, 2006 11:59 PM > Subject: [WomenLiteracy 601] Re: Health Insurance > > > I used to live in San Francisco and an organization called > Public Media that was housed at Fort Mason permitted people such > as yourself to sign onto their Kaiser Plan. In many areas, I > was just working in Upstate NY, local groups organized a free > mamography program for low income folks. I think you need a > mamogram every other year if you don't have symptoms or family > history. > If you have an accident the local emergency room will see you > and give you an x-ray and have you pay as you can. > > Bertie Mo > > "Muro, Andres" wrote: > Usually the county hospital or community health clinics will > provide these services. If you get injured, you are entitled to > go to an emergency room, get seen and then pay in installment. > If there is a county hospital, they will probably work with you > on reasonable payments, etc. > > For mammograms you can probably go to a local health clinic > for the indigent. Find the poor neighborhood in your community > and ask where the health clinic is. Sign up and you'll get seen. > They probably provide breast exams, pap smears, glucose tests, > CV screenings, etc. You may have to pay a fee. > > If you have an expensive disease, get a bunch or credit > cards. American express usually gives you a no limit account. > Spent them to the limit and declare bankruptcy. > > As far as free or inexpensive health insurance, there is no > such thing anymore, even for people in full time employment. > There are huge deductibles, for everything except primary care. > > Andres > > > ----------------------------------------------------------------- > ----------- > > From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy- > bounces at nifl.gov] On Behalf Of Lynne Feinberg > Sent: Thursday, October 19, 2006 1:01 PM > To: womenliteracy at nifl.gov > Subject: [WomenLiteracy 597] Health Insurance > > I have asked at the schools, I have contacted the union > (MCCC), I have contacted TESOL. I have Googled everything I can > think of Googling. I can't bring myself to believe that there > is nothing available, and I know I am not alone in this > situation. Does anyone have any ideas for a single, > hardworking, low-paid but otherwise not unhappy adjunct > community college ESL instructor seeking health insurance? > Something I can afford that will allow me to get a yearly > mammogram, and an x-ray in case I fall off my bicycle. Here's > hoping, and in the meantime feeling much too vulnerable. > > Thank you, > Lynne Feinberg > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please > go to http://www.nifl.gov/mailman/listinfo/womenliteracy > > > > > ----------------------------------------------------------------- > ------------- > > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go > to http://www.nifl.gov/mailman/listinfo/womenliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20061020/d800466a/attachment.html From alcdgg at langate.gsu.edu Sun Oct 22 17:21:31 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Sun, 22 Oct 2006 17:21:31 -0400 Subject: [WomenLiteracy 607] Re: Update on Women and Literacy list Message-ID: <453BA89B0200003100009AE8@mailsrv4.gsu.edu> Karen, Thanks for sharing your thoughts. I will be the facilitator of the Poverty, Race, Women and Literacy list and promise to maintain a commitment to accessible and gentle communication. Daphne >>> "Karen Wyman" 10/19/06 9:00 AM >>> Hi Daphne, I have mixed feelings about the merging of the two lists. While I see lots of connections, intersections and overlap between the two lists, I'm not sure merging them best serves the interests of either. Would there be a way to send digests of what's being discussed to the two lists so we are aware of discussions being held? Or to cross-post relevant discussions? I'm not familiar with the content and "atmosphere" of the Poverty, Race, and Literacy list, so I don't know how much similarity there is. I do think it is important to maintain this list's commitment to accessible and gentle communication. -Karen The Women and Literacy Discussion List on Wednesday, October 18, 2006 at 9:08 PM -0500 wrote: >I am wondering how people on this list feel about the merging of the >Women and Literacy List with the Poverty, Race, and Literacy list? Any >reactions? Happiness? Disappointment? Concern? Excitement? >Daphne > >>>> "Nguyen, My Linh" 10/18/06 11:37 AM >>> > Dear Discussion List subscribers, > > As the National Institute for Literacy enters a new fiscal year, >we >have taken steps to streamline the way we deliver professional >development >to our discussion list members. A major change that will directly affect >you >is the merging of the Poverty, Race and Literacy List with the Women and >Literacy List starting November 6, 2006. > > We will continue to provide access to discussion archives on our >website. > > We have chosen to combine the two lists because we recognize >that >many of the issues that impact one group also affect the other group, >and > believe that many of the topics discussed on one list can >benefit >the other list. For that reason, we decided to combine the lists to >enhance > list members access to the latest ideas and information >available. >Race and gender issues often intersect, and it is most both practical >and > appropriate to have them intersect on one combined list. > > We know that many members of our two lists, especially members >of >our Women's list, view the lists as safe havens where issues can be >raised > and discussed. We want you to know that we will continue to >respect >your input and will maintain the same high level of sensitivity and >respect > we have always shown our list members. In combining the two >lists, >Daphne Greenberg will serve as the moderator for the new combined list. >Her >experience with women's literacy has enabled her to moderate the women's >list with the right balance of sensitivity and insight that is necessary >for >such a list. And we know that in assuming the responsibility of the new >list, she will bring the same balance to the Poverty, Race, Women, and >Literacy list. > > The Institute will be inviting current subscribers for both the >Poverty, Race Literacy List and the Women and Literacy List to the new >combined > Poverty, Race, Women and Literacy List. Once you receive the >invitation, you will need to confirm your subscription to the Poverty, > Race, Women and Literacy List. > > We encourage you to be an active participant in the new list by >sharing your unique perspectives to help make the Poverty, Race, Women >and > Literacy List a dynamic resource for information and >professional >development. > >My Linh Nguyen >Associate Director of Communications >National Institute for Literacy >(202) 233-2041 >fax (202) 233-2050 >mnguyen at nifl.gov > >---------------------------------------------------- >National Institute for Literacy >Women and Literacy mailing list >WomenLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/womenliteracy > >---------------------------------------------------- >National Institute for Literacy >Women and Literacy mailing list >WomenLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/womenliteracy Karen Wyman ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy From alcdgg at langate.gsu.edu Sun Oct 22 17:24:48 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Sun, 22 Oct 2006 17:24:48 -0400 Subject: [WomenLiteracy 608] Re: Update on Women and Literacy list Message-ID: <453BA9600200003100009AEC@mailsrv4.gsu.edu> Bertie, Thanks for sharing your concern. I understand the shyness. I think that many of us are shy about responding to most lists. I know that I think twice, three times, maybe four times before I respond to posts on lists (especially other lists) and sometimes on other lists I chicken out and don't respond! As the facilitator of this newly merged list, I promise to continue to give gentle support both on and off the list. I hope that others will as well. Daphne >>> Bertha Mo 10/18/06 11:10 PM >>> I'm a bit concerned because I think that different folks subscribe to a list that is women focused. I'm pretty shy about responding to most lists. And I've been very encouraged by the gentle support I've received from you and others on the list. Best, Bertie Daphne Greenberg wrote: I am wondering how people on this list feel about the merging of the Women and Literacy List with the Poverty, Race, and Literacy list? Any reactions? Happiness? Disappointment? Concern? Excitement? Daphne >>> "Nguyen, My Linh" 10/18/06 11:37 AM >>> Dear Discussion List subscribers, As the National Institute for Literacy enters a new fiscal year, we have taken steps to streamline the way we deliver professional development to our discussion list members. A major change that will directly affect you is the merging of the Poverty, Race and Literacy List with the Women and Literacy List starting November 6, 2006. We will continue to provide access to discussion archives on our website. We have chosen to combine the two lists because we recognize that many of the issues that impact one group also affect the other group, and believe that many of the topics discussed on one list can benefit the other list. For that reason, we decided to combine the lists to enhance list members access to the latest ideas and information available. Race and gender issues often intersect, and it is most both practical and appropriate to have them intersect on one combined list. We know that many members of our two lists, especially members of our Women's list, view the lists as safe havens where issues can be raised and discussed. We want you to know that we will continue to respect your input and will maintain the same high level of sensitivity and respect we have always shown our list members. In combining the two lists, Daphne Greenberg will serve as the moderator for the new combined list. Her experience with women's literacy has enabled her to moderate the women's list with the right balance of sensitivity and insight that is necessary for such a list. And we know that in assuming the responsibility of the new list, she will bring the same balance to the Poverty, Race, Women, and Literacy list. The Institute will be inviting current subscribers for both the Poverty, Race Literacy List and the Women and Literacy List to the new combined Poverty, Race, Women and Literacy List. Once you receive the invitation, you will need to confirm your subscription to the Poverty, Race, Women and Literacy List. We encourage you to be an active participant in the new list by sharing your unique perspectives to help make the Poverty, Race, Women and Literacy List a dynamic resource for information and professional development. My Linh Nguyen Associate Director of Communications National Institute for Literacy (202) 233-2041 fax (202) 233-2050 mnguyen at nifl.gov ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy From alcdgg at langate.gsu.edu Sun Oct 22 17:27:02 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Sun, 22 Oct 2006 17:27:02 -0400 Subject: [WomenLiteracy 609] Re: Update on Women and Literacy list Message-ID: <453BA9E60200003100009AF0@mailsrv4.gsu.edu> Keith, I think that you raise a good point, and it will be important for all subscribers to raise important salient considerations, so that they don't get lost. Daphne >>> "Keith Wright" 10/18/06 10:10 PM >>> Dr. Greenberg, as I see it, the main reason for combining the lists was given as stated, "...many of the issues that impact one group also affect the other group." I agree that the issues may be the same, but the implications may be different. Although an issue may impact me and another person, the impact on me may be entirely different. Given this, my reaction will be more of a concern, that important salient considerations may be lost for both groups. Keith D Wright, Dean School of Technology DeVry University Atlanta/Charlotte/Raleigh 250 North Arcadia Avenue Decatur, GA 30030 770-490-4106 Email: kwright at faculty.atl.devry.edu ----- Original Message ----- From: "Daphne Greenberg" To: Sent: Wednesday, October 18, 2006 9:08 PM Subject: [WomenLiteracy 592] Re: Update on Women and Literacy list >I am wondering how people on this list feel about the merging of the > Women and Literacy List with the Poverty, Race, and Literacy list? Any > reactions? Happiness? Disappointment? Concern? Excitement? > Daphne > >>>> "Nguyen, My Linh" 10/18/06 11:37 AM >>> > Dear Discussion List subscribers, > > As the National Institute for Literacy enters a new fiscal year, > we > have taken steps to streamline the way we deliver professional > development > to our discussion list members. A major change that will directly affect > you > is the merging of the Poverty, Race and Literacy List with the Women and > Literacy List starting November 6, 2006. > > We will continue to provide access to discussion archives on our > website. > > We have chosen to combine the two lists because we recognize > that > many of the issues that impact one group also affect the other group, > and > believe that many of the topics discussed on one list can > benefit > the other list. For that reason, we decided to combine the lists to > enhance > list members access to the latest ideas and information > available. > Race and gender issues often intersect, and it is most both practical > and > appropriate to have them intersect on one combined list. > > We know that many members of our two lists, especially members > of > our Women's list, view the lists as safe havens where issues can be > raised > and discussed. We want you to know that we will continue to > respect > your input and will maintain the same high level of sensitivity and > respect > we have always shown our list members. In combining the two > lists, > Daphne Greenberg will serve as the moderator for the new combined list. > Her > experience with women's literacy has enabled her to moderate the women's > list with the right balance of sensitivity and insight that is necessary > for > such a list. And we know that in assuming the responsibility of the new > list, she will bring the same balance to the Poverty, Race, Women, and > Literacy list. > > The Institute will be inviting current subscribers for both the > Poverty, Race Literacy List and the Women and Literacy List to the new > combined > Poverty, Race, Women and Literacy List. Once you receive the > invitation, you will need to confirm your subscription to the Poverty, > Race, Women and Literacy List. > > We encourage you to be an active participant in the new list by > sharing your unique perspectives to help make the Poverty, Race, Women > and > Literacy List a dynamic resource for information and > professional > development. > > My Linh Nguyen > Associate Director of Communications > National Institute for Literacy > (202) 233-2041 > fax (202) 233-2050 > mnguyen at nifl.gov > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy From alcdgg at langate.gsu.edu Sun Oct 22 17:36:21 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Sun, 22 Oct 2006 17:36:21 -0400 Subject: [WomenLiteracy 610] Re: Update on Women and Literacy list Message-ID: <453BAC150200003100009AF4@mailsrv4.gsu.edu> Since I asked the question about your reactions to the merger, I am thinking that some of you may wonder how I feel about the merger of the women and literacy list with the poverty, race, and literacy list. I feel a range of emotions. One of the emotions that I have is that I wish it were in my hands to have control over the process, but of course I don't. Other than that, I feel concern, disappointment, and excitement. I feel concern that some of you may not join the new list. I have enjoyed each and every one of your comments. Even if you were one of the many silent ones, I felt that we had a community of support, respect and high regard for each other. Those of you who developed the courage to find a voice on this listserv, I know that it will be hard to start again with a new group of people (eventhough, many of us will still be there). My disappointment is that I enjoyed having a listserv that was purely devoted to women's issues regarding literacy. My excitement stems from the fact that I see this as a new opportunity to forge ahead and make new linkages, have a larger community and be able to deal with all the different types of isms that impact all of us (gender, race, and SES). The new listserv starts on November 6th. Until then, let us please continue discussion on whatever you want, knowing that until then you are posting to the women and literacy listserv. Daphne Daphne Greenberg Assistant Professor Educational Psych. & Special Ed. Georgia State University P.O. Box 3979 Atlanta, Georgia 30302-3979 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu Daphne Greenberg Associate Director Center for the Study of Adult Literacy Georgia State University P.O. Box 3977 Atlanta, Georgia 30302-3977 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu >>> "Daphne Greenberg" 10/18/06 9:08 PM >>> I am wondering how people on this list feel about the merging of the Women and Literacy List with the Poverty, Race, and Literacy list? Any reactions? Happiness? Disappointment? Concern? Excitement? Daphne >>> "Nguyen, My Linh" 10/18/06 11:37 AM >>> Dear Discussion List subscribers, As the National Institute for Literacy enters a new fiscal year, we have taken steps to streamline the way we deliver professional development to our discussion list members. A major change that will directly affect you is the merging of the Poverty, Race and Literacy List with the Women and Literacy List starting November 6, 2006. We will continue to provide access to discussion archives on our website. We have chosen to combine the two lists because we recognize that many of the issues that impact one group also affect the other group, and believe that many of the topics discussed on one list can benefit the other list. For that reason, we decided to combine the lists to enhance list members access to the latest ideas and information available. Race and gender issues often intersect, and it is most both practical and appropriate to have them intersect on one combined list. We know that many members of our two lists, especially members of our Women's list, view the lists as safe havens where issues can be raised and discussed. We want you to know that we will continue to respect your input and will maintain the same high level of sensitivity and respect we have always shown our list members. In combining the two lists, Daphne Greenberg will serve as the moderator for the new combined list. Her experience with women's literacy has enabled her to moderate the women's list with the right balance of sensitivity and insight that is necessary for such a list. And we know that in assuming the responsibility of the new list, she will bring the same balance to the Poverty, Race, Women, and Literacy list. The Institute will be inviting current subscribers for both the Poverty, Race Literacy List and the Women and Literacy List to the new combined Poverty, Race, Women and Literacy List. Once you receive the invitation, you will need to confirm your subscription to the Poverty, Race, Women and Literacy List. We encourage you to be an active participant in the new list by sharing your unique perspectives to help make the Poverty, Race, Women and Literacy List a dynamic resource for information and professional development. My Linh Nguyen Associate Director of Communications National Institute for Literacy (202) 233-2041 fax (202) 233-2050 mnguyen at nifl.gov ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy From alcdgg at langate.gsu.edu Sun Oct 22 20:35:46 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Sun, 22 Oct 2006 20:35:46 -0400 Subject: [WomenLiteracy 611] Dissertation questions Message-ID: <453BD6230200003100009B19@mailsrv4.gsu.edu> Thanks Ditmar for posting to the list. I am wondering if anyone on this listserv has answers to Ditmar. For her complete posting, see below, but here are some of her questions: 1. Does anyone have suggestions for literature on why low-income women's rates of persistence and transfer across the trajectories of adult education and literacy and community college programs are so low? She is particularly interested in studies that address the implications of gender, age, race/ethnicity, class, and location (or place) in rates of persistence an transfer. 2. Can anyone share words of advice with a graduate student who is struggling to frame a dissertation proposal in the area of adult education and literacy? And Ditmar-thanks for letting us know how you have used the ALE Wiki. Anyone else have any other feedback for Ryan who is working on a women and literacy ALE Wiki? >>> "ditmar0906_inossian at netzero.net" 10/18/06 5:47 PM >>> Hello, I'm new to the list. In response to Daphne, I used the ALE Wiki to identify leads to recent research on my dissertation topic, which is the persistence and transfer rates of low-income women students/learners across the trajectories of adult education and literacy and community college programs. On that same note, I thought members of the list might have some suggestions for me (based on my topic). I'm looking for very recent (2004-2006) literature, and I've already included some of the well-known reports listed on the NCSALL website (e.g. Comings, Soricone, Beder, Reder, etc.). What I really need are "cases" that address the question: Why are low-income women's rates of persistence and transfer across the trajectories of adult education and literacy and community college programs so low? At a less institutional and more social psychological level, the issue is sometimes framed as one of educational (and occupational) aspirations and expectations and/or one of motivation and achievement, which is of course relevant and the point at which I actually began my inquiry into the topic. However, this dissertation is for the Ph.D. in sociology, so a more institutional and/or policy-oriented approach is being taken. I've come across the literature that identifies the big "risk factors," but much of this is quantitative analysis of nationally representative data sets, and although an important contribution to my own investigation, my research will be qualitative because I'm interested in the relationship between these factors and in how they organize to influence or shape the (often poor) educational outcomes of women learners, particularly in terms of their longer-range ability to access occupational opportunity structures. So other very recent studies that investigate this or similar issues using qualitative methodologies is what I need. And I'm particularly interested in studies that address the implications of gender, age, race/ethnicity, class, and location (or place) in rates of persistence an transfer. For example, being a single parent is a risk factor to stopping out or dropping out, but being a single parent often means something very different to a man than to a woman (i.e. gender). Being an older student/learner (non-traditional in terms of age) means something very different to one who is a twenty-five year old mother than it does to one who is a forty-five year old grandmother . . . etc. Finally, in addition to any "tips" on studies/research I might want to consider, I invite any suggestions or comments about my topic, approach . . . whatever anyone might share with a graduate student who is struggling to frame a dissertation proposal in the area of adult education and literacy, given the interests I've described and the sociological perspective I'm using. Thank you. --Ditmar C. Ditmar Coffield Northeastern University From lalumineuse at yahoo.com Mon Oct 23 08:48:54 2006 From: lalumineuse at yahoo.com (Ujwala Samant) Date: Mon, 23 Oct 2006 05:48:54 -0700 (PDT) Subject: [WomenLiteracy 612] Re: Update on Women and Literacy list In-Reply-To: Message-ID: <20061023124855.19335.qmail@web55114.mail.re4.yahoo.com> I am saddened to see the Women and Literacy list closed. A bit shortsighted to that, and whilst I am aware that it's women who are the victims of poverty, merging the two lists will only confuse the issues further. Is there a way to host the Women and Literacy List elsewhere? Ujwala --- Janet Isserlis wrote: > this is the response I'd sent to the content > standards and English language > lists; > apologies for the cross posting for some > > Aside from the reasons given here, are there other > substantive reasons for > eliminating these two lists? While their content > *may* overlap, at times, > there are also distinct purposes to each, and useful > information particular > to each exchanged, and - at times - cross posted to > various other lists. > > I'm very sorry to see these two lists being > eliminated. > > Janet Isserlis > > > > From: Bertha Mo > Reply-To: The Women and Literacy Discussion List > > Date: Wed, 18 Oct 2006 20:10:36 -0700 (PDT) > To: The Women and Literacy Discussion List > > Subject: [WomenLiteracy 594] Re: Update on Women and > Literacy list > > I'm a bit concerned because I think that different > folks subscribe to a list > that is women focused. I'm pretty shy about > responding to most lists. And > I've been very encouraged by the gentle support I've > received from you and > others on the list. > > Best, > > Bertie > > Daphne Greenberg wrote: > > I am wondering how people on this list feel about > the merging of the > > Women and Literacy List with the Poverty, Race, > and Literacy list? Any > > reactions? Happiness? Disappointment? Concern? > Excitement? > > Daphne > > > >>>> >>> "Nguyen, My Linh" 10/18/06 11:37 AM >>> > > Dear Discussion List subscribers, > > > > As the National Institute for Literacy enters a > new fiscal year, > > we > > have taken steps to streamline the way we deliver > professional > > development > > to our discussion list members. A major change > that will directly affect > > you > > is the merging of the Poverty, Race and Literacy > List with the Women and > > Literacy List starting November 6, 2006. > > > > We will continue to provide access to discussion > archives on our > > website. > > > > We have chosen to combine the two lists because > we recognize > > that > > many of the issues that impact one group also > affect the other group, > > and > > believe that many of the topics discussed on one > list can > > benefit > > the other list. For that reason, we decided to > combine the lists to > > enhance > > list members access to the latest ideas and > information > > available. > > Race and gender issues often intersect, and it is > most both practical > > and > > appropriate to have them intersect on one > combined list. > > > > We know that many members of our two lists, > especially members > > of > > our Women's list, view the lists as safe havens > where issues can be > > raised > > and discussed. We want you to know that we will > continue to > > respect > > your input and will maintain the same high level > of sensitivity and > > respect > > we have always shown our list members. In > combining the two > > lists, > > Daphne Greenberg will serve as the moderator for > the new combined list. > > Her > > experience with women's literacy has enabled her > to moderate the women's > > list with the right balance of sensitivity and > insight that is necessary > > for > > such a list. And we know that in assuming the > responsibility of the new > > list, she will bring the same balance to the > Poverty, Race, Women, and > > Literacy list. > > > > The Institute will be inviting current > subscribers for both the > > Poverty, Race Literacy List and the Women and > Literacy List to the new > > combined > > Poverty, Race, Women and Literacy List. Once you > receive the > > invitation, you will need to confirm your > subscription to the Poverty, > > Race, Women and Literacy List. > > > > We encourage you to be an active participant in > the new list by > > sharing your unique perspectives to help make the > Poverty, Race, Women > > and > > Literacy List a dynamic resource for information > and > > professional > > development. > > > > My Linh Nguyen > > Associate Director of Communications > > National Institute for Literacy > > (202) 233-2041 > > fax (202) 233-2050 > > mnguyen at nifl.gov > > > > > ---------------------------------------------------- > > National Institute for Literacy > > Women and Literacy mailing list > > WomenLiteracy at nifl.gov > > To unsubscribe or change your subscription > settings, please go to > > http://www.nifl.gov/mailman/listinfo/womenliteracy > > > > > ---------------------------------------------------- > > National Institute for Literacy > > Women and Literacy mailing list > > WomenLiteracy at nifl.gov > > To unsubscribe or change your subscription > settings, please go to > > http://www.nifl.gov/mailman/listinfo/womenliteracy > > > > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, > please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, > please go to http://www.nifl.gov/mailman/listinfo/womenliteracy __________________________________________________ Do You Yahoo!? Tired of spam? Yahoo! Mail has the best spam protection around http://mail.yahoo.com From laurie_sheridan at worlded.org Mon Oct 23 09:13:38 2006 From: laurie_sheridan at worlded.org (Laurie Sheridan) Date: Mon, 23 Oct 2006 09:13:38 -0400 Subject: [WomenLiteracy 613] Re: Update on Women and Literacy list Message-ID: I'm in agreement with Ujwala (and others who have expressed disappointment) about this. Just seeing the title, "Poverty, Race, Women and LIteracy" makes it sound a little unfortunate to me, kind of a catch-all--women's issues aren't ONLY about poverty and race, and poverty and race aren't ONLY about women. Well, I'll say it--it sounds a little like the list for all the "marginalized" folks, lumping them all together. I think I, and most of us, use somewhat different voices and perspectives in talking about women (and as women), and in talking about poverty and race, even though the overlap is considerable. Do we know who uses each list-serv, and was the decision to merge them based on overlap there? I am trying to be optimistic that this will involve a wider group of e-mailers than either list alone, but something is also going to be lost in the translation. I do have great faith that you, Daphne, will be able to keep at least much of the focus on women, though. And also on poverty and race! It just covers an awful lot, and I hope this listserv continues to be meaningful on both fronts. Laurie Sheridan >>> lalumineuse at yahoo.com 10/23/2006 8:48 AM >>> I am saddened to see the Women and Literacy list closed. A bit shortsighted to that, and whilst I am aware that it's women who are the victims of poverty, merging the two lists will only confuse the issues further. Is there a way to host the Women and Literacy List elsewhere? Ujwala --- Janet Isserlis wrote: > this is the response I'd sent to the content > standards and English language > lists; > apologies for the cross posting for some > > Aside from the reasons given here, are there other > substantive reasons for > eliminating these two lists? While their content > *may* overlap, at times, > there are also distinct purposes to each, and useful > information particular > to each exchanged, and - at times - cross posted to > various other lists. > > I'm very sorry to see these two lists being > eliminated. > > Janet Isserlis > > > > From: Bertha Mo > Reply-To: The Women and Literacy Discussion List > > Date: Wed, 18 Oct 2006 20:10:36 -0700 (PDT) > To: The Women and Literacy Discussion List > > Subject: [WomenLiteracy 594] Re: Update on Women and > Literacy list > > I'm a bit concerned because I think that different > folks subscribe to a list > that is women focused. I'm pretty shy about > responding to most lists. And > I've been very encouraged by the gentle support I've > received from you and > others on the list. > > Best, > > Bertie > > Daphne Greenberg wrote: > > I am wondering how people on this list feel about > the merging of the > > Women and Literacy List with the Poverty, Race, > and Literacy list? Any > > reactions? Happiness? Disappointment? Concern? > Excitement? > > Daphne > > > >>>> >>> "Nguyen, My Linh" 10/18/06 11:37 AM >>> > > Dear Discussion List subscribers, > > > > As the National Institute for Literacy enters a > new fiscal year, > > we > > have taken steps to streamline the way we deliver > professional > > development > > to our discussion list members. A major change > that will directly affect > > you > > is the merging of the Poverty, Race and Literacy > List with the Women and > > Literacy List starting November 6, 2006. > > > > We will continue to provide access to discussion > archives on our > > website. > > > > We have chosen to combine the two lists because > we recognize > > that > > many of the issues that impact one group also > affect the other group, > > and > > believe that many of the topics discussed on one > list can > > benefit > > the other list. For that reason, we decided to > combine the lists to > > enhance > > list members access to the latest ideas and > information > > available. > > Race and gender issues often intersect, and it is > most both practical > > and > > appropriate to have them intersect on one > combined list. > > > > We know that many members of our two lists, > especially members > > of > > our Women's list, view the lists as safe havens > where issues can be > > raised > > and discussed. We want you to know that we will > continue to > > respect > > your input and will maintain the same high level > of sensitivity and > > respect > > we have always shown our list members. In > combining the two > > lists, > > Daphne Greenberg will serve as the moderator for > the new combined list. > > Her > > experience with women's literacy has enabled her > to moderate the women's > > list with the right balance of sensitivity and > insight that is necessary > > for > > such a list. And we know that in assuming the > responsibility of the new > > list, she will bring the same balance to the > Poverty, Race, Women, and > > Literacy list. > > > > The Institute will be inviting current > subscribers for both the > > Poverty, Race Literacy List and the Women and > Literacy List to the new > > combined > > Poverty, Race, Women and Literacy List. Once you > receive the > > invitation, you will need to confirm your > subscription to the Poverty, > > Race, Women and Literacy List. > > > > We encourage you to be an active participant in > the new list by > > sharing your unique perspectives to help make the > Poverty, Race, Women > > and > > Literacy List a dynamic resource for information > and > > professional > > development. > > > > My Linh Nguyen > > Associate Director of Communications > > National Institute for Literacy > > (202) 233-2041 > > fax (202) 233-2050 > > mnguyen at nifl.gov > > > > > ---------------------------------------------------- > > National Institute for Literacy > > Women and Literacy mailing list > > WomenLiteracy at nifl.gov > > To unsubscribe or change your subscription > settings, please go to > > http://www.nifl.gov/mailman/listinfo/womenliteracy > > > > > ---------------------------------------------------- > > National Institute for Literacy > > Women and Literacy mailing list > > WomenLiteracy at nifl.gov > > To unsubscribe or change your subscription > settings, please go to > > http://www.nifl.gov/mailman/listinfo/womenliteracy > > > > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, > please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, > please go to http://www.nifl.gov/mailman/listinfo/womenliteracy __________________________________________________ Do You Yahoo!? Tired of spam? Yahoo! Mail has the best spam protection around http://mail.yahoo.com ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy From libbsp at langate.gsu.edu Mon Oct 23 10:01:39 2006 From: libbsp at langate.gsu.edu (Barbara Petersohn) Date: Mon, 23 Oct 2006 10:01:39 -0400 Subject: [WomenLiteracy 614] Re: Update on Women and Literacy list In-Reply-To: References: Message-ID: <453C9304020000B100001455@mailsrv4.gsu.edu> I am dissapointed that there is not support for individual lists for these topics because often professionals are trying to focus their current events awareness through discussion lists like these and want to target specific topics. Consolidation of lists creates a flood of off-topic posts in one's mail box to have to review and delete. Not that we couldn't learn more from monitoring a variety of lists, it's just that when scanning several lists, as part of your job or professional interests, one also also has to spend time to reviewing and deleting so many additional postings that are not relevant. Oh well... Barbara Petersohn >>> "Laurie Sheridan" 10/23/2006 9:13 AM >>> I'm in agreement with Ujwala (and others who have expressed disappointment) about this. Just seeing the title, "Poverty, Race, Women and LIteracy" makes it sound a little unfortunate to me, kind of a catch-all--women's issues aren't ONLY about poverty and race, and poverty and race aren't ONLY about women. Well, I'll say it--it sounds a little like the list for all the "marginalized" folks, lumping them all together. I think I, and most of us, use somewhat different voices and perspectives in talking about women (and as women), and in talking about poverty and race, even though the overlap is considerable. Do we know who uses each list-serv, and was the decision to merge them based on overlap there? I am trying to be optimistic that this will involve a wider group of e-mailers than either list alone, but something is also going to be lost in the translation. I do have great faith that you, Daphne, will be able to keep at least much of the focus on women, though. And also on poverty and race! It just covers an awful lot, and I hope this listserv continues to be meaningful on both fronts. Laurie Sheridan >>> lalumineuse at yahoo.com 10/23/2006 8:48 AM >>> I am saddened to see the Women and Literacy list closed. A bit shortsighted to that, and whilst I am aware that it's women who are the victims of poverty, merging the two lists will only confuse the issues further. Is there a way to host the Women and Literacy List elsewhere? Ujwala --- Janet Isserlis wrote: > this is the response I'd sent to the content > standards and English language > lists; > apologies for the cross posting for some > > Aside from the reasons given here, are there other > substantive reasons for > eliminating these two lists? While their content > *may* overlap, at times, > there are also distinct purposes to each, and useful > information particular > to each exchanged, and - at times - cross posted to > various other lists. > > I'm very sorry to see these two lists being > eliminated. > > Janet Isserlis > > > > From: Bertha Mo > Reply-To: The Women and Literacy Discussion List > > Date: Wed, 18 Oct 2006 20:10:36 -0700 (PDT) > To: The Women and Literacy Discussion List > > Subject: [WomenLiteracy 594] Re: Update on Women and > Literacy list > > I'm a bit concerned because I think that different > folks subscribe to a list > that is women focused. I'm pretty shy about > responding to most lists. And > I've been very encouraged by the gentle support I've > received from you and > others on the list. > > Best, > > Bertie > > Daphne Greenberg wrote: > > I am wondering how people on this list feel about > the merging of the > > Women and Literacy List with the Poverty, Race, > and Literacy list? Any > > reactions? Happiness? Disappointment? Concern? > Excitement? > > Daphne > > > >>>> >>> "Nguyen, My Linh" 10/18/06 11:37 AM >>> > > Dear Discussion List subscribers, > > > > As the National Institute for Literacy enters a > new fiscal year, > > we > > have taken steps to streamline the way we deliver > professional > > development > > to our discussion list members. A major change > that will directly affect > > you > > is the merging of the Poverty, Race and Literacy > List with the Women and > > Literacy List starting November 6, 2006. > > > > We will continue to provide access to discussion > archives on our > > website. > > > > We have chosen to combine the two lists because > we recognize > > that > > many of the issues that impact one group also > affect the other group, > > and > > believe that many of the topics discussed on one > list can > > benefit > > the other list. For that reason, we decided to > combine the lists to > > enhance > > list members access to the latest ideas and > information > > available. > > Race and gender issues often intersect, and it is > most both practical > > and > > appropriate to have them intersect on one > combined list. > > > > We know that many members of our two lists, > especially members > > of > > our Women's list, view the lists as safe havens > where issues can be > > raised > > and discussed. We want you to know that we will > continue to > > respect > > your input and will maintain the same high level > of sensitivity and > > respect > > we have always shown our list members. In > combining the two > > lists, > > Daphne Greenberg will serve as the moderator for > the new combined list. > > Her > > experience with women's literacy has enabled her > to moderate the women's > > list with the right balance of sensitivity and > insight that is necessary > > for > > such a list. And we know that in assuming the > responsibility of the new > > list, she will bring the same balance to the > Poverty, Race, Women, and > > Literacy list. > > > > The Institute will be inviting current > subscribers for both the > > Poverty, Race Literacy List and the Women and > Literacy List to the new > > combined > > Poverty, Race, Women and Literacy List. Once you > receive the > > invitation, you will need to confirm your > subscription to the Poverty, > > Race, Women and Literacy List. > > > > We encourage you to be an active participant in > the new list by > > sharing your unique perspectives to help make the > Poverty, Race, Women > > and > > Literacy List a dynamic resource for information > and > > professional > > development. > > > > My Linh Nguyen > > Associate Director of Communications > > National Institute for Literacy > > (202) 233-2041 > > fax (202) 233-2050 > > mnguyen at nifl.gov > > > > > ---------------------------------------------------- > > National Institute for Literacy > > Women and Literacy mailing list > > WomenLiteracy at nifl.gov > > To unsubscribe or change your subscription > settings, please go to > > http://www.nifl.gov/mailman/listinfo/womenliteracy > > > > > ---------------------------------------------------- > > National Institute for Literacy > > Women and Literacy mailing list > > WomenLiteracy at nifl.gov > > To unsubscribe or change your subscription > settings, please go to > > http://www.nifl.gov/mailman/listinfo/womenliteracy > > > > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, > please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, > please go to http://www.nifl.gov/mailman/listinfo/womenliteracy __________________________________________________ Do You Yahoo!? Tired of spam? Yahoo! Mail has the best spam protection around http://mail.yahoo.com ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy From aliaslynne at gmail.com Mon Oct 23 10:23:57 2006 From: aliaslynne at gmail.com (Lynne Feinberg) Date: Mon, 23 Oct 2006 10:23:57 -0400 Subject: [WomenLiteracy 614] Re: Health Insurance In-Reply-To: References: <20061020035930.61586.qmail@web30008.mail.mud.yahoo.com> <003901c6f45a$a00146b0$85f0630a@hayden> Message-ID: Thanks very much for your input about health insurance. No question about it - it's a very sad and screwed-up situation for many in this country. Again thanks. Lynne On 10/20/06, sandra_diehl at med.unc.edu wrote: > > A few other suggestions to add to what has already been said: > > Many communities are served by a local United Way chapter. Local chapters > create and maintain community resource directories, with information about > health and human services that are available in the community, including > low-cost and free services. If you call them, they should be able to send > you a print directory or refer you to a local web directory. > > You may also want to contact private insurers and inquire about > catastrophic-only coverage, which is more affordable and may help avoid the > bankruptcy issue. > > If you've had insurance coverage recently through a former employer, you > may be eligible for COBRA - which is likely to be expensive but at least > offers continuous coverage and will help avoid pre-existing conditions > exclusions. > > Finally, for anyone with children, all states offer child health insurance > coverage for kids (ages 0-18). This program serves families who don' t > qualify for Medicaid because their income exceeds eligibility requirements, > but who cannot afford private insurance. Your local health department, > community health center, department of social services, etc. should be able > to provide more information about enrollment (it's often called SCHIP - > State Children's Health Insurance Plan). Sandy > > > > ----- Original Message ----- > From: Susan Hayden > Date: Friday, October 20, 2006 11:41 am > Subject: [WomenLiteracy 605] Re: Health Insurance > To: The Women and Literacy Discussion List > > > Before you think of try the credit card idea, be sure to check > > on the news laws for bankruptcy. The laws changed in early > > 2006, and it is not as easy to file a Chapter 7 which allows > > your bills to "go away". > > Local health care clinics will be your best bet for a mammogram, > > call your state's department of health for locations and various > > programs. Hospitals on the payment plan will take care of x- > > rays and other emergencies, just be prepared for a long wait. > > Good luck. The sad reality is the American health care system > > is failing miserably for all of us. > > Susan Hayden > > Adult Services Library Consultant > > West Virginia Library Commission > > 1900 Kanawha BLVD, East > > Charleston, WV 25305 > > haydens at wvlc.lib.wv.us > > 304-558-3978, ext. 2014 > > FAX: 304-558-1612 > > ----- Original Message ----- > > From: Bertha Mo > > To: The Women and Literacy Discussion List > > Sent: Thursday, October 19, 2006 11:59 PM > > Subject: [WomenLiteracy 601] Re: Health Insurance > > > > > > I used to live in San Francisco and an organization called > > Public Media that was housed at Fort Mason permitted people such > > as yourself to sign onto their Kaiser Plan. In many areas, I > > was just working in Upstate NY, local groups organized a free > > mamography program for low income folks. I think you need a > > mamogram every other year if you don't have symptoms or family > > history. > > If you have an accident the local emergency room will see you > > and give you an x-ray and have you pay as you can. > > > > Bertie Mo > > > > "Muro, Andres" wrote: > > Usually the county hospital or community health clinics will > > provide these services. If you get injured, you are entitled to > > go to an emergency room, get seen and then pay in installment. > > If there is a county hospital, they will probably work with you > > on reasonable payments, etc. > > > > For mammograms you can probably go to a local health clinic > > for the indigent. Find the poor neighborhood in your community > > and ask where the health clinic is. Sign up and you'll get seen. > > They probably provide breast exams, pap smears, glucose tests, > > CV screenings, etc. You may have to pay a fee. > > > > If you have an expensive disease, get a bunch or credit > > cards. American express usually gives you a no limit account. > > Spent them to the limit and declare bankruptcy. > > > > As far as free or inexpensive health insurance, there is no > > such thing anymore, even for people in full time employment. > > There are huge deductibles, for everything except primary care. > > > > Andres > > > > > > ----------------------------------------------------------------- > > ----------- > > > > From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy- > > bounces at nifl.gov] On Behalf Of Lynne Feinberg > > Sent: Thursday, October 19, 2006 1:01 PM > > To: womenliteracy at nifl.gov > > Subject: [WomenLiteracy 597] Health Insurance > > > > I have asked at the schools, I have contacted the union > > (MCCC), I have contacted TESOL. I have Googled everything I can > > think of Googling. I can't bring myself to believe that there > > is nothing available, and I know I am not alone in this > > situation. Does anyone have any ideas for a single, > > hardworking, low-paid but otherwise not unhappy adjunct > > community college ESL instructor seeking health insurance? > > Something I can afford that will allow me to get a yearly > > mammogram, and an x-ray in case I fall off my bicycle. Here's > > hoping, and in the meantime feeling much too vulnerable. > > > > Thank you, > > Lynne Feinberg > > ---------------------------------------------------- > > National Institute for Literacy > > Women and Literacy mailing list > > WomenLiteracy at nifl.gov > > To unsubscribe or change your subscription settings, please > > go to http://www.nifl.gov/mailman/listinfo/womenliteracy > > > > > > > > > > ----------------------------------------------------------------- > > ------------- > > > > > > ---------------------------------------------------- > > National Institute for Literacy > > Women and Literacy mailing list > > WomenLiteracy at nifl.gov > > To unsubscribe or change your subscription settings, please go > > to http://www.nifl.gov/mailman/listinfo/womenliteracy > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > > -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20061023/efb561a9/attachment.html From mev at litwomen.org Mon Oct 23 10:32:26 2006 From: mev at litwomen.org (mev at litwomen.org) Date: Mon, 23 Oct 2006 10:32:26 -0400 Subject: [WomenLiteracy 615] Re: Update on Women and Literacy list In-Reply-To: Message-ID: <4DB8BB33-62A3-11DB-8A1E-000393ABE4D2@litwomen.org> Thanks Laurie (and Ujwala - and all others) I, too, am not happy about this development...and agree with all the observations previously mentioned. Thanks for noting the "maginalization" factor Laurie -- I have been thinking it but was afraid my wording would be too harsh. I've been back and forth in my own perspectives about this. 1) it's a done deal so complaining is like, well, you know - and with most things nifl-listserv connected - decisions are made by $$ or perception or policy without polling the users....so, really it's not about us or what the field would find useful! 2) Let's make the best of the situation and really challenge ourselves to discuss issues of gender, race, class/poverty with deeper analysis, and struggle to identify the ways institutionalized oppressions are intersected while gaining clarity on how sexism, racism, classism each operate independently and together. 3) Let's make this a truly vibrant combined list and make our discussion bear on the other listservs -- workplace, assessment, and all the other lists -- for indeed, it seems that standardized assessment decisions (for example) are not neutral and - dare I say - sometimes exacerbate the "-isms" existent in the ALE system! let us not be silenced! As for taking the women & literacy list somewhere else...I have long thought that independently of NIFL or the ALE Wiki that WE LEARN would (should?) be the "logical" place for such community discussion on women & literacy. We are willing -- we just don't have the capacity at this time -- so if anyone is interested and has the energy in talking with WE LEARN about how to make it happen, please contact me off-list (welearn at litwomen.org) and as a related item -- I have intended to bring this tidbit to the list awareness for some time...and it now really fits with our discussion about the "defunded combining of the lists." In December 2005, Reading Today, a journal of the International Reading Association, lists the hot topics for 2006. Among those topics are functional literacy items like, comprehension, direct/explicit instruction, informational texts, phonics, and word meaning/vocabulary, along with a few policy-connected issues, namely, early intervention, English as a second language/English-language learners, high-stakes assessment, political/policy influences on literacy, and scientific evidence-based reading research and instruction. The "cold" topics include: critical literacy/reading, family literacy, gender issues in literacy, literature-based instruction, motivation, multicultural literature, and writing. This bit of information becomes significant for WE LEARN because those so-called "cold" topics form the core focus for the projects of WE LEARN, a participatory-based nonprofit membership organization and educational movement based in critical pedagogy and popular education practices. (more detailed info can be found at: What?s hot, what?s not for 2006. (December 2005). Reading Today, 23(3), 1. by Jack Cassidy and Drew Cassidy http://www.reading.org/publications/reading_today/samples/RTY-0512- hotnot.html - Nothot chart - http://www.reading.org/downloads/publications/whatshot06.pdf Though, critical literacy, family literacy, multicultural literature, and writing were indicated as "should be hot," gender issues in literacy were designated as "should not be hot.") Mev Miller WE LEARN www.litwomen.org/welearn.html On Monday, October 23, 2006, at 09:13 AM, Laurie Sheridan wrote: > I'm in agreement with Ujwala (and others who have expressed > disappointment) about this. Just seeing the title, "Poverty, Race, > Women and LIteracy" makes it sound a little unfortunate to me, kind of > a > catch-all--women's issues aren't ONLY about poverty and race, and > poverty and race aren't ONLY about women. Well, I'll say it--it > sounds a little like the list for all the "marginalized" folks, lumping > them all together. I think I, and most of us, use somewhat different > voices and perspectives in talking about women (and as women), and in > talking about poverty and race, even though the overlap is > considerable. > Do we know who uses each list-serv, and was the decision to merge > them based on overlap there? I am trying to be optimistic that this > will involve a wider group of e-mailers than either list alone, but > something is also going to be lost in the translation. > > I do have great faith that you, Daphne, will be able to keep at least > much of the focus on women, though. And also on poverty and race! It > just covers an awful lot, and I hope this listserv continues to be > meaningful on both fronts. > > Laurie Sheridan From audrey at dresdenflats.org Mon Oct 23 11:41:58 2006 From: audrey at dresdenflats.org (Audrey Ambrosino) Date: Mon, 23 Oct 2006 08:41:58 -0700 (PDT) Subject: [WomenLiteracy 616] Re: Update on Women and Literacy list In-Reply-To: <453C9304020000B100001455@mailsrv4.gsu.edu> Message-ID: <20061023154158.49726.qmail@web30511.mail.mud.yahoo.com> I, too, agree that the merging of the list is not in the best interest of the list users or those they serve. Clearly, there is some overlap, but I believe that each population has distinct needs and issues. Merging the lists does seem to indicate that marginalized people should be thought of a unitary group. Reminds me of the early days of the multicultural movement, where multicultural was often the catch-all phrase for those other than the dominant group. Also, I fear that the amount of information being delivered through this new pipeline will be unwieldy and overwhelming to both list managers and consumers. I also wonder about the motivation for the merger and wonder if list users were consulted and polled beforehand. While I understand that some lists are more active than others, I would argue that as long as a list is serving the needs of its subscribers and is being used on a regular basis, as are both of the lists in question, then it is valuable. Lastly, I wonder if there is potential to reverse this decision and what collective action would be needed to pursue a reversal. Audrey Ambrosino Graduate Student, Educational Psychology Doctoral Program Georgia State University Barbara Petersohn wrote: I am dissapointed that there is not support for individual lists for these topics because often professionals are trying to focus their current events awareness through discussion lists like these and want to target specific topics. Consolidation of lists creates a flood of off-topic posts in one's mail box to have to review and delete. Not that we couldn't learn more from monitoring a variety of lists, it's just that when scanning several lists, as part of your job or professional interests, one also also has to spend time to reviewing and deleting so many additional postings that are not relevant. Oh well... Barbara Petersohn >>> "Laurie Sheridan" 10/23/2006 9:13 AM >>> I'm in agreement with Ujwala (and others who have expressed disappointment) about this. Just seeing the title, "Poverty, Race, Women and LIteracy" makes it sound a little unfortunate to me, kind of a catch-all--women's issues aren't ONLY about poverty and race, and poverty and race aren't ONLY about women. Well, I'll say it--it sounds a little like the list for all the "marginalized" folks, lumping them all together. I think I, and most of us, use somewhat different voices and perspectives in talking about women (and as women), and in talking about poverty and race, even though the overlap is considerable. Do we know who uses each list-serv, and was the decision to merge them based on overlap there? I am trying to be optimistic that this will involve a wider group of e-mailers than either list alone, but something is also going to be lost in the translation. I do have great faith that you, Daphne, will be able to keep at least much of the focus on women, though. And also on poverty and race! It just covers an awful lot, and I hope this listserv continues to be meaningful on both fronts. Laurie Sheridan >>> lalumineuse at yahoo.com 10/23/2006 8:48 AM >>> I am saddened to see the Women and Literacy list closed. A bit shortsighted to that, and whilst I am aware that it's women who are the victims of poverty, merging the two lists will only confuse the issues further. Is there a way to host the Women and Literacy List elsewhere? Ujwala --- Janet Isserlis wrote: > this is the response I'd sent to the content > standards and English language > lists; > apologies for the cross posting for some > > Aside from the reasons given here, are there other > substantive reasons for > eliminating these two lists? While their content > *may* overlap, at times, > there are also distinct purposes to each, and useful > information particular > to each exchanged, and - at times - cross posted to > various other lists. > > I'm very sorry to see these two lists being > eliminated. > > Janet Isserlis > > > > From: Bertha Mo > Reply-To: The Women and Literacy Discussion List > > Date: Wed, 18 Oct 2006 20:10:36 -0700 (PDT) > To: The Women and Literacy Discussion List > > Subject: [WomenLiteracy 594] Re: Update on Women and > Literacy list > > I'm a bit concerned because I think that different > folks subscribe to a list > that is women focused. I'm pretty shy about > responding to most lists. And > I've been very encouraged by the gentle support I've > received from you and > others on the list. > > Best, > > Bertie > > Daphne Greenberg wrote: > > I am wondering how people on this list feel about > the merging of the > > Women and Literacy List with the Poverty, Race, > and Literacy list? Any > > reactions? Happiness? Disappointment? Concern? > Excitement? > > Daphne > > > >>>> >>> "Nguyen, My Linh" 10/18/06 11:37 AM >>> > > Dear Discussion List subscribers, > > > > As the National Institute for Literacy enters a > new fiscal year, > > we > > have taken steps to streamline the way we deliver > professional > > development > > to our discussion list members. A major change > that will directly affect > > you > > is the merging of the Poverty, Race and Literacy > List with the Women and > > Literacy List starting November 6, 2006. > > > > We will continue to provide access to discussion > archives on our > > website. > > > > We have chosen to combine the two lists because > we recognize > > that > > many of the issues that impact one group also > affect the other group, > > and > > believe that many of the topics discussed on one > list can > > benefit > > the other list. For that reason, we decided to > combine the lists to > > enhance > > list members access to the latest ideas and > information > > available. > > Race and gender issues often intersect, and it is > most both practical > > and > > appropriate to have them intersect on one > combined list. > > > > We know that many members of our two lists, > especially members > > of > > our Women's list, view the lists as safe havens > where issues can be > > raised > > and discussed. We want you to know that we will > continue to > > respect > > your input and will maintain the same high level > of sensitivity and > > respect > > we have always shown our list members. In > combining the two > > lists, > > Daphne Greenberg will serve as the moderator for > the new combined list. > > Her > > experience with women's literacy has enabled her > to moderate the women's > > list with the right balance of sensitivity and > insight that is necessary > > for > > such a list. And we know that in assuming the > responsibility of the new > > list, she will bring the same balance to the > Poverty, Race, Women, and > > Literacy list. > > > > The Institute will be inviting current > subscribers for both the > > Poverty, Race Literacy List and the Women and > Literacy List to the new > > combined > > Poverty, Race, Women and Literacy List. Once you > receive the > > invitation, you will need to confirm your > subscription to the Poverty, > > Race, Women and Literacy List. > > > > We encourage you to be an active participant in > the new list by > > sharing your unique perspectives to help make the > Poverty, Race, Women > > and > > Literacy List a dynamic resource for information > and > > professional > > development. > > > > My Linh Nguyen > > Associate Director of Communications > > National Institute for Literacy > > (202) 233-2041 > > fax (202) 233-2050 > > mnguyen at nifl.gov > > > > > ---------------------------------------------------- > > National Institute for Literacy > > Women and Literacy mailing list > > WomenLiteracy at nifl.gov > > To unsubscribe or change your subscription > settings, please go to > > http://www.nifl.gov/mailman/listinfo/womenliteracy > > > > > ---------------------------------------------------- > > National Institute for Literacy > > Women and Literacy mailing list > > WomenLiteracy at nifl.gov > > To unsubscribe or change your subscription > settings, please go to > > http://www.nifl.gov/mailman/listinfo/womenliteracy > > > > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, > please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, > please go to http://www.nifl.gov/mailman/listinfo/womenliteracy __________________________________________________ Do You Yahoo!? Tired of spam? Yahoo! Mail has the best spam protection around http://mail.yahoo.com ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20061023/2d59f093/attachment.html From dora at cal.org Mon Oct 23 12:23:51 2006 From: dora at cal.org (Dora Johnson) Date: Mon, 23 Oct 2006 12:23:51 -0400 Subject: [WomenLiteracy 617] Re: Health Insurance Message-ID: <7E0B624DDF68104F92C38648A4D93D8F01D96D4D@MAIL.cal.local> The Washington Post carried a column yesterday, October 21, 2006 by Michelle Singletary who usually has very good advice on personal finances. She lists several sources that might be consulted in looking around for health insurance, including buying your own. The URL is http://www.washingtonpost.com/wp-dyn/content/article/2006/10/21/AR200610 2100121_2.html. Title: Before you Get Sick, Shop Around. Dora Johnson ________________________________ From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Lynne Feinberg Sent: Monday, October 23, 2006 10:24 AM To: The Women and Literacy Discussion List Subject: [WomenLiteracy 614] Re: Health Insurance Thanks very much for your input about health insurance. No question about it - it's a very sad and screwed-up situation for many in this country. Again thanks. Lynne On 10/20/06, sandra_diehl at med.unc.edu wrote: A few other suggestions to add to what has already been said: Many communities are served by a local United Way chapter. Local chapters create and maintain community resource directories, with information about health and human services that are available in the community, including low-cost and free services. If you call them, they should be able to send you a print directory or refer you to a local web directory. You may also want to contact private insurers and inquire about catastrophic-only coverage, which is more affordable and may help avoid the bankruptcy issue. If you've had insurance coverage recently through a former employer, you may be eligible for COBRA - which is likely to be expensive but at least offers continuous coverage and will help avoid pre-existing conditions exclusions. Finally, for anyone with children, all states offer child health insurance coverage for kids (ages 0-18). This program serves families who don' t qualify for Medicaid because their income exceeds eligibility requirements, but who cannot afford private insurance. Your local health department, community health center, department of social services, etc. should be able to provide more information about enrollment (it's often called SCHIP - State Children's Health Insurance Plan). Sandy ----- Original Message ----- From: Susan Hayden Date: Friday, October 20, 2006 11:41 am Subject: [WomenLiteracy 605] Re: Health Insurance To: The Women and Literacy Discussion List > Before you think of try the credit card idea, be sure to check > on the news laws for bankruptcy. The laws changed in early > 2006, and it is not as easy to file a Chapter 7 which allows > your bills to "go away". > Local health care clinics will be your best bet for a mammogram, > call your state's department of health for locations and various > programs. Hospitals on the payment plan will take care of x- > rays and other emergencies, just be prepared for a long wait. > Good luck. The sad reality is the American health care system > is failing miserably for all of us. > Susan Hayden > Adult Services Library Consultant > West Virginia Library Commission > 1900 Kanawha BLVD, East > Charleston, WV 25305 > haydens at wvlc.lib.wv.us > 304-558-3978, ext. 2014 > FAX: 304-558-1612 > ----- Original Message ----- > From: Bertha Mo > To: The Women and Literacy Discussion List > Sent: Thursday, October 19, 2006 11:59 PM > Subject: [WomenLiteracy 601] Re: Health Insurance > > > I used to live in San Francisco and an organization called > Public Media that was housed at Fort Mason permitted people such > as yourself to sign onto their Kaiser Plan. In many areas, I > was just working in Upstate NY, local groups organized a free > mamography program for low income folks. I think you need a > mamogram every other year if you don't have symptoms or family > history. > If you have an accident the local emergency room will see you > and give you an x-ray and have you pay as you can. > > Bertie Mo > > "Muro, Andres" wrote: > Usually the county hospital or community health clinics will > provide these services. If you get injured, you are entitled to > go to an emergency room, get seen and then pay in installment. > If there is a county hospital, they will probably work with you > on reasonable payments, etc. > > For mammograms you can probably go to a local health clinic > for the indigent. Find the poor neighborhood in your community > and ask where the health clinic is. Sign up and you'll get seen. > They probably provide breast exams, pap smears, glucose tests, > CV screenings, etc. You may have to pay a fee. > > If you have an expensive disease, get a bunch or credit > cards. American express usually gives you a no limit account. > Spent them to the limit and declare bankruptcy. > > As far as free or inexpensive health insurance, there is no > such thing anymore, even for people in full time employment. > There are huge deductibles, for everything except primary care. > > Andres > > > ----------------------------------------------------------------- > ----------- > > From: womenliteracy-bounces at nifl.gov [mailto: womenliteracy- > bounces at nifl.gov] On Behalf Of Lynne Feinberg > Sent: Thursday, October 19, 2006 1:01 PM > To: womenliteracy at nifl.gov > Subject: [WomenLiteracy 597] Health Insurance > > I have asked at the schools, I have contacted the union > (MCCC), I have contacted TESOL. I have Googled everything I can > think of Googling. I can't bring myself to believe that there > is nothing available, and I know I am not alone in this > situation. Does anyone have any ideas for a single, > hardworking, low-paid but otherwise not unhappy adjunct > community college ESL instructor seeking health insurance? > Something I can afford that will allow me to get a yearly > mammogram, and an x-ray in case I fall off my bicycle. Here's > hoping, and in the meantime feeling much too vulnerable. > > Thank you, > Lynne Feinberg > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please > go to http://www.nifl.gov/mailman/listinfo/womenliteracy > > > > > ----------------------------------------------------------------- > ------------- > > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go > to http://www.nifl.gov/mailman/listinfo/womenliteracy ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20061023/2ea12975/attachment.html From Sandyajackson at cs.com Mon Oct 23 12:08:41 2006 From: Sandyajackson at cs.com (Sandyajackson at cs.com) Date: Mon, 23 Oct 2006 12:08:41 -0400 Subject: [WomenLiteracy 618] Re: Update on Women and Literacy list Message-ID: <012A58D8.1F37C119.212D2F6D@cs.com> I agree Audrey.. And I wonder why 'Women literacy' with 'Poverty, Race' why not 'health literacy' and Poverty, Race? I also know that Dr Greenberg will do an excellent job in monitoring Sandra Jackson Audrey Ambrosino wrote: >I, too, agree that the merging of the list is not in the best interest of the list users or those they serve. ?Clearly, there is some overlap, but I believe that each population has distinct needs and issues. ?Merging the lists does seem to indicate that marginalized people should be thought of a unitary group. ?Reminds me of the early days of the multicultural movement, where multicultural was often the catch-all phrase for those other than the dominant group. ?Also, I fear that the amount of information being delivered through this new pipeline will be unwieldy and overwhelming to both list managers and consumers. > > ?I also wonder about the motivation for the merger and wonder if list users were consulted and polled beforehand. ?While I understand that some lists are more active than others, I would argue that as long as a list is serving the needs of its subscribers and is being used on a regular basis, as are both of the lists in question, then it is valuable. > > ?Lastly, I wonder if there is potential to reverse this decision and what collective action would be needed to pursue a reversal. > > ?Audrey Ambrosino > ?Graduate Student, Educational Psychology Doctoral Program > ?Georgia State University > > > >Barbara Petersohn wrote: > ?I am dissapointed that there is not support for individual lists for >these topics because often professionals are trying to focus their >current events awareness through discussion lists like these and want to >target specific topics. Consolidation of lists creates a flood of >off-topic posts in one's mail box to have to review and delete. > >Not that we couldn't learn more from monitoring a variety of lists, >it's just that when scanning several lists, as part of your job or >professional interests, one also also has to spend time to reviewing and >deleting so many additional postings that are not relevant. > >Oh well... >Barbara Petersohn > >>>> "Laurie Sheridan" 10/23/2006 9:13 AM >>>> >I'm in agreement with Ujwala (and others who have expressed >disappointment) about this. Just seeing the title, "Poverty, Race, >Women and LIteracy" makes it sound a little unfortunate to me, kind of >a >catch-all--women's issues aren't ONLY about poverty and race, and >poverty and race aren't ONLY about women. Well, I'll say it--it >sounds a little like the list for all the "marginalized" folks, >lumping >them all together. I think I, and most of us, use somewhat different >voices and perspectives in talking about women (and as women), and in >talking about poverty and race, even though the overlap is >considerable. >Do we know who uses each list-serv, and was the decision to merge >them based on overlap there? I am trying to be optimistic that this >will involve a wider group of e-mailers than either list alone, but >something is also going to be lost in the translation. > >I do have great faith that you, Daphne, will be able to keep at least >much of the focus on women, though. And also on poverty and race! It >just covers an awful lot, and I hope this listserv continues to be >meaningful on both fronts. > >Laurie Sheridan > >>>> lalumineuse at yahoo.com 10/23/2006 8:48 AM >>> >I am saddened to see the Women and Literacy list >closed. A bit shortsighted to that, and whilst I am >aware that it's women who are the victims of poverty, >merging the two lists will only confuse the issues >further. Is there a way to host the Women and Literacy >List elsewhere? >Ujwala > >--- Janet Isserlis wrote: > >> this is the response I'd sent to the content >> standards and English language >> lists; >> apologies for the cross posting for some >> >> Aside from the reasons given here, are there other >> substantive reasons for >> eliminating these two lists? While their content >> *may* overlap, at times, >> there are also distinct purposes to each, and useful >> information particular >> to each exchanged, and - at times - cross posted to >> various other lists. >> >> I'm very sorry to see these two lists being >> eliminated. >> >> Janet Isserlis >> >> >> >> From: Bertha Mo >> Reply-To: The Women and Literacy Discussion List >> >> Date: Wed, 18 Oct 2006 20:10:36 -0700 (PDT) >> To: The Women and Literacy Discussion List >> >> Subject: [WomenLiteracy 594] Re: Update on Women and >> Literacy list >> >> I'm a bit concerned because I think that different >> folks subscribe to a list >> that is women focused. I'm pretty shy about >> responding to most lists. And >> I've been very encouraged by the gentle support I've >> received from you and >> others on the list. >> >> Best, >> >> Bertie >> >> Daphne Greenberg wrote: >> > I am wondering how people on this list feel about >> the merging of the >> > Women and Literacy List with the Poverty, Race, >> and Literacy list? Any >> > reactions? Happiness? Disappointment? Concern? >> Excitement? >> > Daphne >> > >> >>>> >>> "Nguyen, My Linh" 10/18/06 11:37 AM >>> >> > Dear Discussion List subscribers, >> > >> > As the National Institute for Literacy enters a >> new fiscal year, >> > we >> > have taken steps to streamline the way we deliver >> professional >> > development >> > to our discussion list members. A major change >> that will directly affect >> > you >> > is the merging of the Poverty, Race and Literacy >> List with the Women and >> > Literacy List starting November 6, 2006. >> > >> > We will continue to provide access to discussion >> archives on our >> > website. >> > >> > We have chosen to combine the two lists because >> we recognize >> > that >> > many of the issues that impact one group also >> affect the other group, >> > and >> > believe that many of the topics discussed on one >> list can >> > benefit >> > the other list. For that reason, we decided to >> combine the lists to >> > enhance >> > list members access to the latest ideas and >> information >> > available. >> > Race and gender issues often intersect, and it is >> most both practical >> > and >> > appropriate to have them intersect on one >> combined list. >> > >> > We know that many members of our two lists, >> especially members >> > of >> > our Women's list, view the lists as safe havens >> where issues can be >> > raised >> > and discussed. We want you to know that we will >> continue to >> > respect >> > your input and will maintain the same high level >> of sensitivity and >> > respect >> > we have always shown our list members. In >> combining the two >> > lists, >> > Daphne Greenberg will serve as the moderator for >> the new combined list. >> > Her >> > experience with women's literacy has enabled her >> to moderate the women's >> > list with the right balance of sensitivity and >> insight that is necessary >> > for >> > such a list. And we know that in assuming the >> responsibility of the new >> > list, she will bring the same balance to the >> Poverty, Race, Women, and >> > Literacy list. >> > >> > The Institute will be inviting current >> subscribers for both the >> > Poverty, Race Literacy List and the Women and >> Literacy List to the new >> > combined >> > Poverty, Race, Women and Literacy List. Once you >> receive the >> > invitation, you will need to confirm your >> subscription to the Poverty, >> > Race, Women and Literacy List. >> > >> > We encourage you to be an active participant in >> the new list by >> > sharing your unique perspectives to help make the >> Poverty, Race, Women >> > and >> > Literacy List a dynamic resource for information >> and >> > professional >> > development. >> > >> > My Linh Nguyen >> > Associate Director of Communications >> > National Institute for Literacy >> > (202) 233-2041 >> > fax (202) 233-2050 >> > mnguyen at nifl.gov >> > >> > >> ---------------------------------------------------- >> > National Institute for Literacy >> > Women and Literacy mailing list >> > WomenLiteracy at nifl.gov >> > To unsubscribe or change your subscription >> settings, please go to >> > http://www.nifl.gov/mailman/listinfo/womenliteracy >> > >> > >> ---------------------------------------------------- >> > National Institute for Literacy >> > Women and Literacy mailing list >> > WomenLiteracy at nifl.gov >> > To unsubscribe or change your subscription >> settings, please go to >> > http://www.nifl.gov/mailman/listinfo/womenliteracy >> > >> >> >> ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, >> please go to >> http://www.nifl.gov/mailman/listinfo/womenliteracy >> >> > >---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, >> please go to >http://www.nifl.gov/mailman/listinfo/womenliteracy > > >__________________________________________________ >Do You Yahoo!? >Tired of spam? Yahoo! Mail has the best spam protection around >http://mail.yahoo.com >---------------------------------------------------- >National Institute for Literacy >Women and Literacy mailing list >WomenLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/womenliteracy >---------------------------------------------------- >National Institute for Literacy >Women and Literacy mailing list >WomenLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/womenliteracy >---------------------------------------------------- >National Institute for Literacy >Women and Literacy mailing list >WomenLiteracy at nifl.gov >To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy > From djgbrian at utk.edu Mon Oct 23 11:48:11 2006 From: djgbrian at utk.edu (Brian, Dr Donna J G) Date: Mon, 23 Oct 2006 11:48:11 -0400 Subject: [WomenLiteracy 619] Re: Update on Women and Literacy list In-Reply-To: <453C9304020000B100001455@mailsrv4.gsu.edu> Message-ID: As a member of Daphne's list and as the current moderator of the Poverty, Race, and Literacy list, I have been following this discussion with much interest. I posed a similar query to my list to see their response, and they have not as yet expressed much concern about consolidating the lists. I also did the math and figured out that 41 % of my list are already current members of the Women and Literacy List, so maybe that is why Poverty/Race list members are not expressing many concerns. My own impression is that, with Daphne continuing as the moderator, we will still have her gentle ways of encouraging sharing and discussion, and I think she will be quite capable of extending her methods to the enlarged focus of the combined lists while still specifically encouraging discussion of issues which are primarily women's issues. I might be wrong, but I don't anticipate as much difference between the current Women and Literacy list and the new combined list as some of you seem to think might occur. I do think the current members of the Poverty, Race, and Literacy List will be sensitive and non-intimidating. And I think they will enjoy having Daphne as a moderator. Donna Brian -----Original Message----- From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Barbara Petersohn Sent: Monday, October 23, 2006 10:02 AM To: womenliteracy at nifl.gov Subject: [WomenLiteracy 614] Re: Update on Women and Literacy list I am dissapointed that there is not support for individual lists for these topics because often professionals are trying to focus their current events awareness through discussion lists like these and want to target specific topics. Consolidation of lists creates a flood of off-topic posts in one's mail box to have to review and delete. Not that we couldn't learn more from monitoring a variety of lists, it's just that when scanning several lists, as part of your job or professional interests, one also also has to spend time to reviewing and deleting so many additional postings that are not relevant. Oh well... Barbara Petersohn >>> "Laurie Sheridan" 10/23/2006 9:13 AM >>> I'm in agreement with Ujwala (and others who have expressed disappointment) about this. Just seeing the title, "Poverty, Race, Women and LIteracy" makes it sound a little unfortunate to me, kind of a catch-all--women's issues aren't ONLY about poverty and race, and poverty and race aren't ONLY about women. Well, I'll say it--it sounds a little like the list for all the "marginalized" folks, lumping them all together. I think I, and most of us, use somewhat different voices and perspectives in talking about women (and as women), and in talking about poverty and race, even though the overlap is considerable. Do we know who uses each list-serv, and was the decision to merge them based on overlap there? I am trying to be optimistic that this will involve a wider group of e-mailers than either list alone, but something is also going to be lost in the translation. I do have great faith that you, Daphne, will be able to keep at least much of the focus on women, though. And also on poverty and race! It just covers an awful lot, and I hope this listserv continues to be meaningful on both fronts. Laurie Sheridan >>> lalumineuse at yahoo.com 10/23/2006 8:48 AM >>> I am saddened to see the Women and Literacy list closed. A bit shortsighted to that, and whilst I am aware that it's women who are the victims of poverty, merging the two lists will only confuse the issues further. Is there a way to host the Women and Literacy List elsewhere? Ujwala --- Janet Isserlis wrote: > this is the response I'd sent to the content standards and English > language lists; apologies for the cross posting for some > > Aside from the reasons given here, are there other substantive reasons > for eliminating these two lists? While their content > *may* overlap, at times, > there are also distinct purposes to each, and useful information > particular to each exchanged, and - at times - cross posted to various > other lists. > > I'm very sorry to see these two lists being eliminated. > > Janet Isserlis > > > > From: Bertha Mo > Reply-To: The Women and Literacy Discussion List > > Date: Wed, 18 Oct 2006 20:10:36 -0700 (PDT) > To: The Women and Literacy Discussion List > Subject: [WomenLiteracy 594] Re: Update on Women and Literacy list > > I'm a bit concerned because I think that different folks subscribe to > a list that is women focused. I'm pretty shy about responding to > most lists. And I've been very encouraged by the gentle support I've > received from you and others on the list. > > Best, > > Bertie > > Daphne Greenberg wrote: > > I am wondering how people on this list feel about > the merging of the > > Women and Literacy List with the Poverty, Race, > and Literacy list? Any > > reactions? Happiness? Disappointment? Concern? > Excitement? > > Daphne > > > >>>> >>> "Nguyen, My Linh" 10/18/06 11:37 AM >>> > > Dear Discussion List subscribers, > > > > As the National Institute for Literacy enters a > new fiscal year, > > we > > have taken steps to streamline the way we deliver > professional > > development > > to our discussion list members. A major change > that will directly affect > > you > > is the merging of the Poverty, Race and Literacy > List with the Women and > > Literacy List starting November 6, 2006. > > > > We will continue to provide access to discussion > archives on our > > website. > > > > We have chosen to combine the two lists because > we recognize > > that > > many of the issues that impact one group also > affect the other group, > > and > > believe that many of the topics discussed on one > list can > > benefit > > the other list. For that reason, we decided to > combine the lists to > > enhance > > list members access to the latest ideas and > information > > available. > > Race and gender issues often intersect, and it is > most both practical > > and > > appropriate to have them intersect on one > combined list. > > > > We know that many members of our two lists, > especially members > > of > > our Women's list, view the lists as safe havens > where issues can be > > raised > > and discussed. We want you to know that we will > continue to > > respect > > your input and will maintain the same high level > of sensitivity and > > respect > > we have always shown our list members. In > combining the two > > lists, > > Daphne Greenberg will serve as the moderator for > the new combined list. > > Her > > experience with women's literacy has enabled her > to moderate the women's > > list with the right balance of sensitivity and > insight that is necessary > > for > > such a list. And we know that in assuming the > responsibility of the new > > list, she will bring the same balance to the > Poverty, Race, Women, and > > Literacy list. > > > > The Institute will be inviting current > subscribers for both the > > Poverty, Race Literacy List and the Women and > Literacy List to the new > > combined > > Poverty, Race, Women and Literacy List. Once you > receive the > > invitation, you will need to confirm your > subscription to the Poverty, > > Race, Women and Literacy List. > > > > We encourage you to be an active participant in > the new list by > > sharing your unique perspectives to help make the > Poverty, Race, Women > > and > > Literacy List a dynamic resource for information > and > > professional > > development. > > > > My Linh Nguyen > > Associate Director of Communications National Institute for Literacy > > (202) 233-2041 > > fax (202) 233-2050 > > mnguyen at nifl.gov > > > > > ---------------------------------------------------- > > National Institute for Literacy > > Women and Literacy mailing list > > WomenLiteracy at nifl.gov > > To unsubscribe or change your subscription > settings, please go to > > http://www.nifl.gov/mailman/listinfo/womenliteracy > > > > > ---------------------------------------------------- > > National Institute for Literacy > > Women and Literacy mailing list > > WomenLiteracy at nifl.gov > > To unsubscribe or change your subscription > settings, please go to > > http://www.nifl.gov/mailman/listinfo/womenliteracy > > > > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy __________________________________________________ Do You Yahoo!? Tired of spam? Yahoo! Mail has the best spam protection around http://mail.yahoo.com ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy From sjrhodes at tampabay.rr.com Mon Oct 23 17:34:42 2006 From: sjrhodes at tampabay.rr.com (sjrhodes at tampabay.rr.com) Date: Mon, 23 Oct 2006 17:34:42 -0400 Subject: [WomenLiteracy 620] Re: Update on Women and Literacy list In-Reply-To: <012A58D8.1F37C119.212D2F6D@cs.com> References: <012A58D8.1F37C119.212D2F6D@cs.com> Message-ID: It is time, in my opinion, to include lesbian women as a group of women, not necessarily based on race. I don't believe this would dilute the issues, but rather, be an inclusive discussion. What do you think? Shirley ----- Original Message ----- From: Sandyajackson at cs.com Date: Monday, October 23, 2006 1:17 pm Subject: [WomenLiteracy 618] Re: Update on Women and Literacy list To: womenliteracy at nifl.gov (The Women and Literacy Discussion List) > I agree Audrey.. > And I wonder why 'Women literacy' with 'Poverty, Race' why not > 'health literacy' and Poverty, Race? > I also know that Dr Greenberg will do an excellent job in > monitoring > Sandra Jackson > > Audrey Ambrosino wrote: > > >I, too, agree that the merging of the list is not in the best > interest of the list users or those they serve. Clearly, there is > some overlap, but I believe that each population has distinct > needs and issues. Merging the lists does seem to indicate that > marginalized people should be thought of a unitary group. Reminds > me of the early days of the multicultural movement, where > multicultural was often the catch-all phrase for those other than > the dominant group. Also, I fear that the amount of information > being delivered through this new pipeline will be unwieldy and > overwhelming to both list managers and consumers. > > > > I also wonder about the motivation for the merger and wonder if > list users were consulted and polled beforehand. While I > understand that some lists are more active than others, I would > argue that as long as a list is serving the needs of its > subscribers and is being used on a regular basis, as are both of > the lists in question, then it is valuable. > > > > Lastly, I wonder if there is potential to reverse this decision > and what collective action would be needed to pursue a reversal. > > > > Audrey Ambrosino > > Graduate Student, Educational Psychology Doctoral Program > > Georgia State University > > > > > > > >Barbara Petersohn wrote: > > I am dissapointed that there is not support for individual > lists for > >these topics because often professionals are trying to focus their > >current events awareness through discussion lists like these and > want to > >target specific topics. Consolidation of lists creates a flood of > >off-topic posts in one's mail box to have to review and delete. > > > >Not that we couldn't learn more from monitoring a variety of lists, > >it's just that when scanning several lists, as part of your job or > >professional interests, one also also has to spend time to > reviewing and > >deleting so many additional postings that are not relevant. > > > >Oh well... > >Barbara Petersohn > > > >>>> "Laurie Sheridan" 10/23/2006 9:13 AM > >>>> > >I'm in agreement with Ujwala (and others who have expressed > >disappointment) about this. Just seeing the title, "Poverty, Race, > >Women and LIteracy" makes it sound a little unfortunate to me, > kind of > >a > >catch-all--women's issues aren't ONLY about poverty and race, and > >poverty and race aren't ONLY about women. Well, I'll say it--it > >sounds a little like the list for all the "marginalized" folks, > >lumping > >them all together. I think I, and most of us, use somewhat different > >voices and perspectives in talking about women (and as women), > and in > >talking about poverty and race, even though the overlap is > >considerable. > >Do we know who uses each list-serv, and was the decision to merge > >them based on overlap there? I am trying to be optimistic that this > >will involve a wider group of e-mailers than either list alone, but > >something is also going to be lost in the translation. > > > >I do have great faith that you, Daphne, will be able to keep at least > >much of the focus on women, though. And also on poverty and race! It > >just covers an awful lot, and I hope this listserv continues to be > >meaningful on both fronts. > > > >Laurie Sheridan > > > >>>> lalumineuse at yahoo.com 10/23/2006 8:48 AM >>> > >I am saddened to see the Women and Literacy list > >closed. A bit shortsighted to that, and whilst I am > >aware that it's women who are the victims of poverty, > >merging the two lists will only confuse the issues > >further. Is there a way to host the Women and Literacy > >List elsewhere? > >Ujwala > > > >--- Janet Isserlis wrote: > > > >> this is the response I'd sent to the content > >> standards and English language > >> lists; > >> apologies for the cross posting for some > >> > >> Aside from the reasons given here, are there other > >> substantive reasons for > >> eliminating these two lists? While their content > >> *may* overlap, at times, > >> there are also distinct purposes to each, and useful > >> information particular > >> to each exchanged, and - at times - cross posted to > >> various other lists. > >> > >> I'm very sorry to see these two lists being > >> eliminated. > >> > >> Janet Isserlis > >> > >> > >> > >> From: Bertha Mo > >> Reply-To: The Women and Literacy Discussion List > >> > >> Date: Wed, 18 Oct 2006 20:10:36 -0700 (PDT) > >> To: The Women and Literacy Discussion List > >> > >> Subject: [WomenLiteracy 594] Re: Update on Women and > >> Literacy list > >> > >> I'm a bit concerned because I think that different > >> folks subscribe to a list > >> that is women focused. I'm pretty shy about > >> responding to most lists. And > >> I've been very encouraged by the gentle support I've > >> received from you and > >> others on the list. > >> > >> Best, > >> > >> Bertie > >> > >> Daphne Greenberg wrote: > >> > I am wondering how people on this list feel about > >> the merging of the > >> > Women and Literacy List with the Poverty, Race, > >> and Literacy list? Any > >> > reactions? Happiness? Disappointment? Concern? > >> Excitement? > >> > Daphne > >> > > >> >>>> >>> "Nguyen, My Linh" 10/18/06 11:37 AM >>> > >> > Dear Discussion List subscribers, > >> > > >> > As the National Institute for Literacy enters a > >> new fiscal year, > >> > we > >> > have taken steps to streamline the way we deliver > >> professional > >> > development > >> > to our discussion list members. A major change > >> that will directly affect > >> > you > >> > is the merging of the Poverty, Race and Literacy > >> List with the Women and > >> > Literacy List starting November 6, 2006. > >> > > >> > We will continue to provide access to discussion > >> archives on our > >> > website. > >> > > >> > We have chosen to combine the two lists because > >> we recognize > >> > that > >> > many of the issues that impact one group also > >> affect the other group, > >> > and > >> > believe that many of the topics discussed on one > >> list can > >> > benefit > >> > the other list. For that reason, we decided to > >> combine the lists to > >> > enhance > >> > list members access to the latest ideas and > >> information > >> > available. > >> > Race and gender issues often intersect, and it is > >> most both practical > >> > and > >> > appropriate to have them intersect on one > >> combined list. > >> > > >> > We know that many members of our two lists, > >> especially members > >> > of > >> > our Women's list, view the lists as safe havens > >> where issues can be > >> > raised > >> > and discussed. We want you to know that we will > >> continue to > >> > respect > >> > your input and will maintain the same high level > >> of sensitivity and > >> > respect > >> > we have always shown our list members. In > >> combining the two > >> > lists, > >> > Daphne Greenberg will serve as the moderator for > >> the new combined list. > >> > Her > >> > experience with women's literacy has enabled her > >> to moderate the women's > >> > list with the right balance of sensitivity and > >> insight that is necessary > >> > for > >> > such a list. And we know that in assuming the > >> responsibility of the new > >> > list, she will bring the same balance to the > >> Poverty, Race, Women, and > >> > Literacy list. > >> > > >> > The Institute will be inviting current > >> subscribers for both the > >> > Poverty, Race Literacy List and the Women and > >> Literacy List to the new > >> > combined > >> > Poverty, Race, Women and Literacy List. Once you > >> receive the > >> > invitation, you will need to confirm your > >> subscription to the Poverty, > >> > Race, Women and Literacy List. > >> > > >> > We encourage you to be an active participant in > >> the new list by > >> > sharing your unique perspectives to help make the > >> Poverty, Race, Women > >> > and > >> > Literacy List a dynamic resource for information > >> and > >> > professional > >> > development. > >> > > >> > My Linh Nguyen > >> > Associate Director of Communications > >> > National Institute for Literacy > >> > (202) 233-2041 > >> > fax (202) 233-2050 > >> > mnguyen at nifl.gov > >> > > >> > > >> ---------------------------------------------------- > >> > National Institute for Literacy > >> > Women and Literacy mailing list > >> > WomenLiteracy at nifl.gov > >> > To unsubscribe or change your subscription > >> settings, please go to > >> > http://www.nifl.gov/mailman/listinfo/womenliteracy > >> > > >> > > >> ---------------------------------------------------- > >> > National Institute for Literacy > >> > Women and Literacy mailing list > >> > WomenLiteracy at nifl.gov > >> > To unsubscribe or change your subscription > >> settings, please go to > >> > http://www.nifl.gov/mailman/listinfo/womenliteracy > >> > > >> > >> > >> ---------------------------------------------------- > >> National Institute for Literacy > >> Women and Literacy mailing list > >> WomenLiteracy at nifl.gov > >> To unsubscribe or change your subscription settings, > >> please go to > >> http://www.nifl.gov/mailman/listinfo/womenliteracy > >> > >> > > >---------------------------------------------------- > >> National Institute for Literacy > >> Women and Literacy mailing list > >> WomenLiteracy at nifl.gov > >> To unsubscribe or change your subscription settings, > >> please go to > >http://www.nifl.gov/mailman/listinfo/womenliteracy > > > > > >__________________________________________________ > >Do You Yahoo!? > >Tired of spam? Yahoo! Mail has the best spam protection around > >http://mail.yahoo.com > >---------------------------------------------------- > >National Institute for Literacy > >Women and Literacy mailing list > >WomenLiteracy at nifl.gov > >To unsubscribe or change your subscription settings, please go to > >http://www.nifl.gov/mailman/listinfo/womenliteracy > >---------------------------------------------------- > >National Institute for Literacy > >Women and Literacy mailing list > >WomenLiteracy at nifl.gov > >To unsubscribe or change your subscription settings, please go to > >http://www.nifl.gov/mailman/listinfo/womenliteracy > >---------------------------------------------------- > >National Institute for Literacy > >Women and Literacy mailing list > >WomenLiteracy at nifl.gov > >To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy> > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20061023/28324a1b/attachment.html From bertiemo at yahoo.com Mon Oct 23 22:36:55 2006 From: bertiemo at yahoo.com (Bertha Mo) Date: Mon, 23 Oct 2006 19:36:55 -0700 (PDT) Subject: [WomenLiteracy 621] Re: Update on Women and Literacy list In-Reply-To: <4DB8BB33-62A3-11DB-8A1E-000393ABE4D2@litwomen.org> Message-ID: <20061024023655.53408.qmail@web30011.mail.mud.yahoo.com> Tks. Mev for letting me know about the 2006 list of the "hot" and "cold" topics in reading/literacy circles. Funny that that I could care less about what they think is "hot", while all the so called "cold" topics are very exciting to me. Is it because I'm not a "literacy" professional, but a health social scientist who is concerned about students of color and marginalized women who haven't had the "normal" trajectory to higher education? In my own work in international development, I've actually found men who didn't think that gender should be on the table for discussion because as men, they felt they couldn't do/discuss gender. And they might lose their positions if that was the case. Bertie Mo mev at litwomen.org, UNEXPECTED_DATA_AFTER_ADDRESS at .SYNTAX-ERROR. wrote: Thanks Laurie (and Ujwala - and all others) I, too, am not happy about this development...and agree with all the observations previously mentioned. Thanks for noting the "maginalization" factor Laurie -- I have been thinking it but was afraid my wording would be too harsh. I've been back and forth in my own perspectives about this. 1) it's a done deal so complaining is like, well, you know - and with most things nifl-listserv connected - decisions are made by $$ or perception or policy without polling the users....so, really it's not about us or what the field would find useful! 2) Let's make the best of the situation and really challenge ourselves to discuss issues of gender, race, class/poverty with deeper analysis, and struggle to identify the ways institutionalized oppressions are intersected while gaining clarity on how sexism, racism, classism each operate independently and together. 3) Let's make this a truly vibrant combined list and make our discussion bear on the other listservs -- workplace, assessment, and all the other lists -- for indeed, it seems that standardized assessment decisions (for example) are not neutral and - dare I say - sometimes exacerbate the "-isms" existent in the ALE system! let us not be silenced! As for taking the women & literacy list somewhere else...I have long thought that independently of NIFL or the ALE Wiki that WE LEARN would (should?) be the "logical" place for such community discussion on women & literacy. We are willing -- we just don't have the capacity at this time -- so if anyone is interested and has the energy in talking with WE LEARN about how to make it happen, please contact me off-list (welearn at litwomen.org) and as a related item -- I have intended to bring this tidbit to the list awareness for some time...and it now really fits with our discussion about the "defunded combining of the lists." In December 2005, Reading Today, a journal of the International Reading Association, lists the hot topics for 2006. Among those topics are functional literacy items like, comprehension, direct/explicit instruction, informational texts, phonics, and word meaning/vocabulary, along with a few policy-connected issues, namely, early intervention, English as a second language/English-language learners, high-stakes assessment, political/policy influences on literacy, and scientific evidence-based reading research and instruction. The "cold" topics include: critical literacy/reading, family literacy, gender issues in literacy, literature-based instruction, motivation, multicultural literature, and writing. This bit of information becomes significant for WE LEARN because those so-called "cold" topics form the core focus for the projects of WE LEARN, a participatory-based nonprofit membership organization and educational movement based in critical pedagogy and popular education practices. (more detailed info can be found at: What?s hot, what?s not for 2006. (December 2005). Reading Today, 23(3), 1. by Jack Cassidy and Drew Cassidy http://www.reading.org/publications/reading_today/samples/RTY-0512- hotnot.html - Nothot chart - http://www.reading.org/downloads/publications/whatshot06.pdf Though, critical literacy, family literacy, multicultural literature, and writing were indicated as "should be hot," gender issues in literacy were designated as "should not be hot.") Mev Miller WE LEARN www.litwomen.org/welearn.html On Monday, October 23, 2006, at 09:13 AM, Laurie Sheridan wrote: > I'm in agreement with Ujwala (and others who have expressed > disappointment) about this. Just seeing the title, "Poverty, Race, > Women and LIteracy" makes it sound a little unfortunate to me, kind of > a > catch-all--women's issues aren't ONLY about poverty and race, and > poverty and race aren't ONLY about women. Well, I'll say it--it > sounds a little like the list for all the "marginalized" folks, lumping > them all together. I think I, and most of us, use somewhat different > voices and perspectives in talking about women (and as women), and in > talking about poverty and race, even though the overlap is > considerable. > Do we know who uses each list-serv, and was the decision to merge > them based on overlap there? I am trying to be optimistic that this > will involve a wider group of e-mailers than either list alone, but > something is also going to be lost in the translation. > > I do have great faith that you, Daphne, will be able to keep at least > much of the focus on women, though. And also on poverty and race! It > just covers an awful lot, and I hope this listserv continues to be > meaningful on both fronts. > > Laurie Sheridan ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20061023/8893d102/attachment.html From j-p-sinclair at worldnet.att.net Tue Oct 24 11:37:03 2006 From: j-p-sinclair at worldnet.att.net (Judith Sinclair) Date: Tue, 24 Oct 2006 10:37:03 -0500 Subject: [WomenLiteracy 622] Re: Update on Women and Literacy list References: <20061024023655.53408.qmail@web30011.mail.mud.yahoo.com> Message-ID: <009101c6f782$61f4f350$87144d0c@Dell> Hello, All: I have been reading with great interest everyone's ideas about the merging of lists and concepts. To me, the fusion of poverty, race, women, and literacy (or PRWL) into a widely recognized amalgam brings no surprise. It simply reinforces an old set of widely-held negative stereotypes that limit positive thinking. I must admit, however, that the linking of these for concepts jars me each time I see the tag, for it begins with "poverty," a term clearly meant to indicate an undesirable condition, and then adds three concepts, "race," "women," and "literacy," that are issues to be addressed and that have been at the forefront of social reform for the last two hundred years. Now, as professionals we are all too aware, as many have noted, that women, minorities, the poor, and the illiterate have been marginalized; that women and minorities historically have earned less than men, the "old" working majority; that there still exists great disparity between what women of any ethnicity can do and earn, even in today's marketplace; and that literacy, the acquisition of language and skills required to negotiate successfully our society has never been the property of the underserved. Yet, there is something almost prophetic about what has most recently occurred here, as if by witnessing the merging of these two lists we are also witnessing some giant hand, silently pushing back years of tedious, incremental gains on all four fronts. However, as has been noted by some of our colleagues, perhaps the best approach to this might be to ignore the hype and use PRWL to our own advantage. Although this is not our concept, and certainly from what I read not our choice, we can keep the image of the "Four Horsemen of the Apocalypse" as they might be interpreted, although the traditional four named Pestilence, War, Famine, and Death, were actually concepts universally held to be undesirable in any circumstance and not some slippery attempt to slide the bulk of our burgeoning population's rights out the window once again. What concerns me most about all this now is what I see in my private practice as a life and career management consultant. Because I am a cognitive psychologist with a strong social and behavioral sciences background, I approach my work in a multi-dimensional wa, integrating several factors into my working model. My clients so far have been almost all women and minorities, and without exception their level of literacy has played into their ability to live a happy and successful life. (For more on this please email or see my website www.sinclairsystem.com.) Sometimes their limitations are the result of social and cultural illiteracy, as well as a lack of education. Sometimes their problems stem from some set of transitions they must endure to reach their goals. But I do see clearly traces of this old stereotype in everything they present, for they have in their own minds this idea, this fusion, from years of social exposure, all of which serves to underscore their own sense of marginalization. And it does make me see that this now reinforced concept, PRWL, has a greater hold on our society than I had seen before. Please do let me hear from anyone interested in what I am doing, and thanks so much for this list. Dr. Judith Peyton Sinclair Cognitive Psychologist & Educator Life & Career Management Consultant www.sinclairsystem.com -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20061024/69ea186f/attachment.html From alameenk at newpaltz.edu Tue Oct 24 11:16:33 2006 From: alameenk at newpaltz.edu (kay alameen) Date: Tue, 24 Oct 2006 11:16:33 -0400 Subject: [WomenLiteracy 623] Re: WomenLiteracy Digest, Vol 13, Issue 17 In-Reply-To: References: Message-ID: Hello All, in regards to the health care issue. I know of a program called Family Health Plus. I am really not sure if it is just a New York State Program or a country program, but it provides free or low cost insurance to families. I know that just about everyone is eligible, but you pay according to income. Hope this could be some help to someone. Kay Alameen Graduate Student, Buffalo State College On Mon, 23 Oct 2006 19:15:08 -0400 womenliteracy-request at nifl.gov wrote: > Send WomenLiteracy mailing list submissions to > womenliteracy at nifl.gov > > To subscribe or unsubscribe via the World Wide Web, visit > http://www.nifl.gov/mailman/listinfo/womenliteracy > or, via email, send a message with subject or body 'help' to > womenliteracy-request at nifl.gov > > You can reach the person managing the list at > womenliteracy-owner at nifl.gov > > When replying, please edit your Subject line so it is more specific > than "Re: Contents of WomenLiteracy digest..." > > > Today's Topics: > > 1. [WomenLiteracy 617] Re: Health Insurance (Dora Johnson) > 2. [WomenLiteracy 618] Re: Update on Women and Literacy list > (Sandyajackson at cs.com) > 3. [WomenLiteracy 619] Re: Update on Women and Literacy list > (Brian, Dr Donna J G) > 4. [WomenLiteracy 620] Re: Update on Women and Literacy list > (sjrhodes at tampabay.rr.com) > > > ---------------------------------------------------------------------- > > Message: 1 > Date: Mon, 23 Oct 2006 12:23:51 -0400 >From: "Dora Johnson" > Subject: [WomenLiteracy 617] Re: Health Insurance > To: "The Women and Literacy Discussion List" > Message-ID: <7E0B624DDF68104F92C38648A4D93D8F01D96D4D at MAIL.cal.local> > Content-Type: text/plain; charset="us-ascii" > > The Washington Post carried a column yesterday, October 21, 2006 by > Michelle Singletary who usually has very good advice on personal > finances. She lists several sources that might be consulted in looking > around for health insurance, including buying your own. The URL is > http://www.washingtonpost.com/wp-dyn/content/article/2006/10/21/AR200610 > 2100121_2.html. Title: Before you Get Sick, Shop Around. > > Dora Johnson > > > > > ________________________________ > > From: womenliteracy-bounces at nifl.gov > [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Lynne Feinberg > Sent: Monday, October 23, 2006 10:24 AM > To: The Women and Literacy Discussion List > Subject: [WomenLiteracy 614] Re: Health Insurance > > > Thanks very much for your input about health insurance. No > question about it - it's a very sad and screwed-up situation for many in > this country. Again thanks. > Lynne > > > On 10/20/06, sandra_diehl at med.unc.edu > wrote: > > A few other suggestions to add to what has already been > said: > > Many communities are served by a local United Way > chapter. Local chapters create and maintain community resource > directories, with information about health and human services that are > available in the community, including low-cost and free services. If > you call them, they should be able to send you a print directory or > refer you to a local web directory. > > You may also want to contact private insurers and > inquire about catastrophic-only coverage, which is more affordable and > may help avoid the bankruptcy issue. > > If you've had insurance coverage recently through a > former employer, you may be eligible for COBRA - which is likely to be > expensive but at least offers continuous coverage and will help avoid > pre-existing conditions exclusions. > > Finally, for anyone with children, all states offer > child health insurance coverage for kids (ages 0-18). This program > serves families who don' t qualify for Medicaid because their income > exceeds eligibility requirements, but who cannot afford private > insurance. Your local health department, community health center, > department of social services, etc. should be able to provide more > information about enrollment (it's often called SCHIP - State Children's > Health Insurance Plan). Sandy > > > > > ----- Original Message ----- > From: Susan Hayden > Date: Friday, October 20, 2006 11:41 am > Subject: [WomenLiteracy 605] Re: Health Insurance > To: The Women and Literacy Discussion List > > > Before you think of try the credit card idea, be sure > to check > > on the news laws for bankruptcy. The laws changed in > early > > 2006, and it is not as easy to file a Chapter 7 which > allows > > your bills to "go away". > > Local health care clinics will be your best bet for a > mammogram, > > call your state's department of health for locations > and various > > programs. Hospitals on the payment plan will take care > of x- > > rays and other emergencies, just be prepared for a > long wait. > > Good luck. The sad reality is the American health care > system > > is failing miserably for all of us. > > Susan Hayden > > Adult Services Library Consultant > > West Virginia Library Commission > > 1900 Kanawha BLVD, East > > Charleston, WV 25305 > > haydens at wvlc.lib.wv.us > > 304-558-3978, ext. 2014 > > FAX: 304-558-1612 > > ----- Original Message ----- > > From: Bertha Mo > > To: The Women and Literacy Discussion List > > Sent: Thursday, October 19, 2006 11:59 PM > > Subject: [WomenLiteracy 601] Re: Health Insurance > > > > > > I used to live in San Francisco and an organization > called > > Public Media that was housed at Fort Mason permitted > people such > > as yourself to sign onto their Kaiser Plan. In many > areas, I > > was just working in Upstate NY, local groups organized > a free > > mamography program for low income folks. I think you > need a > > mamogram every other year if you don't have symptoms > or family > > history. > > If you have an accident the local emergency room will > see you > > and give you an x-ray and have you pay as you can. > > > > Bertie Mo > > > > > "Muro, Andres" wrote: > > Usually the county hospital or community health > clinics will > > provide these services. If you get injured, you are > entitled to > > go to an emergency room, get seen and then pay in > installment. > > If there is a county hospital, they will probably work > with you > > on reasonable payments, etc. > > > > For mammograms you can probably go to a local health > clinic > > for the indigent. Find the poor neighborhood in your > community > > and ask where the health clinic is. Sign up and you'll > get seen. > > They probably provide breast exams, pap smears, > glucose tests, > > CV screenings, etc. You may have to pay a fee. > > > > If you have an expensive disease, get a bunch or > credit > > cards. American express usually gives you a no limit > account. > > Spent them to the limit and declare bankruptcy. > > > > As far as free or inexpensive health insurance, there > is no > > such thing anymore, even for people in full time > employment. > > There are huge deductibles, for everything except > primary care. > > > > Andres > > > > > > > ----------------------------------------------------------------- > > ----------- > > > > From: womenliteracy-bounces at nifl.gov [mailto: > womenliteracy- > > bounces at nifl.gov] On Behalf Of Lynne Feinberg > > Sent: Thursday, October 19, 2006 1:01 PM > > To: womenliteracy at nifl.gov > > Subject: [WomenLiteracy 597] Health Insurance > > > > I have asked at the schools, I have contacted the > union > > (MCCC), I have contacted TESOL. I have Googled > everything I can > > think of Googling. I can't bring myself to believe > that there > > is nothing available, and I know I am not alone in > this > > situation. Does anyone have any ideas for a single, > > hardworking, low-paid but otherwise not unhappy > adjunct > > community college ESL instructor seeking health > insurance? > > Something I can afford that will allow me to get a > yearly > > mammogram, and an x-ray in case I fall off my bicycle. > Here's > > hoping, and in the meantime feeling much too > vulnerable. > > > > Thank you, > > Lynne Feinberg > > ---------------------------------------------------- > > National Institute for Literacy > > Women and Literacy mailing list > > WomenLiteracy at nifl.gov > > To unsubscribe or change your subscription settings, > please > > go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > > > > > > > > > > > ----------------------------------------------------------------- > > ------------- > > > > > > ---------------------------------------------------- > > National Institute for Literacy > > Women and Literacy mailing list > > WomenLiteracy at nifl.gov > > To unsubscribe or change your subscription settings, > please go > > to http://www.nifl.gov/mailman/listinfo/womenliteracy > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, > please go to http://www.nifl.gov/mailman/listinfo/womenliteracy > > > > > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: >http://www.nifl.gov/pipermail/womenliteracy/attachments/20061023/2ea12975/attachment-0001.html > > ------------------------------ > > Message: 2 > Date: Mon, 23 Oct 2006 12:08:41 -0400 >From: Sandyajackson at cs.com > Subject: [WomenLiteracy 618] Re: Update on Women and Literacy list > To: womenliteracy at nifl.gov (The Women and Literacy Discussion List) > Message-ID: <012A58D8.1F37C119.212D2F6D at cs.com> > Content-Type: text/plain; charset=iso-8859-1 > > I agree Audrey.. > And I wonder why 'Women literacy' with 'Poverty, Race' why not 'health >literacy' and Poverty, Race? > I also know that Dr Greenberg will do an excellent job in monitoring > Sandra Jackson > > Audrey Ambrosino wrote: > >>I, too, agree that the merging of the list is not in the best interest of the >>list users or those they serve. ?Clearly, there is some overlap, but I >>believe that each population has distinct needs and issues. ?Merging the >>lists does seem to indicate that marginalized people should be thought of a >>unitary group. ?Reminds me of the early days of the multicultural movement, >>where multicultural was often the catch-all phrase for those other than the >>dominant group. ?Also, I fear that the amount of information being delivered >>through this new pipeline will be unwieldy and overwhelming to both list >>managers and consumers. >> >> ?I also wonder about the motivation for the merger and wonder if list users >>were consulted and polled beforehand. ?While I understand that some lists are >>more active than others, I would argue that as long as a list is serving the >>needs of its subscribers and is being used on a regular basis, as are both of >>the lists in question, then it is valuable. >> >> ?Lastly, I wonder if there is potential to reverse this decision and what >>collective action would be needed to pursue a reversal. >> >> ?Audrey Ambrosino >> ?Graduate Student, Educational Psychology Doctoral Program >> ?Georgia State University >> >> >> >>Barbara Petersohn wrote: >> ?I am dissapointed that there is not support for individual lists for >>these topics because often professionals are trying to focus their >>current events awareness through discussion lists like these and want to >>target specific topics. Consolidation of lists creates a flood of >>off-topic posts in one's mail box to have to review and delete. >> >>Not that we couldn't learn more from monitoring a variety of lists, >>it's just that when scanning several lists, as part of your job or >>professional interests, one also also has to spend time to reviewing and >>deleting so many additional postings that are not relevant. >> >>Oh well... >>Barbara Petersohn >> >>>>> "Laurie Sheridan" 10/23/2006 9:13 AM >>>>> >>I'm in agreement with Ujwala (and others who have expressed >>disappointment) about this. Just seeing the title, "Poverty, Race, >>Women and LIteracy" makes it sound a little unfortunate to me, kind of >>a >>catch-all--women's issues aren't ONLY about poverty and race, and >>poverty and race aren't ONLY about women. Well, I'll say it--it >>sounds a little like the list for all the "marginalized" folks, >>lumping >>them all together. I think I, and most of us, use somewhat different >>voices and perspectives in talking about women (and as women), and in >>talking about poverty and race, even though the overlap is >>considerable. >>Do we know who uses each list-serv, and was the decision to merge >>them based on overlap there? I am trying to be optimistic that this >>will involve a wider group of e-mailers than either list alone, but >>something is also going to be lost in the translation. >> >>I do have great faith that you, Daphne, will be able to keep at least >>much of the focus on women, though. And also on poverty and race! It >>just covers an awful lot, and I hope this listserv continues to be >>meaningful on both fronts. >> >>Laurie Sheridan >> >>>>> lalumineuse at yahoo.com 10/23/2006 8:48 AM >>> >>I am saddened to see the Women and Literacy list >>closed. A bit shortsighted to that, and whilst I am >>aware that it's women who are the victims of poverty, >>merging the two lists will only confuse the issues >>further. Is there a way to host the Women and Literacy >>List elsewhere? >>Ujwala >> >>--- Janet Isserlis wrote: >> >>> this is the response I'd sent to the content >>> standards and English language >>> lists; >>> apologies for the cross posting for some >>> >>> Aside from the reasons given here, are there other >>> substantive reasons for >>> eliminating these two lists? While their content >>> *may* overlap, at times, >>> there are also distinct purposes to each, and useful >>> information particular >>> to each exchanged, and - at times - cross posted to >>> various other lists. >>> >>> I'm very sorry to see these two lists being >>> eliminated. >>> >>> Janet Isserlis >>> >>> >>> >>> From: Bertha Mo >>> Reply-To: The Women and Literacy Discussion List >>> >>> Date: Wed, 18 Oct 2006 20:10:36 -0700 (PDT) >>> To: The Women and Literacy Discussion List >>> >>> Subject: [WomenLiteracy 594] Re: Update on Women and >>> Literacy list >>> >>> I'm a bit concerned because I think that different >>> folks subscribe to a list >>> that is women focused. I'm pretty shy about >>> responding to most lists. And >>> I've been very encouraged by the gentle support I've >>> received from you and >>> others on the list. >>> >>> Best, >>> >>> Bertie >>> >>> Daphne Greenberg wrote: >>> > I am wondering how people on this list feel about >>> the merging of the >>> > Women and Literacy List with the Poverty, Race, >>> and Literacy list? Any >>> > reactions? Happiness? Disappointment? Concern? >>> Excitement? >>> > Daphne >>> > >>> >>>> >>> "Nguyen, My Linh" 10/18/06 11:37 AM >>> >>> > Dear Discussion List subscribers, >>> > >>> > As the National Institute for Literacy enters a >>> new fiscal year, >>> > we >>> > have taken steps to streamline the way we deliver >>> professional >>> > development >>> > to our discussion list members. A major change >>> that will directly affect >>> > you >>> > is the merging of the Poverty, Race and Literacy >>> List with the Women and >>> > Literacy List starting November 6, 2006. >>> > >>> > We will continue to provide access to discussion >>> archives on our >>> > website. >>> > >>> > We have chosen to combine the two lists because >>> we recognize >>> > that >>> > many of the issues that impact one group also >>> affect the other group, >>> > and >>> > believe that many of the topics discussed on one >>> list can >>> > benefit >>> > the other list. For that reason, we decided to >>> combine the lists to >>> > enhance >>> > list members access to the latest ideas and >>> information >>> > available. >>> > Race and gender issues often intersect, and it is >>> most both practical >>> > and >>> > appropriate to have them intersect on one >>> combined list. >>> > >>> > We know that many members of our two lists, >>> especially members >>> > of >>> > our Women's list, view the lists as safe havens >>> where issues can be >>> > raised >>> > and discussed. We want you to know that we will >>> continue to >>> > respect >>> > your input and will maintain the same high level >>> of sensitivity and >>> > respect >>> > we have always shown our list members. In >>> combining the two >>> > lists, >>> > Daphne Greenberg will serve as the moderator for >>> the new combined list. >>> > Her >>> > experience with women's literacy has enabled her >>> to moderate the women's >>> > list with the right balance of sensitivity and >>> insight that is necessary >>> > for >>> > such a list. And we know that in assuming the >>> responsibility of the new >>> > list, she will bring the same balance to the >>> Poverty, Race, Women, and >>> > Literacy list. >>> > >>> > The Institute will be inviting current >>> subscribers for both the >>> > Poverty, Race Literacy List and the Women and >>> Literacy List to the new >>> > combined >>> > Poverty, Race, Women and Literacy List. Once you >>> receive the >>> > invitation, you will need to confirm your >>> subscription to the Poverty, >>> > Race, Women and Literacy List. >>> > >>> > We encourage you to be an active participant in >>> the new list by >>> > sharing your unique perspectives to help make the >>> Poverty, Race, Women >>> > and >>> > Literacy List a dynamic resource for information >>> and >>> > professional >>> > development. >>> > >>> > My Linh Nguyen >>> > Associate Director of Communications >>> > National Institute for Literacy >>> > (202) 233-2041 >>> > fax (202) 233-2050 >>> > mnguyen at nifl.gov >>> > >>> > >>> ---------------------------------------------------- >>> > National Institute for Literacy >>> > Women and Literacy mailing list >>> > WomenLiteracy at nifl.gov >>> > To unsubscribe or change your subscription >>> settings, please go to >>> > http://www.nifl.gov/mailman/listinfo/womenliteracy >>> > >>> > >>> ---------------------------------------------------- >>> > National Institute for Literacy >>> > Women and Literacy mailing list >>> > WomenLiteracy at nifl.gov >>> > To unsubscribe or change your subscription >>> settings, please go to >>> > http://www.nifl.gov/mailman/listinfo/womenliteracy >>> > >>> >>> >>> ---------------------------------------------------- >>> National Institute for Literacy >>> Women and Literacy mailing list >>> WomenLiteracy at nifl.gov >>> To unsubscribe or change your subscription settings, >>> please go to >>> http://www.nifl.gov/mailman/listinfo/womenliteracy >>> >>> > >>---------------------------------------------------- >>> National Institute for Literacy >>> Women and Literacy mailing list >>> WomenLiteracy at nifl.gov >>> To unsubscribe or change your subscription settings, >>> please go to >>http://www.nifl.gov/mailman/listinfo/womenliteracy >> >> >>__________________________________________________ >>Do You Yahoo!? >>Tired of spam? Yahoo! Mail has the best spam protection around >>http://mail.yahoo.com >>---------------------------------------------------- >>National Institute for Literacy >>Women and Literacy mailing list >>WomenLiteracy at nifl.gov >>To unsubscribe or change your subscription settings, please go to >>http://www.nifl.gov/mailman/listinfo/womenliteracy >>---------------------------------------------------- >>National Institute for Literacy >>Women and Literacy mailing list >>WomenLiteracy at nifl.gov >>To unsubscribe or change your subscription settings, please go to >>http://www.nifl.gov/mailman/listinfo/womenliteracy >>---------------------------------------------------- >>National Institute for Literacy >>Women and Literacy mailing list >>WomenLiteracy at nifl.gov >>To unsubscribe or change your subscription settings, please go to >>http://www.nifl.gov/mailman/listinfo/womenliteracy >> > > > ------------------------------ > > Message: 3 > Date: Mon, 23 Oct 2006 11:48:11 -0400 >From: "Brian, Dr Donna J G" > Subject: [WomenLiteracy 619] Re: Update on Women and Literacy list > To: "The Women and Literacy Discussion List" > Message-ID: > > Content-Type: text/plain; charset="us-ascii" > > As a member of Daphne's list and as the current moderator of the > Poverty, Race, and Literacy list, I have been following this discussion > with much interest. I posed a similar query to my list to see their > response, and they have not as yet expressed much concern about > consolidating the lists. I also did the math and figured out that 41 % > of my list are already current members of the Women and Literacy List, > so maybe that is why Poverty/Race list members are not expressing many > concerns. My own impression is that, with Daphne continuing as the > moderator, we will still have her gentle ways of encouraging sharing and > discussion, and I think she will be quite capable of extending her > methods to the enlarged focus of the combined lists while still > specifically encouraging discussion of issues which are primarily > women's issues. I might be wrong, but I don't anticipate as much > difference between the current Women and Literacy list and the new > combined list as some of you seem to think might occur. I do think the > current members of the Poverty, Race, and Literacy List will be > sensitive and non-intimidating. And I think they will enjoy having > Daphne as a moderator. > > Donna Brian > > -----Original Message----- >From: womenliteracy-bounces at nifl.gov > [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of Barbara Petersohn > Sent: Monday, October 23, 2006 10:02 AM > To: womenliteracy at nifl.gov > Subject: [WomenLiteracy 614] Re: Update on Women and Literacy list > > I am dissapointed that there is not support for individual lists for > these topics because often professionals are trying to focus their > current events awareness through discussion lists like these and want to > target specific topics. Consolidation of lists creates a flood of > off-topic posts in one's mail box to have to review and delete. > > Not that we couldn't learn more from monitoring a variety of lists, it's > just that when scanning several lists, as part of your job or > professional interests, one also also has to spend time to reviewing and > deleting so many additional postings that are not relevant. > > Oh well... > Barbara Petersohn > >>>> "Laurie Sheridan" 10/23/2006 9:13 AM >>>> > I'm in agreement with Ujwala (and others who have expressed > disappointment) about this. Just seeing the title, "Poverty, Race, > Women and LIteracy" makes it sound a little unfortunate to me, kind of a > catch-all--women's issues aren't ONLY about poverty and race, and > poverty and race aren't ONLY about women. Well, I'll say it--it > sounds a little like the list for all the "marginalized" folks, lumping > them all together. I think I, and most of us, use somewhat different > voices and perspectives in talking about women (and as women), and in > talking about poverty and race, even though the overlap is considerable. > Do we know who uses each list-serv, and was the decision to merge > them based on overlap there? I am trying to be optimistic that this > will involve a wider group of e-mailers than either list alone, but > something is also going to be lost in the translation. > > I do have great faith that you, Daphne, will be able to keep at least > much of the focus on women, though. And also on poverty and race! It > just covers an awful lot, and I hope this listserv continues to be > meaningful on both fronts. > > Laurie Sheridan > >>>> lalumineuse at yahoo.com 10/23/2006 8:48 AM >>> > I am saddened to see the Women and Literacy list closed. A bit > shortsighted to that, and whilst I am aware that it's women who are the > victims of poverty, merging the two lists will only confuse the issues > further. Is there a way to host the Women and Literacy List elsewhere? > Ujwala > > --- Janet Isserlis wrote: > >> this is the response I'd sent to the content standards and English >> language lists; apologies for the cross posting for some >> >> Aside from the reasons given here, are there other substantive reasons > >> for eliminating these two lists? While their content >> *may* overlap, at times, >> there are also distinct purposes to each, and useful information >> particular to each exchanged, and - at times - cross posted to various > >> other lists. >> >> I'm very sorry to see these two lists being eliminated. >> >> Janet Isserlis >> >> >> >> From: Bertha Mo >> Reply-To: The Women and Literacy Discussion List >> >> Date: Wed, 18 Oct 2006 20:10:36 -0700 (PDT) >> To: The Women and Literacy Discussion List >> Subject: [WomenLiteracy 594] Re: Update on Women and Literacy list >> >> I'm a bit concerned because I think that different folks subscribe to >> a list that is women focused. I'm pretty shy about responding to >> most lists. And I've been very encouraged by the gentle support I've >> received from you and others on the list. >> >> Best, >> >> Bertie >> >> Daphne Greenberg wrote: >> > I am wondering how people on this list feel about >> the merging of the >> > Women and Literacy List with the Poverty, Race, >> and Literacy list? Any >> > reactions? Happiness? Disappointment? Concern? >> Excitement? >> > Daphne >> > >> >>>> >>> "Nguyen, My Linh" 10/18/06 11:37 AM >>> >> > Dear Discussion List subscribers, >> > >> > As the National Institute for Literacy enters a >> new fiscal year, >> > we >> > have taken steps to streamline the way we deliver >> professional >> > development >> > to our discussion list members. A major change >> that will directly affect >> > you >> > is the merging of the Poverty, Race and Literacy >> List with the Women and >> > Literacy List starting November 6, 2006. >> > >> > We will continue to provide access to discussion >> archives on our >> > website. >> > >> > We have chosen to combine the two lists because >> we recognize >> > that >> > many of the issues that impact one group also >> affect the other group, >> > and >> > believe that many of the topics discussed on one >> list can >> > benefit >> > the other list. For that reason, we decided to >> combine the lists to >> > enhance >> > list members access to the latest ideas and >> information >> > available. >> > Race and gender issues often intersect, and it is >> most both practical >> > and >> > appropriate to have them intersect on one >> combined list. >> > >> > We know that many members of our two lists, >> especially members >> > of >> > our Women's list, view the lists as safe havens >> where issues can be >> > raised >> > and discussed. We want you to know that we will >> continue to >> > respect >> > your input and will maintain the same high level >> of sensitivity and >> > respect >> > we have always shown our list members. In >> combining the two >> > lists, >> > Daphne Greenberg will serve as the moderator for >> the new combined list. >> > Her >> > experience with women's literacy has enabled her >> to moderate the women's >> > list with the right balance of sensitivity and >> insight that is necessary >> > for >> > such a list. And we know that in assuming the >> responsibility of the new >> > list, she will bring the same balance to the >> Poverty, Race, Women, and >> > Literacy list. >> > >> > The Institute will be inviting current >> subscribers for both the >> > Poverty, Race Literacy List and the Women and >> Literacy List to the new >> > combined >> > Poverty, Race, Women and Literacy List. Once you >> receive the >> > invitation, you will need to confirm your >> subscription to the Poverty, >> > Race, Women and Literacy List. >> > >> > We encourage you to be an active participant in >> the new list by >> > sharing your unique perspectives to help make the >> Poverty, Race, Women >> > and >> > Literacy List a dynamic resource for information >> and >> > professional >> > development. >> > >> > My Linh Nguyen >> > Associate Director of Communications National Institute for Literacy >> > (202) 233-2041 >> > fax (202) 233-2050 >> > mnguyen at nifl.gov >> > >> > >> ---------------------------------------------------- >> > National Institute for Literacy >> > Women and Literacy mailing list >> > WomenLiteracy at nifl.gov >> > To unsubscribe or change your subscription >> settings, please go to >> > http://www.nifl.gov/mailman/listinfo/womenliteracy >> > >> > >> ---------------------------------------------------- >> > National Institute for Literacy >> > Women and Literacy mailing list >> > WomenLiteracy at nifl.gov >> > To unsubscribe or change your subscription >> settings, please go to >> > http://www.nifl.gov/mailman/listinfo/womenliteracy >> > >> >> >> ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/womenliteracy >> >> > > ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > > > __________________________________________________ > Do You Yahoo!? > Tired of spam? Yahoo! Mail has the best spam protection around > http://mail.yahoo.com > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > > > ------------------------------ > > Message: 4 > Date: Mon, 23 Oct 2006 17:34:42 -0400 >From: sjrhodes at tampabay.rr.com > Subject: [WomenLiteracy 620] Re: Update on Women and Literacy list > To: The Women and Literacy Discussion List > Cc: womenliteracy at nifl.gov > Message-ID: > Content-Type: text/plain; charset="us-ascii" > > It is time, in my opinion, to include lesbian women as a group of women, not >necessarily based on race. I don't believe this would dilute the issues, but >rather, be an inclusive discussion. > What do you think? > Shirley > > ----- Original Message ----- >From: Sandyajackson at cs.com > Date: Monday, October 23, 2006 1:17 pm > Subject: [WomenLiteracy 618] Re: Update on Women and Literacy list > To: womenliteracy at nifl.gov (The Women and Literacy Discussion List) > >> I agree Audrey.. >> And I wonder why 'Women literacy' with 'Poverty, Race' why not >> 'health literacy' and Poverty, Race? >> I also know that Dr Greenberg will do an excellent job in >> monitoring >> Sandra Jackson >> >> Audrey Ambrosino wrote: >> >> >I, too, agree that the merging of the list is not in the best >> interest of the list users or those they serve. Clearly, there is >> some overlap, but I believe that each population has distinct >> needs and issues. Merging the lists does seem to indicate that >> marginalized people should be thought of a unitary group. Reminds >> me of the early days of the multicultural movement, where >> multicultural was often the catch-all phrase for those other than >> the dominant group. Also, I fear that the amount of information >> being delivered through this new pipeline will be unwieldy and >> overwhelming to both list managers and consumers. >> > >> > I also wonder about the motivation for the merger and wonder if >> list users were consulted and polled beforehand. While I >> understand that some lists are more active than others, I would >> argue that as long as a list is serving the needs of its >> subscribers and is being used on a regular basis, as are both of >> the lists in question, then it is valuable. >> > >> > Lastly, I wonder if there is potential to reverse this decision >> and what collective action would be needed to pursue a reversal. >> > >> > Audrey Ambrosino >> > Graduate Student, Educational Psychology Doctoral Program >> > Georgia State University >> > >> > >> > >> >Barbara Petersohn wrote: >> > I am dissapointed that there is not support for individual >> lists for >> >these topics because often professionals are trying to focus their >> >current events awareness through discussion lists like these and >> want to >> >target specific topics. Consolidation of lists creates a flood of >> >off-topic posts in one's mail box to have to review and delete. >> > >> >Not that we couldn't learn more from monitoring a variety of lists, >> >it's just that when scanning several lists, as part of your job or >> >professional interests, one also also has to spend time to >> reviewing and >> >deleting so many additional postings that are not relevant. >> > >> >Oh well... >> >Barbara Petersohn >> > >> >>>> "Laurie Sheridan" 10/23/2006 9:13 AM >> >>>> >> >I'm in agreement with Ujwala (and others who have expressed >> >disappointment) about this. Just seeing the title, "Poverty, Race, >> >Women and LIteracy" makes it sound a little unfortunate to me, >> kind of >> >a >> >catch-all--women's issues aren't ONLY about poverty and race, and >> >poverty and race aren't ONLY about women. Well, I'll say it--it >> >sounds a little like the list for all the "marginalized" folks, >> >lumping >> >them all together. I think I, and most of us, use somewhat different >> >voices and perspectives in talking about women (and as women), >> and in >> >talking about poverty and race, even though the overlap is >> >considerable. >> >Do we know who uses each list-serv, and was the decision to merge >> >them based on overlap there? I am trying to be optimistic that this >> >will involve a wider group of e-mailers than either list alone, but >> >something is also going to be lost in the translation. >> > >> >I do have great faith that you, Daphne, will be able to keep at least >> >much of the focus on women, though. And also on poverty and race! It >> >just covers an awful lot, and I hope this listserv continues to be >> >meaningful on both fronts. >> > >> >Laurie Sheridan >> > >> >>>> lalumineuse at yahoo.com 10/23/2006 8:48 AM >>> >> >I am saddened to see the Women and Literacy list >> >closed. A bit shortsighted to that, and whilst I am >> >aware that it's women who are the victims of poverty, >> >merging the two lists will only confuse the issues >> >further. Is there a way to host the Women and Literacy >> >List elsewhere? >> >Ujwala >> > >> >--- Janet Isserlis wrote: >> > >> >> this is the response I'd sent to the content >> >> standards and English language >> >> lists; >> >> apologies for the cross posting for some >> >> >> >> Aside from the reasons given here, are there other >> >> substantive reasons for >> >> eliminating these two lists? While their content >> >> *may* overlap, at times, >> >> there are also distinct purposes to each, and useful >> >> information particular >> >> to each exchanged, and - at times - cross posted to >> >> various other lists. >> >> >> >> I'm very sorry to see these two lists being >> >> eliminated. >> >> >> >> Janet Isserlis >> >> >> >> >> >> >> >> From: Bertha Mo >> >> Reply-To: The Women and Literacy Discussion List >> >> >> >> Date: Wed, 18 Oct 2006 20:10:36 -0700 (PDT) >> >> To: The Women and Literacy Discussion List >> >> >> >> Subject: [WomenLiteracy 594] Re: Update on Women and >> >> Literacy list >> >> >> >> I'm a bit concerned because I think that different >> >> folks subscribe to a list >> >> that is women focused. I'm pretty shy about >> >> responding to most lists. And >> >> I've been very encouraged by the gentle support I've >> >> received from you and >> >> others on the list. >> >> >> >> Best, >> >> >> >> Bertie >> >> >> >> Daphne Greenberg wrote: >> >> > I am wondering how people on this list feel about >> >> the merging of the >> >> > Women and Literacy List with the Poverty, Race, >> >> and Literacy list? Any >> >> > reactions? Happiness? Disappointment? Concern? >> >> Excitement? >> >> > Daphne >> >> > >> >> >>>> >>> "Nguyen, My Linh" 10/18/06 11:37 AM >>> >> >> > Dear Discussion List subscribers, >> >> > >> >> > As the National Institute for Literacy enters a >> >> new fiscal year, >> >> > we >> >> > have taken steps to streamline the way we deliver >> >> professional >> >> > development >> >> > to our discussion list members. A major change >> >> that will directly affect >> >> > you >> >> > is the merging of the Poverty, Race and Literacy >> >> List with the Women and >> >> > Literacy List starting November 6, 2006. >> >> > >> >> > We will continue to provide access to discussion >> >> archives on our >> >> > website. >> >> > >> >> > We have chosen to combine the two lists because >> >> we recognize >> >> > that >> >> > many of the issues that impact one group also >> >> affect the other group, >> >> > and >> >> > believe that many of the topics discussed on one >> >> list can >> >> > benefit >> >> > the other list. For that reason, we decided to >> >> combine the lists to >> >> > enhance >> >> > list members access to the latest ideas and >> >> information >> >> > available. >> >> > Race and gender issues often intersect, and it is >> >> most both practical >> >> > and >> >> > appropriate to have them intersect on one >> >> combined list. >> >> > >> >> > We know that many members of our two lists, >> >> especially members >> >> > of >> >> > our Women's list, view the lists as safe havens >> >> where issues can be >> >> > raised >> >> > and discussed. We want you to know that we will >> >> continue to >> >> > respect >> >> > your input and will maintain the same high level >> >> of sensitivity and >> >> > respect >> >> > we have always shown our list members. In >> >> combining the two >> >> > lists, >> >> > Daphne Greenberg will serve as the moderator for >> >> the new combined list. >> >> > Her >> >> > experience with women's literacy has enabled her >> >> to moderate the women's >> >> > list with the right balance of sensitivity and >> >> insight that is necessary >> >> > for >> >> > such a list. And we know that in assuming the >> >> responsibility of the new >> >> > list, she will bring the same balance to the >> >> Poverty, Race, Women, and >> >> > Literacy list. >> >> > >> >> > The Institute will be inviting current >> >> subscribers for both the >> >> > Poverty, Race Literacy List and the Women and >> >> Literacy List to the new >> >> > combined >> >> > Poverty, Race, Women and Literacy List. Once you >> >> receive the >> >> > invitation, you will need to confirm your >> >> subscription to the Poverty, >> >> > Race, Women and Literacy List. >> >> > >> >> > We encourage you to be an active participant in >> >> the new list by >> >> > sharing your unique perspectives to help make the >> >> Poverty, Race, Women >> >> > and >> >> > Literacy List a dynamic resource for information >> >> and >> >> > professional >> >> > development. >> >> > >> >> > My Linh Nguyen >> >> > Associate Director of Communications >> >> > National Institute for Literacy >> >> > (202) 233-2041 >> >> > fax (202) 233-2050 >> >> > mnguyen at nifl.gov >> >> > >> >> > >> >> ---------------------------------------------------- >> >> > National Institute for Literacy >> >> > Women and Literacy mailing list >> >> > WomenLiteracy at nifl.gov >> >> > To unsubscribe or change your subscription >> >> settings, please go to >> >> > http://www.nifl.gov/mailman/listinfo/womenliteracy >> >> > >> >> > >> >> ---------------------------------------------------- >> >> > National Institute for Literacy >> >> > Women and Literacy mailing list >> >> > WomenLiteracy at nifl.gov >> >> > To unsubscribe or change your subscription >> >> settings, please go to >> >> > http://www.nifl.gov/mailman/listinfo/womenliteracy >> >> > >> >> >> >> >> >> ---------------------------------------------------- >> >> National Institute for Literacy >> >> Women and Literacy mailing list >> >> WomenLiteracy at nifl.gov >> >> To unsubscribe or change your subscription settings, >> >> please go to >> >> http://www.nifl.gov/mailman/listinfo/womenliteracy >> >> >> >> > >> >---------------------------------------------------- >> >> National Institute for Literacy >> >> Women and Literacy mailing list >> >> WomenLiteracy at nifl.gov >> >> To unsubscribe or change your subscription settings, >> >> please go to >> >http://www.nifl.gov/mailman/listinfo/womenliteracy >> > >> > >> >__________________________________________________ >> >Do You Yahoo!? >> >Tired of spam? Yahoo! Mail has the best spam protection around >> >http://mail.yahoo.com >> >---------------------------------------------------- >> >National Institute for Literacy >> >Women and Literacy mailing list >> >WomenLiteracy at nifl.gov >> >To unsubscribe or change your subscription settings, please go to >> >http://www.nifl.gov/mailman/listinfo/womenliteracy >> >---------------------------------------------------- >> >National Institute for Literacy >> >Women and Literacy mailing list >> >WomenLiteracy at nifl.gov >> >To unsubscribe or change your subscription settings, please go to >> >http://www.nifl.gov/mailman/listinfo/womenliteracy >> >---------------------------------------------------- >> >National Institute for Literacy >> >Women and Literacy mailing list >> >WomenLiteracy at nifl.gov >> >To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/womenliteracy> >> ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/womenliteracy > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: >http://www.nifl.gov/pipermail/womenliteracy/attachments/20061023/28324a1b/attachment.html > > ------------------------------ > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/womenliteracy > > End of WomenLiteracy Digest, Vol 13, Issue 17 > ********************************************* Kay Alameen Secretary, Art History Department 845-257-3875 alameenk at newpaltz.edu From Janet_Isserlis at brown.edu Tue Oct 24 11:52:24 2006 From: Janet_Isserlis at brown.edu (Janet Isserlis) Date: Tue, 24 Oct 2006 11:52:24 -0400 Subject: [WomenLiteracy 624] Re: [EnglishLanguage 783] Re: [ContentStandards 303] CROSSPOSTED Update on Discussion Lists - Response In-Reply-To: <4062487BDB6029428A763CAEF4E1FE5B10701975@wdcrobe2m03.ed.gov> Message-ID: > > -----Original Message----- > From: englishlanguage-bounces at nifl.gov on behalf of Janet Isserlis > Sent: Fri 10/20/2006 5:41 PM > To: The Adult Education Content Standards Discussion List; > womenliteracy-owner at nifl.gov; englishlanguage at nifl.gov > Cc: > Subject: [EnglishLanguage 783] Re: [ContentStandards 303] CROSSPOSTED Update > on Discussion Lists - Response > > > > Thank you, My Linh > > I do understand what you're saying, but think that the women and literacy > and poverty/race/literacy lists are somewhat distinct and not altogether > overlapping (as you may have read on that women/lit list). > > I don't know what, if anything, can be done to address this, but think it > bears consideration. > > thank you > > Janet > > >> > From: "Nguyen, My Linh" >> > Reply-To: The Adult Education Content Standards Discussion List >> > >> > Date: Fri, 20 Oct 2006 16:38:42 -0400 >> > To: , , >> > >> > Conversation: CROSSPOSTED Update on Discussion Lists - Response >> > Subject: [ContentStandards 303] CROSSPOSTED Update on Discussion Lists - >> > Response >> > >> > Dear Janet, >> > >> > Thank you for your comments about the upcoming changes to some of the >> > Discussion Lists. We do feel that many of the issues that impact Content >> > Standards and Program Leadership & Improvement carry across all the >> subject >> > areas of other Discussion Lists. You are right to point out that each list >> > has its own distinct purposes, but we believe that those purposes and >> ideas >> > can be carried over to our other lists. >> > >> > We hope that by widening the circle of participation by narrowing down the >> > numbers of similar lists may reduce the amount of messages cross-posted >> for >> > subscribers who are on multiple lists. >> > >> > We hope that you and other members of the lists that are closing or >> merging >> > will contribute your viewpoints through either the merged Poverty, Race >> and >> > Women's List or any of our other lists. >> > >> > We look forward to continue learning from the varied and rich perspectives >> > all of the Institute's list subscribers bring to the Institute's forums. >> > >> > My Linh Nguyen >> > Associate Director of Communications >> > National Institute for Literacy >> > (202) 233-2041 >> > fax (202) 233-2050 >> > mnguyen at nifl.gov >> > >> > ---------------------------------------------------- >> > National Institute for Literacy >> > Adult Education Content Standards mailing list >> > ContentStandards at nifl.gov >> > To unsubscribe or change your subscription settings, please go to >> > http://www.nifl.gov/mailman/listinfo/contentstandards > > ---------------------------------------------------- > National Institute for Literacy > Adult English Language Learners mailing list > EnglishLanguage at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/englishlanguage > Message sent to ALCDGG at langate.gsu.edu. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20061024/5d35c35c/attachment.html From ditmar0906_inossian at netzero.net Tue Oct 24 14:12:09 2006 From: ditmar0906_inossian at netzero.net (ditmar0906_inossian at netzero.net) Date: Tue, 24 Oct 2006 18:12:09 GMT Subject: [WomenLiteracy 625] Re: Update on Women and Literacy list Message-ID: <20061024.111238.23349.1277043@webmail26.lax.untd.com> An embedded and charset-unspecified text was scrubbed... Name: not available Url: http://www.nifl.gov/pipermail/womenliteracy/attachments/20061024/574d4dd5/attachment.ksh -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20061024/574d4dd5/attachment.html From baera at floridaliteracy.org Tue Oct 24 16:12:09 2006 From: baera at floridaliteracy.org (Alyssa Baer) Date: Tue, 24 Oct 2006 16:12:09 -0400 Subject: [WomenLiteracy 626] 2007 Florida Literacy Conference Message-ID: <006b01c6f7a8$aff911a0$1e02a8c0@floridaliteracy.org> Please join us for the 2007 Florida Literacy Conference! Dates: May 2-4, 2007, with May 1, 2007 pre-conference Location: Orlando Marriott, Lake Mary, Florida One of Florida's premier literacy events, this three day annual conference offers a wide range of training and networking opportunities to literacy practitioners and volunteers. Full Conference Early Bird: postmarked by March 9: Member $170 /Non-Member $195 Full Conference: postmarked by April 13: Member $195 / Non-Member $220 Full Conference: on-site, after April 13: $235 Full Conference: Adult Learner: $70 (no fee for adult learners attending May 2nd only) Call for Presenters! To help make the 2007 Conference a success, the Florida Literacy Coalition seeks session proposals throughout the state and nation in the following topic ideas: Adult Learner, Corrections, Family Literacy, English Literacy, Learning Disabilities, Library Literacy, Program Management, Reading, Technology, Volunteers in Literacy and Workforce Education (ABE, GED and adult high school). We welcome your participation and encourage you to propose a session by December 13 by downloading the Call for Presenters form from www.floridaliteracy.org. On behalf of the Florida Literacy Coalition, thank you and we hope to see you in May. Alyssa Baer, AmeriCorps*VISTA Member Florida Literacy Coalition baera at floridaliteracy.org Telephone: 407.246.7110 extension 207 Facsimile: 407.246.7104 934 North Magnolia Avenue, Suite 104 Orlando, Florida 32803 www.floridaliteracy.org -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20061024/2d55e125/attachment.html From jataylor at utk.edu Tue Oct 24 22:47:37 2006 From: jataylor at utk.edu (Taylor, Jackie) Date: Tue, 24 Oct 2006 22:47:37 -0400 Subject: [WomenLiteracy 627] cultivating community Message-ID: Hello everyone, I hope this doesn't seem insensitive to the resulting discussions from NIFL's surprising news(!). But I'd like to go back to Ryan's generous offer to create a women and literacy Wiki space on our behalf (http://wiki.literacytent.org/index.php/Main_Page). Since her offer I have yet to hear any ideas shared on this list that would help her in taking the lead on what can become a very collaborative endeavor. Given recent circumstances, I'm sure we did not intend to leave her request hanging out there like that. Soooo... I'm wondering in what ways we would like to see this area developed? Online technologies like wikis can be used in combination with listservs to enhance the vibrant nature of communities, strengthening, not diminishing them. And in light of the recent List news, that might not be a bad thing. Some ideas I leave you with... How might this area of the wiki be a place to collect women and literacy success stories? Autobiographies? Or what about: * a policy section for updates on federal policy pertaining to women and literacy issues, how states are planning to transition to the new federal TANF regs, and what that means for practices with welfare-to-work? Then that could link over to the advocacy area of the wiki. * a professional development initiatives section for women-centered instruction, women's roles as learners and adult literacy practitioners? That could then link over to the PD section. * a compilation of some of the rich or helpful discussions we've had, like the health insurance resource-sharing (I'm sure we could all come up with examples of what we want to see collected, pertinent resources compiled, etc) * a list of practical questions for teaching and professional development? * a compilation of relevant web sites we think are pertinent, as well as women and literacy research addressing those questions? Most of all: How can we make it lively and interactive? The Adult Literacy Professional Development List has used the PD List in tandem with the PD area of the ALE Wiki to develop matrices of information: state PD systems, approaches and methods of PD, and PD Policy Recommendations - the latter which was then voted upon and embraced by our professional association, AALPD, and it is guiding our resulting PD advocacy efforts. I guess the reason I'm going on about it is because, well, the ALE Wiki has been a helpful resource in many ways, and it always serves the "just in time" need. And the wiki is only one tool. I'm sure there are many ways to share and cultivate the wisdom of an online community. So we can create what we want rather than just accept what is. Thanks, Ryan, for your offer. I look forward to this becoming a rich resource for all of us! Best wishes, Jackie Jackie Taylor, Adult Literacy Professional Development List Moderator, jataylor at utk.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20061024/7c0cd030/attachment.html From alcdgg at langate.gsu.edu Wed Oct 25 08:12:02 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Wed, 25 Oct 2006 08:12:02 -0400 Subject: [WomenLiteracy 628] COABE Conference Call for Presentations Message-ID: <453F1C52020000310000A14F@mailsrv4.gsu.edu> COABE and the Pennsylvania Association for Adult Continuing Education (PAACE) invite you to submit a proposal for presentation at the 2007 COABE National Conference to be held in Philadelphia, Pennsylvania. Conference dates are March 2628, 2007 at the Sheraton Philadelphia City Center. The conference committee is interested in outstanding and innovative practices in all aspects of adult education including basic literacy, basic numeracy, workforce development, family literacy, English as a Second Language, volunteer/community-based literacy, correctional education, and all other areas. The program committee is looking for presentations based on successful implementation, current research, and sound practice. Proposals are due no later than Saturday, November 18, 2006. To obtain additional proposal forms or up-to-date information about the conference, visit our web site at www.coabe2007.org . Daphne Greenberg Assistant Professor Educational Psych. & Special Ed. Georgia State University P.O. Box 3979 Atlanta, Georgia 30302-3979 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu Daphne Greenberg Associate Director Center for the Study of Adult Literacy Georgia State University P.O. Box 3977 Atlanta, Georgia 30302-3977 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu From sterlingroth at aol.com Wed Oct 25 11:59:19 2006 From: sterlingroth at aol.com (sterlingroth at aol.com) Date: Wed, 25 Oct 2006 11:59:19 -0400 Subject: [WomenLiteracy 629] Re: Update on Women and Literacy list In-Reply-To: <20061024023655.53408.qmail@web30011.mail.mud.yahoo.com> Message-ID: <8C8C665AA30AFA3-A68-449@MBLK-M18.sysops.aol.com> Hello, I am a student in Educational Psychology 8070, Understanding and Facilitating Adult Learning, taught by Daphne Greenberg. I am also a white male, age 60. Rather than wax on about the natural resistance to change in many of us, I wanted to quote something I read this week in Merriam and Caffarella's Learning in Adulthood: A Comprehensive Guide, Second Edition, Chapter 6, pages 121-122: "Adults are rarely just black or white, male or female, homosexual or heterosexual, or of one cultural origin. Rather most adults come in many shades and variations. For example, they may be female, but also white, of Hispanic origin, and a lesbian; or they may be male, but also black of African origin and heterosexual. Although this complexity makes it difficult to form any generalizations, researchers nevertheless are working to untangle the intersections of race, class, gender, sexual orientation, and ethnicity." Context is so critical to adult learning and literacy and I am thinking that you don't have the entire context of my quote above. I will tell you the chapter title is "Sociocultural and Integrative Perspectives on Development" and the subheading is "Socially Constructed Notions of Race, Ethnicity, Gender, and Sexual Orientation." With that said, I sense some real value in combining the two lists. Intersections may become more readily apparent to list participants who had confined themselves so to speak to only one of the lists, and more important than that, the combination of lists might encourage a list participant to integrate his or her question or comment in such a way as to capture the implications for women, racial groups, and the poor, singly or in a particular combination. And if a question or comment is concerned only with women, for example, it may still be posted and addressed as in the past I would think because the professional respect and understanding on the list would assure it. In sum, I am sure there were other and much better reasons for combining the lists, but if one reason was to integrate, contextualize, or widen the subject matter of both lists within one, then I think that in itself might be worth the change. Sterling Roth PhD Student at Georgia State University Also: Director of University Auditing and Advisory Services at Georgia State University 404-651-0570 fax 404-651-1440 ________________________________________________________________________ Check out the new AOL. Most comprehensive set of free safety and security tools, free access to millions of high-quality videos from across the web, free AOL Mail and more. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20061025/17943ed8/attachment.html From sjrhodes at tampabay.rr.com Wed Oct 25 14:28:28 2006 From: sjrhodes at tampabay.rr.com (sjrhodes at tampabay.rr.com) Date: Wed, 25 Oct 2006 14:28:28 -0400 Subject: [WomenLiteracy 630] Re: Update on Women and Literacy list In-Reply-To: <20061024.111238.23349.1277043@webmail26.lax.untd.com> References: <20061024.111238.23349.1277043@webmail26.lax.untd.com> Message-ID: Very good thoughts on the subject - made me think more about "labels" - My preference is "underserved population". My reason is that populations are different, in different locations. Underserved populations can be defined, and is a rather neutral term, I think. Instead of focusing on oppression or discrimination, which push our buttons considering race, poverty and other literacy issues, the underserved populations can be compared, not just by groups of people, but also by geographical, health, and other statistics that can help shape discussions and open the door to the issues, without a knee-jerk response - sorry if I exposed that about myself, but I do believe in an inclusive study or discussion group on Women and Literacy and how it impacts our society. Just my thoughts... Shirley ----- Original Message ----- From: "ditmar0906_inossian at netzero.net" Date: Tuesday, October 24, 2006 2:42 pm Subject: [WomenLiteracy 625] Re: Update on Women and Literacy list To: womenliteracy at nifl.gov > I agree, and what I think is rather interesting about what I > interpret as one stream of thought running through this thread is > that the reason it even makes sense to lump women and race and > poverty together (notice it's not "men" but "race" here) and > "poverty" (not "class") is because these groups are all in some > ways, and many in several intersecting ways, oppressed ( I think > Mev touched on this.) > This, of course, includes lesbians who experience another whole > layer of oppression--homophobiaism (don't think that's a word but > . . . you get my drift). Actually I think homophobia hurts > everybody, the same as racism and sexism (and classism) do. Maybe > it would make more sense just to name the topic of the new > listserv "the oppressed"! At least thats what screams out at me > when I think about it. > And I do think that when one takes a broad look at women and > literacy from a feminist standpoint, there is a great deal of > emphasis on how power relations become transcribed through > literacy practices, including considerations of race and class. It > seems that age, sexual identity, and health and physical ability > are systems of oppression directly related to literacy practices > that have had much less attention and, in my estimation, deserve > more. This list might be a place where that discussion could begin. > I can see how attempting to navigate (not to mention negotiate) so > many topics might present its challenges, but the necessity to do > so might also help all of us understand and articulate our own > issues/interests/concerns more clearly. > Just my take on it . . . --Ditmar > -- sjrhodes at tampabay.rr.com wrote: > > It is time, in my opinion, to include lesbian women as a group of > women, not necessarily based on race. I don't believe this would > dilute the issues, but rather, be an inclusive discussion. > What do you think? > Shirley > > ----- Original Message ----- > From: Sandyajackson at cs.com > Date: Monday, October 23, 2006 1:17 pm > Subject: [WomenLiteracy 618] Re: Update on Women and Literacy list > To: womenliteracy at nifl.gov (The Women and Literacy Discussion > List) > > > I agree Audrey.. > > And I wonder why 'Women literacy' with 'Poverty, Race' why not > > 'health literacy' and Poverty, Race? > > I also know that Dr Greenberg will do an excellent job in > > monitoring > > Sandra Jackson > > > > Audrey Ambrosino wrote: > > > > >I, too, agree that the merging of the list is not in the best > > interest of the list users or those they serve. Clearly, there > is > > some overlap, but I believe that each population has distinct > > needs and issues. Merging the lists does seem to indicate that > > marginalized people should be thought of a unitary group. > Reminds > > me of the early days of the multicultural movement, where > > multicultural was often the catch-all phrase for those other > than > > the dominant group. Also, I fear that the amount of information > > being delivered through this new pipeline will be unwieldy and > > overwhelming to both list managers and consumers. > > > > > > I also wonder about the motivation for the merger and wonder > if > > list users were consulted and polled beforehand. While I > > understand that some lists are more active than others, I would > > argue that as long as a list is serving the needs of its > > subscribers and is being used on a regular basis, as are both of > > the lists in question, then it is valuable. > > > > > > Lastly, I wonder if there is potential to reverse this > decision > > and what collective action would be needed to pursue a reversal. > > > > > > Audrey Ambrosino > > > Graduate Student, Educational Psychology Doctoral Program > > > Georgia State University > > > > > > > > > > > >Barbara Petersohn wrote: > > > I am dissapointed that there is not support for individual > > lists for > > >these topics because often professionals are trying to focus > their > > >current events awareness through discussion lists like these > and > > want to > > >target specific topics. Consolidation of lists creates a flood > of > > >off-topic posts in one's mail box to have to review and delete. > > > > > >Not that we couldn't learn more from monitoring a variety of > lists, > > >it's just that when scanning several lists, as part of your job > or > > >professional interests, one also also has to spend time to > > reviewing and > > >deleting so many additional postings that are not relevant. > > > > > >Oh well... > > >Barbara Petersohn > > > > > >>>> "Laurie Sheridan" 10/23/2006 9:13 AM > > >>>> > > >I'm in agreement with Ujwala (and others who have expressed > > >disappointment) about this. Just seeing the title, "Poverty, > Race, > > >Women and LIteracy" makes it sound a little unfortunate to me, > > kind of > > >a > > >catch-all--women's issues aren't ONLY about poverty and race, > and > > >poverty and race aren't ONLY about women. Well, I'll say it--it > > >sounds a little like the list for all the "marginalized" folks, > > >lumping > > >them all together. I think I, and most of us, use somewhat > different > > >voices and perspectives in talking about women (and as women), > > and in > > >talking about poverty and race, even though the overlap is > > >considerable. > > >Do we know who uses each list-serv, and was the decision to > merge > > >them based on overlap there? I am trying to be optimistic that > this > > >will involve a wider group of e-mailers than either list alone, > but > > >something is also going to be lost in the translation. > > > > > >I do have great faith that you, Daphne, will be able to keep at > least > > >much of the focus on women, though. And also on poverty and > race! It > > >just covers an awful lot, and I hope this listserv continues to > be > > >meaningful on both fronts. > > > > > >Laurie Sheridan > > > > > >>>> lalumineuse at yahoo.com 10/23/2006 8:48 AM >>> > > >I am saddened to see the Women and Literacy list > > >closed. A bit shortsighted to that, and whilst I am > > >aware that it's women who are the victims of poverty, > > >merging the two lists will only confuse the issues > > >further. Is there a way to host the Women and Literacy > > >List elsewhere? > > >Ujwala > > > > > >--- Janet Isserlis wrote: > > > > > >> this is the response I'd sent to the content > > >> standards and English language > > >> lists; > > >> apologies for the cross posting for some > > >> > > >> Aside from the reasons given here, are there other > > >> substantive reasons for > > >> eliminating these two lists? While their content > > >> *may* overlap, at times, > > >> there are also distinct purposes to each, and useful > > >> information particular > > >> to each exchanged, and - at times - cross posted to > > >> various other lists. > > >> > > >> I'm very sorry to see these two lists being > > >> eliminated. > > >> > > >> Janet Isserlis > > >> > > >> > > >> > > >> From: Bertha Mo > > >> Reply-To: The Women and Literacy Discussion List > > >> > > >> Date: Wed, 18 Oct 2006 20:10:36 -0700 (PDT) > > >> To: The Women and Literacy Discussion List > > >> > > >> Subject: [WomenLiteracy 594] Re: Update on Women and > > >> Literacy list > > >> > > >> I'm a bit concerned because I think that different > > >> folks subscribe to a list > > >> that is women focused. I'm pretty shy about > > >> responding to most lists. And > > >> I've been very encouraged by the gentle support I've > > >> received from you and > > >> others on the list. > > >> > > >> Best, > > >> > > >> Bertie > > >> > > >> Daphne Greenberg wrote: > > >> > I am wondering how people on this list feel about > > >> the merging of the > > >> > Women and Literacy List with the Poverty, Race, > > >> and Literacy list? Any > > >> > reactions? Happiness? Disappointment? Concern? > > >> Excitement? > > >> > Daphne > > >> > > > >> >>>> >>> "Nguyen, My Linh" 10/18/06 11:37 AM >>> > > >> > Dear Discussion List subscribers, > > >> > > > >> > As the National Institute for Literacy enters a > > >> new fiscal year, > > >> > we > > >> > have taken steps to streamline the way we deliver > > >> professional > > >> > development > > >> > to our discussion list members. A major change > > >> that will directly affect > > >> > you > > >> > is the merging of the Poverty, Race and Literacy > > >> List with the Women and > > >> > Literacy List starting November 6, 2006. > > >> > > > >> > We will continue to provide access to discussion > > >> archives on our > > >> > website. > > >> > > > >> > We have chosen to combine the two lists because > > >> we recognize > > >> > that > > >> > many of the issues that impact one group also > > >> affect the other group, > > >> > and > > >> > believe that many of the topics discussed on one > > >> list can > > >> > benefit > > >> > the other list. For that reason, we decided to > > >> combine the lists to > > >> > enhance > > >> > list members access to the latest ideas and > > >> information > > >> > available. > > >> > Race and gender issues often intersect, and it is > > >> most both practical > > >> > and > > >> > appropriate to have them intersect on one > > >> combined list. > > >> > > > >> > We know that many members of our two lists, > > >> especially members > > >> > of > > >> > our Women's list, view the lists as safe havens > > >> where issues can be > > >> > raised > > >> > and discussed. We want you to know that we will > > >> continue to > > >> > respect > > >> > your input and will maintain the same high level > > >> of sensitivity and > > >> > respect > > >> > we have always shown our list members. In > > >> combining the two > > >> > lists, > > >> > Daphne Greenberg will serve as the moderator for > > >> the new combined list. > > >> > Her > > >> > experience with women's literacy has enabled her > > >> to moderate the women's > > >> > list with the right balance of sensitivity and > > >> insight that is necessary > > >> > for > > >> > such a list. And we know that in assuming the > > >> responsibility of the new > > >> > list, she will bring the same balance to the > > >> Poverty, Race, Women, and > > >> > Literacy list. > > >> > > > >> > The Institute will be inviting current > > >> subscribers for both the > > >> > Poverty, Race Literacy List and the Women and > > >> Literacy List to the new > > >> > combined > > >> > Poverty, Race, Women and Literacy List. Once you > > >> receive the > > >> > invitation, you will need to confirm your > > >> subscription to the Poverty, > > >> > Race, Women and Literacy List. > > >> > > > >> > We encourage you to be an active participant in > > >> the new list by > > >> > sharing your unique perspectives to help make the > > >> Poverty, Race, Women > > >> > and > > >> > Literacy List a dynamic resource for information > > >> and > > >> > professional > > >> > development. > > >> > > > >> > My Linh Nguyen > > >> > Associate Director of Communications > > >> > National Institute for Literacy > > >> > (202) 233-2041 > > >> > fax (202) 233-2050 > > >> > mnguyen at nifl.gov > > >> > > > >> > > > >> ---------------------------------------------------- > > >> > National Institute for Literacy > > >> > Women and Literacy mailing list > > >> > WomenLiteracy at nifl.gov > > >> > To unsubscribe or change your subscription > > >> settings, please go to > > >> > http://www.nifl.gov/mailman/listinfo/womenliteracy > > >> > > > >> > > > >> ---------------------------------------------------- > > >> > National Institute for Literacy > > >> > Women and Literacy mailing list > > >> > WomenLiteracy at nifl.gov > > >> > To unsubscribe or change your subscription > > >> settings, please go to > > >> > http://www.nifl.gov/mailman/listinfo/womenliteracy > > >> > > > >> > > >> > > >> ---------------------------------------------------- > > >> National Institute for Literacy > > >> Women and Literacy mailing list > > >> WomenLiteracy at nifl.gov > > >> To unsubscribe or change your subscription settings, > > >> please go to > > >> http://www.nifl.gov/mailman/listinfo/womenliteracy > > >> > > >> > > > >---------------------------------------------------- > > >> National Institute for Literacy > > >> Women and Literacy mailing list > > >> WomenLiteracy at nifl.gov > > >> To unsubscribe or change your subscription settings, > > >> please go to > > >http://www.nifl.gov/mailman/listinfo/womenliteracy > > > > > > > > >__________________________________________________ > > >Do You Yahoo!? > > >Tired of spam? Yahoo! Mail has the best spam protection around > > >http://mail.yahoo.com > > >---------------------------------------------------- > > >National Institute for Literacy > > >Women and Literacy mailing list > > >WomenLiteracy at nifl.gov > > >To unsubscribe or change your subscription settings, please go > to > > >http://www.nifl.gov/mailman/listinfo/womenliteracy > > >---------------------------------------------------- > > >National Institute for Literacy > > >Women and Literacy mailing list > > >WomenLiteracy at nifl.gov > > >To unsubscribe or change your subscription settings, please go > to > > >http://www.nifl.gov/mailman/listinfo/womenliteracy > > >---------------------------------------------------- > > >National Institute for Literacy > > >Women and Literacy mailing list > > >WomenLiteracy at nifl.gov > > >To unsubscribe or change your subscription settings, please go > to > > http://www.nifl.gov/mailman/listinfo/womenliteracy> > > ---------------------------------------------------- > > National Institute for Literacy > > Women and Literacy mailing list > > WomenLiteracy at nifl.gov > > To unsubscribe or change your subscription settings, please go > to > > http://www.nifl.gov/mailman/listinfo/womenliteracy > -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20061025/4950edc8/attachment.html From ALCDGG at langate.gsu.edu Thu Oct 26 13:01:38 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Thu, 26 Oct 2006 13:01:38 -0400 Subject: [WomenLiteracy 631] impact of violence on women's learning discussion In-Reply-To: <20061024.111238.23349.1277043@webmail26.lax.untd.com> References: <20061024.111238.23349.1277043@webmail26.lax.untd.com> Message-ID: <4540B1B2020000310000A4FA@mailsrv4.gsu.edu> Remember the discussion we had awhile ago that Mev facilitated on the impacts of violence on women's learning? The discussion has been compiled and can be directly accessed by going to: http://www.nifl.gov/lincs/discussions/womenliteracy/miller_08-06.html or by going to http://www.nifl.gov/lincs/discussions/list_guests.html and scrolling down until you find the women and literacy listing of guest discussions. I think that you will find the compilation interesting to read! Daphne From ryanryanc at yahoo.com Thu Oct 26 22:59:53 2006 From: ryanryanc at yahoo.com (Ryan Hall) Date: Thu, 26 Oct 2006 22:59:53 -0400 Subject: [WomenLiteracy 632] Re: cultivating community In-Reply-To: Message-ID: Thank you so much, Jackie, for posting your suggestions for the new women and literacy wiki! I, of course, did not find your regression to my question insensitive at all, and I even think that talking about ideas for this new wiki area can be a very productive way to discuss and expand (and even inform those in need of informing) the issues that have been raised in terms of the listserv merger. We could think of it as a sort of efficient multi-tasking initiative that allows us to vent our frustrations and irritations about the merger while, at the same time, disseminate useful information about issues related to women and literacy and, thus, create a teachable moment for all. For example, several concepts, such as connections, intersections, and overlaps have been mentioned in terms of the listserv merger...but, what exactly are those connections and overlaps with race and poverty, and what are the issues related to women regardless of their race or SES status? There are other issues we could explore, too: What about the role of cultural differences and/or expectations in defining literacy for different groups of women (in the US and abroad)? What are some questions that either you have had about women and literacy/learning or that you have heard others ask about women and literacy/learning? What exactly is it that we all want others to know about women and literacy...and/or women learners in general? What are some of the resources that we all (teachers, researchers, advocates, etc.) want to have readily available for us to use at a moment?s notice? Speaking of resources, for those of you who don?t know, there is an ALE Wiki glossary, and each topic area has its own section. So, if there are terms pertaining to women and literacy that you have seen used in posts on this list and that you think should be included in a women and literacy glossary, let me know. It could either be something that you know and just want to make sure is included in a glossary pertaining to this topic, or it could be a word/concept that you?ve seen used a lot, but have no idea what it really means. This wiki is a collaborative creation, and each of you should feel free to contribute your ideas, experiences, and resources. Ryan On 10/24/06 10:47 PM, "Taylor, Jackie" wrote: > Hello everyone, > > I hope this doesn?t seem insensitive to the resulting discussions from NIFL?s > surprising news(!). But I?d like to go back to Ryan?s generous offer to create > a women and literacy Wiki space on our behalf > (http://wiki.literacytent.org/index.php/Main_Page > ). Since her offer I have > yet to hear any ideas shared on this list that would help her in taking the > lead on what can become a very collaborative endeavor. Given recent > circumstances, I?m sure we did not intend to leave her request hanging out > there like that. Soooo? I?m wondering in what ways we would like to see this > area developed? Online technologies like wikis can be used in combination with > listservs to enhance the vibrant nature of communities, strengthening, not > diminishing them. And in light of the recent List news, that might not be a > bad thing. > > Some ideas I leave you with? > > How might this area of the wiki be a place to collect women and literacy > success stories? Autobiographies? > > Or what about: > > ? a policy section for updates on federal policy pertaining to women and > literacy issues, how states are planning to transition to the new federal TANF > regs, and what that means for practices with welfare-to-work? Then that could > link over to the advocacy area of the wiki. > > ? a professional development initiatives section for women-centered > instruction, women?s roles as learners and adult literacy practitioners? That > could then link over to the PD section. > > ? a compilation of some of the rich or helpful discussions we?ve had, > like the health insurance resource-sharing (I?m sure we could all come up with > examples of what we want to see collected, pertinent resources compiled, etc) > > ? a list of practical questions for teaching and professional > development? > > ? a compilation of relevant web sites we think are pertinent, as well as > women and literacy research addressing those questions? > > Most of all: How can we make it lively and interactive? > > The Adult Literacy Professional Development List has used the PD List in > tandem with the PD area of the ALE Wiki to develop matrices of information: > state PD systems, approaches and methods of PD, and PD Policy Recommendations > ? the latter which was then voted upon and embraced by our professional > association, AALPD, and it is guiding our resulting PD advocacy efforts. > > I guess the reason I?m going on about it is because, well, the ALE Wiki has > been a helpful resource in many ways, and it always serves the ?just in time? > need. And the wiki is only one tool. I?m sure there are many ways to share and > cultivate the wisdom of an online community. So we can create what we want > rather than just accept what is. > > Thanks, Ryan, for your offer. I look forward to this becoming a rich resource > for all of us! > > Best wishes, Jackie > > Jackie Taylor, Adult Literacy Professional Development List Moderator, > jataylor at utk.edu > > > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20061026/9caf4758/attachment.html From kabeall at comcast.net Fri Oct 27 11:18:19 2006 From: kabeall at comcast.net (Kaye Beall) Date: Fri, 27 Oct 2006 11:18:19 -0400 Subject: [WomenLiteracy 633] New from NCSALL Message-ID: <002601c6f9db$25b3eb20$0202a8c0@your4105e587b6> Research on the Economic Impact of the GED Diploma Panel The National Institute for Literacy (Institute) and the National Center for the Study of Adult Learning and Literacy (NCSALL) announce the Research on the Economic Impact of the GED Diploma Panel, a 30-minute video produced by the Institute. This panel discussion focuses on the economic benefits that accrue to holders of the General Educational Development (GED) credential. It is based on a review by John Tyler of eight recent (published and working) research papers on the GED. Several of these papers were authored by John Tyler, Richard Murnane, and John Willett, researchers with NCSALL whose work has influenced what we know about the economic benefits of the GED. Presenters include John Tyler, Sara Fass, and Sue Snider; the moderator is David Rosen. To view in streaming format, go to: http://www.nifl.gov/nifl/webcasts/ged/webcast_ged.html To order in DVD for $5.00 from NCSALL, go to: www.ncsall.net/?id=675 To order DVD version from NIFL, send request with mailing address to: info at nifl.gov Transitioning Adults to College: Adult Basic Education Program Models by Cynthia Zafft, Silja Kallenbach, and Jessica Spohn This NCSALL Occasional Paper describes five models that the staff at the New England Literacy Resource Center at World Education, Inc., categorized through a survey of adult education centers with transition components from around the United States. This NCSALL Occasional Paper describes the five models-Advising, GED-Plus, ESOL, Career Pathways, and College Preparatory-and themes and recommendations that others contemplating adult transition services might find helpful. It also chronicles the experiences of four states (Connecticut, Kentucky, Maine, and Oregon) in their efforts to institutionalize transitions for adults. To download the paper, go to http://www.ncsall.net/?id=26 Beyond the GED: Making Conscious Choices About the GED and Your Future Newly revised to include new data and information on the Internet, this guide for GED instructors offers lesson plans and helps teachers develop as professionals. It also gives adult learners an opportunity to practice writing, use graphs, read charts, and analyze research findings on the economic impact of the GED. To download the guide, go to http://www.ncsall.net/?id=35. **************** Kaye Beall Outreach Coordinator/NCSALL Dissemination Project World Education 4401 S. Madison St. Muncie, IN 47302 Tel: 765-717-3942 Fax: 208-694-8262 kaye_beall at worlded.org http://www.ncsall.net -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20061027/e24c32af/attachment.html From mev at litwomen.org Sun Oct 29 18:24:44 2006 From: mev at litwomen.org (mev at litwomen.org) Date: Sun, 29 Oct 2006 18:24:44 -0500 Subject: [WomenLiteracy 634] Call for Presenters - WE LEARN Annual Conference Message-ID: The Call for Presenters for the 4th Annual (Net)Working Conference on Women & Literacy is now available. WE LEARN seeks presentations in all educational areas serving women students in adult literacy/ basic education. We encourage students and program groups to apply. To download the details and an application form, go to: http://www.litwomen.org/conference.html The conference theme for this year is Threads of Experience: Creative Spaces for Women's Learning. DEADLINE for Proposals: December 1, 2006 Here are the broad details for the conference. Registration details will be posted on the website within the next 2 weeks. March 9 ? March 10, 2007 Northeastern University Boston, Massachusetts Keynote Speaker: Antonia Darder Pre-Conference Seminar The Impact of Violence on Learning: Building Connections to Deepen Understanding March 8, 2007 9:30 ? 4:30 Co-Sponsored by WE LEARN & Northeastern University School of Professional and Continuing Studies. If you have questions or need more information, please contact: Mev Miller welearn at litwomen.org 401-383-4374. WE LEARN Women Expanding: Literacy Education Action Resource Network www.litwomen.org/welearn.html Mev Miller, Ed.D., Director 182 Riverside Ave. Cranston, RI 02910 401-383-4374 welearn at litwomen.org -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 1389 bytes Desc: not available Url : http://www.nifl.gov/pipermail/womenliteracy/attachments/20061029/81ba8eb8/attachment.bin From mev at litwomen.org Mon Oct 30 14:12:09 2006 From: mev at litwomen.org (mev at litwomen.org) Date: Mon, 30 Oct 2006 14:12:09 -0500 Subject: [WomenLiteracy 635] Call for Student Writing - Women's Perspectives #2 Message-ID: <8A63008D-684A-11DB-A385-000393ABE4D2@litwomen.org> Call for Writings by Students in Adult Literacy/Basic Education... Women's Perspectives #2: Women Who Dare ~ Daily Steps to Big Accomplishments will showcase writings by adult literacy/basic education students across all levels. This collection will continue to empower women to exhibit the positive effect they have in our communities. The Call for writings is now available. You may also download them from our website: http://www.litwomen.org/perspectives.html **Note: There are two versions. The Call for Students includes writings prompts. The call for use by teachers & tutors includes some lesson plan ideas. The DEADLINE to send writings is December 22, 2006. **Electronic submissions (by email or on CD-ROM) are strongly encouraged.** Use the attached form & MAIL or EMAIL writings to: WE LEARN, c/o Mev Miller, Ed.D., 182 Riverside Ave. Cranston, RI 02910 welearn at litwomen.org (sorry, no fax available) If you have questions or need more information, please contact: Mev Miller welearn at litwomen.org 401-383-4374 ______________________________________ WE LEARN Women Expanding: Literacy Education Action Resource Network www.litwomen.org/welearn.html Mev Miller, Ed.D., Director 182 Riverside Ave. Cranston, RI 02910 401-383-4374 welearn at litwomen.org From ALCDGG at langate.gsu.edu Tue Oct 31 10:55:44 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Tue, 31 Oct 2006 10:55:44 -0500 Subject: [WomenLiteracy 636] list merger In-Reply-To: <4540B1B2020000310000A4FA@mailsrv4.gsu.edu> References: <20061024.111238.23349.1277043@webmail26.lax.untd.com> <4540B1B2020000310000A4FA@mailsrv4.gsu.edu> Message-ID: <45472BB0020000310000AD78@mailsrv4.gsu.edu> For those of you who are not in the mood to read my reactions about the discussion we have been having about the upcoming list merger (women and literacy with poverty, race and literacy), I will start with information first, and share my thoughts later. Here is the information: On November 6th, the new poverty race women, and literacy list will be open with me as the facilitator, and this list (women and literacy) will be closed (although archives of postings will still be available). You will not need to UNSUBSCRIBE from the women and literacy list. You will need to SUBSCRIBE to the poverty race women, and literacy list. In other words, just because you are subscriber to this list, does not mean that you can assume that you will be a subscriber of the new list. You need to actually subscribe. In the next few days, NIFL will post information about how to do this. Here are my reactions: Wow-what a rich discussion we had here these last two week about the upcoming list merger ! Thanks to all for sharing your thoughts! I would like to respond to some of them: 1. A few wondered on list and off list whether we could convince NIFL to change its mind. I checked with NIFL, and unfortunately there is nothing we can do about it for this year (November 2006-October 2007). However, the good news is that they are open to us discussing this for the following year. So my suggestion to this group, is let us see what this new merger brings us. If we like it, then fine. If we don't, and we end up missing a listserv devoted specifically to women and literacy I will bring this up to NIFL next summer on our behalf. 2. A few mentioned on the list and off the list changing the name of the list. Some of you mentioned that we just may as well call it The oppressed and literacy (I have to admit, I had a similar reaction), others wondered about why homophobia is not included (I have wondered this too, and have encouraged discussion about orientation and literacy on this listserv). I checked with NIFL about whether we could have a voice in the name of the listserv. Apparently we can have for the future, but we can't do it for this present year. So once again, I think that we should revisit this issue next summer and see if we want to change the name of the newly formed list. 3. I want to reassure all of you, that I will continue to facilitate a safe community. You may be reassured to know that 40% of current poverty race list members are on this list, and 46% of us are currently on the poverty race list! So a good part of the new community, will include a lot of people who already "know" each other, and know the type of listserv atmosphere we value. 4. Some of you mentioned that although discussing intersections is important, there is also value talking about separate issues. I want to stress, that I don't see the new listserv as only talking about intersections. I think that many times, perhaps even most of the time, we will be talking about women only, or race only, or poverty only. Other times we will intersect two of these factor, other times all of them. Feel free to post anymore questions/concerns to this listserv, or to me personally (dgreenberg at gsu.edu). Daphne Daphne Greenberg Assistant Professor Educational Psych. & Special Ed. Georgia State University P.O. Box 3979 Atlanta, Georgia 30302-3979 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu Daphne Greenberg Associate Director Center for the Study of Adult Literacy Georgia State University P.O. Box 3977 Atlanta, Georgia 30302-3977 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu From j-p-sinclair at worldnet.att.net Tue Oct 31 12:34:24 2006 From: j-p-sinclair at worldnet.att.net (Judith Sinclair) Date: Tue, 31 Oct 2006 11:34:24 -0600 Subject: [WomenLiteracy 637] Re: list merger References: <20061024.111238.23349.1277043@webmail26.lax.untd.com><4540B1B2020000310000A4FA@mailsrv4.gsu.edu> <45472BB0020000310000AD78@mailsrv4.gsu.edu> Message-ID: <000f01c6fd12$cf8b2840$16124d0c@Dell> Thank you, Daphne, for all that you do to help all of us. You really do "make a difference." All best, Judith Sinclair, PhD Cognitive Psychologist and Educator www.sinclairsystem.com (202) 364-3893 j-p-sinclair at att.net ----- Original Message ----- From: "Daphne Greenberg" To: Sent: Tuesday, October 31, 2006 9:55 AM Subject: [WomenLiteracy 636] list merger > For those of you who are not in the mood to read my reactions about the > discussion we have been having about the upcoming list merger (women and > literacy with poverty, race and literacy), I will start with information > first, and share my thoughts later. > > Here is the information: > On November 6th, the new poverty race women, and literacy list will be > open with me as the facilitator, and this list (women and literacy) will > be closed (although archives of postings will still be available). > You will not need to UNSUBSCRIBE from the women and literacy list. > You will need to SUBSCRIBE to the poverty race women, and literacy > list. In other words, just because you are subscriber to this list, does > not mean that you can assume that you will be a subscriber of the new > list. You need to actually subscribe. In the next few days, NIFL will > post information about how to do this. > > Here are my reactions: > Wow-what a rich discussion we had here these last two week about the > upcoming list merger ! Thanks to all for sharing your thoughts! > I would like to respond to some of them: > 1. A few wondered on list and off list whether we could convince NIFL > to change its mind. I checked with NIFL, and unfortunately there is > nothing we can do about it for this year (November 2006-October 2007). > However, the good news is that they are open to us discussing this for > the following year. So my suggestion to this group, is let us see what > this new merger brings us. If we like it, then fine. If we don't, and we > end up missing a listserv devoted specifically to women and literacy I > will bring this up to NIFL next summer on our behalf. > 2. A few mentioned on the list and off the list changing the name of > the list. Some of you mentioned that we just may as well call it The > oppressed and literacy (I have to admit, I had a similar reaction), > others wondered about why homophobia is not included (I have wondered > this too, and have encouraged discussion about orientation and literacy > on this listserv). I checked with NIFL about whether we could have a > voice in the name of the listserv. Apparently we can have for the > future, but we can't do it for this present year. So once again, I think > that we should revisit this issue next summer and see if we want to > change the name of the newly formed list. > 3. I want to reassure all of you, that I will continue to facilitate a > safe community. You may be reassured to know that 40% of current poverty > race list members are on this list, and 46% of us are currently on the > poverty race list! So a good part of the new community, will include a > lot of people who already "know" each other, and know the type of > listserv atmosphere we value. > 4. Some of you mentioned that although discussing intersections is > important, there is also value talking about separate issues. I want to > stress, that I don't see the new listserv as only talking about > intersections. I think that many times, perhaps even most of the time, > we will be talking about women only, or race only, or poverty only. > Other times we will intersect two of these factor, other times all of > them. > > Feel free to post anymore questions/concerns to this listserv, or to me > personally (dgreenberg at gsu.edu). > > Daphne > > > > Daphne Greenberg > Assistant Professor > Educational Psych. & Special Ed. > Georgia State University > P.O. Box 3979 > Atlanta, Georgia 30302-3979 > phone: 404-651-0127 > fax:404-651-4901 > dgreenberg at gsu.edu > > Daphne Greenberg > Associate Director > Center for the Study of Adult Literacy > Georgia State University > P.O. Box 3977 > Atlanta, Georgia 30302-3977 > phone: 404-651-0127 > fax:404-651-4901 > dgreenberg at gsu.edu > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > From ALCDGG at langate.gsu.edu Tue Oct 31 14:56:46 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Tue, 31 Oct 2006 14:56:46 -0500 Subject: [WomenLiteracy 638] 2007 COABE conference call for proposals In-Reply-To: <45472BB0020000310000AD78@mailsrv4.gsu.edu> References: <20061024.111238.23349.1277043@webmail26.lax.untd.com> <4540B1B2020000310000A4FA@mailsrv4.gsu.edu> <45472BB0020000310000AD78@mailsrv4.gsu.edu> Message-ID: <4547642E020000310000AE91@mailsrv4.gsu.edu> Are you interested in presenting at the 2007 COABE Conference? The deadline for proposals to be submitted is November 18th, just 3 weeks away. Use the following link to access the rfp: http://www.coabe2007.org/rfpo7.htm The conference will run from March 26-28 in Philadelphia, PA. For more information about the conference, including registration rates and hotel information, please visit the conference website: www.coabe2007.org . If you have any questions, please contact the conference chairs: Chuck Klinger, cklinger at tiu11.org Diane Inverso, inversod at library.phila.gov Thanks, we hope to see you in Philadelphia! Chuck Klinger , Chairperson COABE 2007 Conference From MMaralit at NIFL.gov Wed Nov 1 15:41:53 2006 From: MMaralit at NIFL.gov (Maralit, Mary Jo) Date: Wed, 1 Nov 2006 15:41:53 -0500 Subject: [WomenLiteracy 639] New list information Message-ID: <4062487BDB6029428A763CAEF4E1FE5B12501D58@wdcrobe2m03.ed.gov> Hello, All, I am excited to announce that the new list, Poverty, Race, Women and Literacy list is set-up and ready to accept subscribers. Please go to: http://www.nifl.gov/mailman/listinfo/PovertyRaceWomen to subscribe. While the new list will be accepting subscribers, posts should not be sent to the lists until Monday, Nov. 6. If you do not have a chance to subscribe this week, on Monday, Nov. 6: 1. You will receive an INVITATION TO JOIN the Poverty, Race, Women and Literacy list. The invitation will have the word "CONFIRM" and a long list of random letters and numbers in the subject of the email. 2. When you see this email, you will need to CONFIRM your subscription by clicking the URL in the email and following the directions on the confirmation page. On this page, you will need to click on the "SUBSCRIBE to the list..." button. 3. Just in case the link does not work, please copy and paste the link in the address bar of a browser, making sure there are no spaces in the URL. 4. If you are having problems subscribing to the new list, please contact Connie Harich at charich at nifl.gov As you know, the Women and Literacy Discussion List will be 'closed' on Monday, November 6th. Posts that are sent to the Women and Literacy Discussion List after Nov. 6 will receive an automatic email with information about the new list. Please also note that you will not need to unsubscribe from the list, this will be done automatically. If you have any questions, please let me know. I can be reached at 202-233-2025 or via email at mmaralit at nifl.gov. Regards, Jo Jo Maralit National Institute for Literacy 1775 I Street, NW; Suite 730; Washington, DC 20006 mmaralit at nifl.gov From mev at litwomen.org Thu Nov 2 07:25:09 2006 From: mev at litwomen.org (mev at litwomen.org) Date: Thu, 2 Nov 2006 07:25:09 -0500 Subject: [WomenLiteracy 640] lesbian women In-Reply-To: Message-ID: <2DFC1DBC-6A6D-11DB-9B48-000393ABE4D2@litwomen.org> In the discussion of the merger, some concern about lesbian women and homophobia (heterosexism, my word choice) has emerged. Just as an fyi, WE LEARN has outlined a research project on this topic, "Coming out: Lesbians in ABE" and is actively seeking funding for it. This is a summary of our proposal... There exists little data (quantitative or qualitative) about the existence, realities, experiences, and issues for lesbians in adult basic/literacy education (ABE) communities. Using participatory action research, we will focus on information gathering and discovery, as well on the process of research as a community and individual empowerment activity. These questions (and others) will serve as guides: How are lesbian issues addressed, ignored, silenced in ABE/ESOL? What is the impact of silencing or denigration of lesbianism on learners and teachers? How do we support lesbians (lgbti people) in ABE/ESOL -- across the spectrum of participants -- students, teachers, tutors, volunteers, and administrators? How are these experiences and issues similar or different across ABE programs (family literacy, GED, immigrant/ESOL programs, library/volunteer, workplace or labor union, or community college)? How do lesbian issues intersect with the multiple diversities (or oppressions) experienced by women in ABE? How can we best address lesbian issues and support lesbians (students and educators) within ABE services/programs? We will gather information through reviewing the articles and writings (fiction and non-fiction as well as academic/research oriented) that currently exist about lesbian experience in ABE, surveys to ABE students & educators (via mail & Internet), focus group/discussion circles (located in program/regional sites), and literacy listserv discussions. We have pitched this proposal to 2 different funding sources with no success (Astraea and Sociological Initiatives). We will try again with Astraea this year and are still seeking other sources. If someone has an idea or is interested in helping out with this, please contact me off list (welearn at litwomen.org). Thanks Mev WE LEARN Women Expanding: Literacy Education Action Resource Network www.litwomen.org/welearn.html Mev Miller, Ed.D., Director 182 Riverside Ave. Cranston, RI 02910 401-383-4374 welearn at litwomen.org From Charlene.Brown at Jefferson.kyschools.us Thu Nov 2 10:03:33 2006 From: Charlene.Brown at Jefferson.kyschools.us (Brown, Charlene) Date: Thu, 2 Nov 2006 10:03:33 -0500 Subject: [WomenLiteracy 641] Re: lesbian women In-Reply-To: <2DFC1DBC-6A6D-11DB-9B48-000393ABE4D2@litwomen.org> Message-ID: <60E2F869F45DE34DBC8609D255E8357A0861CC12@ED275X1.jefferson.ketsds.net> At a time not in the far distant past, I would have questioned whether this issue was pertinent to adult education. However, over the past several years, I have learned that issues concerning the lives of adult learners including abuse, discrimination, and isolation affect their entire lives--including their willingness to "risk" participating in adult learning activities. I wish you luck in finding funding to explore this issue and its many layers. -----Original Message----- From: womenliteracy-bounces at nifl.gov [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of mev at litwomen.org Sent: Thursday, November 02, 2006 7:25 AM To: The Women and Literacy Discussion List Subject: [WomenLiteracy 640] lesbian women In the discussion of the merger, some concern about lesbian women and homophobia (heterosexism, my word choice) has emerged. Just as an fyi, WE LEARN has outlined a research project on this topic, "Coming out: Lesbians in ABE" and is actively seeking funding for it. This is a summary of our proposal... There exists little data (quantitative or qualitative) about the existence, realities, experiences, and issues for lesbians in adult basic/literacy education (ABE) communities. Using participatory action research, we will focus on information gathering and discovery, as well on the process of research as a community and individual empowerment activity. These questions (and others) will serve as guides: How are lesbian issues addressed, ignored, silenced in ABE/ESOL? What is the impact of silencing or denigration of lesbianism on learners and teachers? How do we support lesbians (lgbti people) in ABE/ESOL -- across the spectrum of participants -- students, teachers, tutors, volunteers, and administrators? How are these experiences and issues similar or different across ABE programs (family literacy, GED, immigrant/ESOL programs, library/volunteer, workplace or labor union, or community college)? How do lesbian issues intersect with the multiple diversities (or oppressions) experienced by women in ABE? How can we best address lesbian issues and support lesbians (students and educators) within ABE services/programs? We will gather information through reviewing the articles and writings (fiction and non-fiction as well as academic/research oriented) that currently exist about lesbian experience in ABE, surveys to ABE students & educators (via mail & Internet), focus group/discussion circles (located in program/regional sites), and literacy listserv discussions. We have pitched this proposal to 2 different funding sources with no success (Astraea and Sociological Initiatives). We will try again with Astraea this year and are still seeking other sources. If someone has an idea or is interested in helping out with this, please contact me off list (welearn at litwomen.org). Thanks Mev WE LEARN Women Expanding: Literacy Education Action Resource Network www.litwomen.org/welearn.html Mev Miller, Ed.D., Director 182 Riverside Ave. Cranston, RI 02910 401-383-4374 welearn at litwomen.org ---------------------------------------------------- National Institute for Literacy Women and Literacy mailing list WomenLiteracy at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy From lalumineuse at yahoo.com Thu Nov 2 12:55:41 2006 From: lalumineuse at yahoo.com (Ujwala Samant) Date: Thu, 2 Nov 2006 09:55:41 -0800 (PST) Subject: [WomenLiteracy 642] Re: lesbian women In-Reply-To: <2DFC1DBC-6A6D-11DB-9B48-000393ABE4D2@litwomen.org> Message-ID: <20061102175541.48305.qmail@web55102.mail.re4.yahoo.com> Hi Mev, I was doing some research on fundraising for our projects and here's something that might be of interest: http://www.lib.msu.edu/harris23/grants/3womenst.htm Another way I look for funding is looking up the Acknowledgements in any reports I read. And chase them down. Thanks to that, I've managed to get some small grants ranging from 5-15,000 Pounds. For the larger grants, here in the UK, the Big Lottery Fund is an unbelievable source of support. I don't know if the Loto in the US has a similar scheme or not. Good luck, Ujwala --- mev at litwomen.org, UNEXPECTED_DATA_AFTER_ADDRESS at .SYNTAX-ERROR. wrote: > In the discussion of the merger, some concern about > lesbian women and > homophobia (heterosexism, my word choice) has > emerged. Just as an fyi, > WE LEARN has outlined a research project on this > topic, "Coming out: > Lesbians in ABE" and is actively seeking funding for > it. > > This is a summary of our proposal... > There exists little data (quantitative or > qualitative) about the > existence, realities, experiences, and issues for > lesbians in adult > basic/literacy education (ABE) communities. Using > participatory action > research, we will focus on information gathering and > discovery, as well > on the process of research as a community and > individual empowerment > activity. These questions (and others) will serve as > guides: How are > lesbian issues addressed, ignored, silenced in > ABE/ESOL? What is the > impact of silencing or denigration of lesbianism on > learners and > teachers? How do we support lesbians (lgbti people) > in ABE/ESOL -- > across the spectrum of participants -- students, > teachers, tutors, > volunteers, and administrators? How are these > experiences and issues > similar or different across ABE programs (family > literacy, GED, > immigrant/ESOL programs, library/volunteer, > workplace or labor union, > or community college)? How do lesbian issues > intersect with the > multiple diversities (or oppressions) experienced by > women in ABE? How > can we best address lesbian issues and support > lesbians (students and > educators) within ABE services/programs? We will > gather information > through reviewing the articles and writings (fiction > and non-fiction as > well as academic/research oriented) that currently > exist about lesbian > experience in ABE, surveys to ABE students & > educators (via mail & > Internet), focus group/discussion circles (located > in program/regional > sites), and literacy listserv discussions. > > We have pitched this proposal to 2 different funding > sources with no > success (Astraea and Sociological Initiatives). We > will try again with > Astraea this year and are still seeking other > sources. If someone has > an idea or is interested in helping out with this, > please contact me > off list (welearn at litwomen.org). > > Thanks > Mev > > > WE LEARN > Women Expanding: Literacy Education Action Resource > Network > www.litwomen.org/welearn.html > > Mev Miller, Ed.D., Director > 182 Riverside Ave. > Cranston, RI 02910 > 401-383-4374 > welearn at litwomen.org > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, > please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > ____________________________________________________________________________________ Access over 1 million songs - Yahoo! Music Unlimited (http://music.yahoo.com/unlimited) From ALCDGG at langate.gsu.edu Thu Nov 2 13:57:04 2006 From: ALCDGG at langate.gsu.edu (Daphne Greenberg) Date: Thu, 02 Nov 2006 13:57:04 -0500 Subject: [WomenLiteracy 643] description of new list In-Reply-To: <4062487BDB6029428A763CAEF4E1FE5B12501D58@wdcrobe2m03.ed.gov> References: <4062487BDB6029428A763CAEF4E1FE5B12501D58@wdcrobe2m03.ed.gov> Message-ID: <4549F930020000310000B36D@mailsrv4.gsu.edu> By now, you may have read the message that Jo from NIFL sent regarding how to subscribe to the new poverty race women and literacy list at: http://www.nifl.gov/mailman/listinfo/PovertyRaceWomen I was thinking that in order to help you make the decision about whether you want to subscribe to this new list, you might want to read a description of what I wrote about this new list. This description is not written in stone, and will probably change as the list grows and I get feedback from subscribers, but for now, this is what I came up with: The purpose of this list is to provide an on-going professional development forum for providers, advocates, researchers, learners, policy makers, and all other persons who are interested in exploring the linkages between poverty, race, women and literacy. Examples of topics include: the relationships among poverty, race, women and literacy in the United States and in other countries; health as it pertains to women and poverty issues; the hidden rules of persons living with the effects of poverty, the intersection of these effects with gender and race, and the misunderstandings these can cause in the teaching/learning process; the role of women's literacy in family literacy programs, and the assumptions about race and poverty often made in these programs; domestic violence and its intersection with poverty, race, and literacy; women's literacy levels and its ties to economics and welfare of families; access to literacy in different cultures based on gender, racial, and economic status; connection between women's literacy, race, poverty and public policy; identification of supportive communication networks; and discussion of action steps addressing women, race, poverty and literacy. I envision that the above description will change overtime as subscribers give me their input. In the meantime, to subscribe, please go to: http://www.nifl.gov/mailman/listinfo/PovertyRaceWomen . The list opens on November 6th. Thanks, Daphne Daphne Greenberg Assistant Professor Educational Psych. & Special Ed. Georgia State University P.O. Box 3979 Atlanta, Georgia 30302-3979 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu Daphne Greenberg Associate Director Center for the Study of Adult Literacy Georgia State University P.O. Box 3977 Atlanta, Georgia 30302-3977 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu From andreawilder at comcast.net Thu Nov 2 14:44:38 2006 From: andreawilder at comcast.net (Andrea Wilder) Date: Thu, 2 Nov 2006 14:44:38 -0500 Subject: [WomenLiteracy 644] Re: list merger In-Reply-To: <000f01c6fd12$cf8b2840$16124d0c@Dell> References: <20061024.111238.23349.1277043@webmail26.lax.untd.com><4540B1B2020000310000A4FA@mailsrv4.gsu.edu> <45472BB0020000310000AD78@mailsrv4.gsu.edu> <000f01c6fd12$cf8b2840$16124d0c@Dell> Message-ID: Well, Daphne, you really are splendid to take this all on. I have been beating my brains out on other issues--it really is the "oppressed and literacy," isn't it? I haven't read far enough back to find out why this is thought necessary. I continually get unnerved when I crash into someone else's semiotic ordering. All the best, Andrea On Oct 31, 2006, at 12:34 PM, Judith Sinclair wrote: > Thank you, Daphne, for all that you do to help all of us. You really > do > "make a difference." > All best, > Judith Sinclair, PhD > Cognitive Psychologist and Educator > www.sinclairsystem.com > (202) 364-3893 > j-p-sinclair at att.net > > > > > > ----- Original Message ----- > From: "Daphne Greenberg" > To: > Sent: Tuesday, October 31, 2006 9:55 AM > Subject: [WomenLiteracy 636] list merger > > >> For those of you who are not in the mood to read my reactions about >> the >> discussion we have been having about the upcoming list merger (women >> and >> literacy with poverty, race and literacy), I will start with >> information >> first, and share my thoughts later. >> >> Here is the information: >> On November 6th, the new poverty race women, and literacy list will be >> open with me as the facilitator, and this list (women and literacy) >> will >> be closed (although archives of postings will still be available). >> You will not need to UNSUBSCRIBE from the women and literacy list. >> You will need to SUBSCRIBE to the poverty race women, and literacy >> list. In other words, just because you are subscriber to this list, >> does >> not mean that you can assume that you will be a subscriber of the new >> list. You need to actually subscribe. In the next few days, NIFL will >> post information about how to do this. >> >> Here are my reactions: >> Wow-what a rich discussion we had here these last two week about the >> upcoming list merger ! Thanks to all for sharing your thoughts! >> I would like to respond to some of them: >> 1. A few wondered on list and off list whether we could convince NIFL >> to change its mind. I checked with NIFL, and unfortunately there is >> nothing we can do about it for this year (November 2006-October 2007). >> However, the good news is that they are open to us discussing this for >> the following year. So my suggestion to this group, is let us see what >> this new merger brings us. If we like it, then fine. If we don't, and >> we >> end up missing a listserv devoted specifically to women and literacy I >> will bring this up to NIFL next summer on our behalf. >> 2. A few mentioned on the list and off the list changing the name of >> the list. Some of you mentioned that we just may as well call it The >> oppressed and literacy (I have to admit, I had a similar reaction), >> others wondered about why homophobia is not included (I have wondered >> this too, and have encouraged discussion about orientation and >> literacy >> on this listserv). I checked with NIFL about whether we could have a >> voice in the name of the listserv. Apparently we can have for the >> future, but we can't do it for this present year. So once again, I >> think >> that we should revisit this issue next summer and see if we want to >> change the name of the newly formed list. >> 3. I want to reassure all of you, that I will continue to facilitate a >> safe community. You may be reassured to know that 40% of current >> poverty >> race list members are on this list, and 46% of us are currently on the >> poverty race list! So a good part of the new community, will include a >> lot of people who already "know" each other, and know the type of >> listserv atmosphere we value. >> 4. Some of you mentioned that although discussing intersections is >> important, there is also value talking about separate issues. I want >> to >> stress, that I don't see the new listserv as only talking about >> intersections. I think that many times, perhaps even most of the time, >> we will be talking about women only, or race only, or poverty only. >> Other times we will intersect two of these factor, other times all of >> them. >> >> Feel free to post anymore questions/concerns to this listserv, or to >> me >> personally (dgreenberg at gsu.edu). >> >> Daphne >> >> >> >> Daphne Greenberg >> Assistant Professor >> Educational Psych. & Special Ed. >> Georgia State University >> P.O. Box 3979 >> Atlanta, Georgia 30302-3979 >> phone: 404-651-0127 >> fax:404-651-4901 >> dgreenberg at gsu.edu >> >> Daphne Greenberg >> Associate Director >> Center for the Study of Adult Literacy >> Georgia State University >> P.O. Box 3977 >> Atlanta, Georgia 30302-3977 >> phone: 404-651-0127 >> fax:404-651-4901 >> dgreenberg at gsu.edu >> ---------------------------------------------------- >> National Institute for Literacy >> Women and Literacy mailing list >> WomenLiteracy at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/womenliteracy >> > > > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > From ujvil at hotmail.com Thu Nov 2 16:20:46 2006 From: ujvil at hotmail.com (Ujju Aggarwal) Date: Thu, 2 Nov 2006 16:20:46 -0500 Subject: [WomenLiteracy 645] Dec 2 - Save the Date: Women Warriors/Luchdoras Exhibit Opening Reception! References: <20061102175541.48305.qmail@web55102.mail.re4.yahoo.com> Message-ID: Please Foward Widely!!! ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Center for Immigrant Families and unseenamerica of Bread and Roses Cultural Project proudly present: WOMEN WARRIORS * LUCHADORAS Our Stories: Our Lives as Immigrant Women Opening Reception: December 2, 2006 6 PM - 9 PM Free admission Music and Delicious Food * M?sica y comida deliciosa * Musique et fins gourmets Children Welcome * Toda la familia bienvenida * Les enfants sont bienvenus at Carlito's Caf? y Galer?a: 1701 Lexington Avenue @ 106th Street 6 train to 103rd or 110th Street As part of the Center for Immigrant Families' Women's Popular Education Program, immigrant women created the images for this powerful exhibition as they came together to build their English language skills and share their lives in support of each other's struggles. Las mujeres participantes en la Escuela Popular de Mujeres del Centro de Familias Inmigrantes han creado las poderosas im?genes de ?sta exposici?n a la vez que mejoraban su ingles y compart?an solidariamente sus vidas y luchas. En tant que partie int?grante de l'?cole Populaire de Femmes du Centre de Familles Immigrantes les femmes immigrantes ont cr?e les images puissantes de cette exposition ?tant donn? qu'elles se sont regroup?es pour approfondir leur connaissance de la langue anglaise et partagent leur vie pour se soutenir les unes les autres. The Center for Immigrant Families is an organization for low-income immigrant women of color and community members in uptown Manhattan. We share our stories and reclaim our wisdom as we organize for justice and to create change in our own lives and in the life of our community. www.c4if.org ** 212-531-3011 Please visit www.artforchange.org for Women Warrior exhibit events. The exhibit will be up from November 19, 2006 to January 19, 2007. *** Por favor visiten www.artforchange.org para los eventos de la exposici?n Luchadora. La exposici?n estar? desde el 19 de noviembre 2006 hasta el 19 de enero 2007. ***Merci de visiter www.artforchange.org pour les ?v?nements de l'exposition Femmes Combattantes. L'exposition d?marrera le 19 novembre 2006 au 19 janvier 2007. Unseen America, funded by The Nathan Cummings Foundation, is a project of the Bread and Roses Cultural Project of SEIU 1199. For more information, please visit www.bread-and-roses.com. ** 212-767-0025 From alcdgg at langate.gsu.edu Thu Nov 2 20:18:35 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Thu, 02 Nov 2006 20:18:35 -0500 Subject: [WomenLiteracy 646] thanks Message-ID: <454A529B020000310000B3F9@mailsrv4.gsu.edu> This Monday, the women and literacy listserv will be closed. Therefore, I wanted to take this opportunity to extend to each and every one of you a very sincere thank you for participating in each of your own ways. Some of you I have "known" since 1999, when we started on this listserv journey together, and others of you I have only recently had the pleasure to "meet." I feel like we have been through a lot together, and I was touched by the honest sharing, empathy, compassion, interest, willingness to help, courage to throw out questions, and desire to reach out to others on this listserv. There are two special people that I want to acknowledge as I say my good bye: First and foremost is Jaleh Behroozi Soroui. Without her courage, persistence, and never-ending fight for what is right, this listserv would not have come into fruition. She championed the cause of women and literacy right from the start, and always pushed for us to have a home in NIFL. She taught me how to fight for my beliefs, how to never give up, and how to always ask questions, even when the questions are uncomfortable ones. To this day, she is one of my role models. I would also like to thank David Rosen. In the early days, before I became a facilitator, he encouraged me to join his listserv. I was nervous, finally joined, and then stayed as a lurker for a long time, until with his gentle encouragement started to post emails. It is because of him that I started on my listserv journey, and it is because of him that I gained the courage to finally one day, when the opportunity arose, become a listserv moderator. His advice helped me when I made mistakes (and I made quite a few in the early days), and I continue to value his opinion when an issue arises. To all of you, thank you, thank you, thank you. This listserv has added richness to my personal and professional life. I look forward to continuing the next phase of my listserv journey on the poverty race women and literacy listserv with you. If you do not decide to join, then I wish you the best, and maybe our paths will connect in some other arena. Daphne Daphne Greenberg Assistant Professor Educational Psych. & Special Ed. Georgia State University P.O. Box 3979 Atlanta, Georgia 30302-3979 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu Daphne Greenberg Associate Director Center for the Study of Adult Literacy Georgia State University P.O. Box 3977 Atlanta, Georgia 30302-3977 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu From alcdgg at langate.gsu.edu Thu Nov 2 20:57:09 2006 From: alcdgg at langate.gsu.edu (Daphne Greenberg) Date: Thu, 02 Nov 2006 20:57:09 -0500 Subject: [WomenLiteracy 647] message from Tom Sticht Message-ID: <454A5BA5020000310000B42D@mailsrv4.gsu.edu> Three Days In November This last Saturday (October 28, 2006) I had the pleasure of speaking to the assembled adult learners from San Diego county who were attending the annual adult learners conference sponsored by READ/San Diego and other literacy groups in the county. I spoke about three days in November which I think it is important for all of us who work in adult literacy education to be aware of and to take action on. First, on November 3 we celebrate 40 years of service to adult learners in the Adult Education and Literacy System (AELS) of the United States of America which became formalized when President Lyndon B. Johnson signed the Adult Education Act of 1966. Adult literacy educators and adult learners alike should find a way to celebrate this third branch of education in the U.S. and the more than 100 million enrollments it has witnessed in the 40 years of its existence. Next, on November 7, Election Day, it is imperative that adult literacy educators and adult learners go to the polls and vote. I pointed out in my presentation that hundreds of thousands of adult learners have fought in the Revolutionary War, the Civil War, World War I, World War II and the Vietnam war for the freedom that we all enjoy. Further, adult learners of African-American descent by the hundreds of thousands learned to write their names and to vote during the years leading up to and encompassing the Civil Rights movement in the second half of the 20th century in the U. S. We owe it to those who have fought on the battle grounds and struggled for the vote under the duress of Jim Crow laws to get out and vote on November 7th. Finally, on November 11, Veteran?s Day, on the 11th hour of the 11th day of the 11th month we need to pause for a minute and remember the adult literacy teachers and adult learners, as well as the other hundreds of thousands of our fellow citizens who fought in wars and gave their lives gaining and protecting the freedoms we all enjoy today. These are three very important days in November for adult literacy educators and adult learners. Tom Sticht From andreawilder at comcast.net Thu Nov 2 22:05:28 2006 From: andreawilder at comcast.net (Andrea Wilder) Date: Thu, 2 Nov 2006 22:05:28 -0500 Subject: [WomenLiteracy 648] Re: thanks In-Reply-To: <454A529B020000310000B3F9@mailsrv4.gsu.edu> References: <454A529B020000310000B3F9@mailsrv4.gsu.edu> Message-ID: <08e0d50725ace53fda552fd0005e31ab@comcast.net> Daphne-- You are truly amazing--having the guts, courage, and just plain gumption to handle the topics that have come your way in all their infinite variety. THANK YOU SO MUCH for all you have done. Andrea On Nov 2, 2006, at 8:18 PM, Daphne Greenberg wrote: > This Monday, the women and literacy listserv will be closed. Therefore, > I wanted to take this opportunity to extend to each and every one of > you > a very sincere thank you for participating in each of your own ways. > Some of you I have "known" since 1999, when we started on this listserv > journey together, and others of you I have only recently had the > pleasure to "meet." I feel like we have been through a lot together, > and > I was touched by the honest sharing, empathy, compassion, interest, > willingness to help, courage to throw out questions, and desire to > reach > out to others on this listserv. There are two special people that I > want > to acknowledge as I say my good bye: > First and foremost is Jaleh Behroozi Soroui. Without her courage, > persistence, and never-ending fight for what is right, this listserv > would not have come into fruition. She championed the cause of women > and > literacy right from the start, and always pushed for us to have a home > in NIFL. She taught me how to fight for my beliefs, how to never give > up, and how to always ask questions, even when the questions are > uncomfortable ones. To this day, she is one of my role models. > I would also like to thank David Rosen. In the early days, before I > became a facilitator, he encouraged me to join his listserv. I was > nervous, finally joined, and then stayed as a lurker for a long time, > until with his gentle encouragement started to post emails. It is > because of him that I started on my listserv journey, and it is because > of him that I gained the courage to finally one day, when the > opportunity arose, become a listserv moderator. His advice helped me > when I made mistakes (and I made quite a few in the early days), and I > continue to value his opinion when an issue arises. > To all of you, thank you, thank you, thank you. This listserv has added > richness to my personal and professional life. I look forward to > continuing the next phase of my listserv journey on the poverty race > women and literacy listserv with you. If you do not decide to join, > then > I wish you the best, and maybe our paths will connect in some other > arena. > Daphne > > Daphne Greenberg > Assistant Professor > Educational Psych. & Special Ed. > Georgia State University > P.O. Box 3979 > Atlanta, Georgia 30302-3979 > phone: 404-651-0127 > fax:404-651-4901 > dgreenberg at gsu.edu > > Daphne Greenberg > Associate Director > Center for the Study of Adult Literacy > Georgia State University > P.O. Box 3977 > Atlanta, Georgia 30302-3977 > phone: 404-651-0127 > fax:404-651-4901 > dgreenberg at gsu.edu > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy > From Janet_Isserlis at Brown.Edu Sat Nov 4 19:38:20 2006 From: Janet_Isserlis at Brown.Edu (Janet Isserlis) Date: Sat, 04 Nov 2006 19:38:20 -0500 Subject: [WomenLiteracy 649] Re: description of new list In-Reply-To: <4549F930020000310000B36D@mailsrv4.gsu.edu> Message-ID: Thanks, Daphne, for all you've done to make this a welcoming space. Trust and hope that we'll all find our way through a new list with both new and ongoing speakers and listeners. many many thanks Janet > From: Daphne Greenberg > Reply-To: The Women and Literacy Discussion List > Date: Thu, 02 Nov 2006 13:57:04 -0500 > To: The Women and Literacy Discussion List > Subject: [WomenLiteracy 643] description of new list > > By now, you may have read the message that Jo from NIFL sent regarding > how to subscribe to the new poverty race women and literacy list at: > http://www.nifl.gov/mailman/listinfo/PovertyRaceWomen > > I was thinking that in order to help you make the decision about > whether you want to subscribe to this new list, you might want to read a > description of what I wrote about this new list. This description is not > written in stone, and will probably change as the list grows and I get > feedback from subscribers, but for now, this is what I came up with: > > The purpose of this list is to provide an on-going professional > development forum for providers, advocates, researchers, learners, > policy makers, and all other persons who are interested in exploring the > linkages between poverty, race, women and literacy. Examples of topics > include: the relationships among poverty, race, women and literacy in > the United States and in other countries; health as it pertains to women > and poverty issues; the hidden rules of persons living with the effects > of poverty, the intersection of these effects with gender and race, and > the misunderstandings these can cause in the teaching/learning process; > the role of women's literacy in family literacy programs, and the > assumptions about race and poverty often made in these programs; > domestic violence and its intersection with poverty, race, and literacy; > women's literacy levels and its ties to economics and welfare of > families; access to literacy in different cultures based on gender, > racial, and economic status; connection between women's literacy, race, > poverty and public policy; identification of supportive communication > networks; and discussion of action steps addressing women, race, poverty > and literacy. > > I envision that the above description will change overtime as > subscribers give me their input. > > In the meantime, to subscribe, please go to: > http://www.nifl.gov/mailman/listinfo/PovertyRaceWomen . The list opens > on November 6th. > > > Thanks, > Daphne > > Daphne Greenberg > Assistant Professor > Educational Psych. & Special Ed. > Georgia State University > P.O. Box 3979 > Atlanta, Georgia 30302-3979 > phone: 404-651-0127 > fax:404-651-4901 > dgreenberg at gsu.edu > > Daphne Greenberg > Associate Director > Center for the Study of Adult Literacy > Georgia State University > P.O. Box 3977 > Atlanta, Georgia 30302-3977 > phone: 404-651-0127 > fax:404-651-4901 > dgreenberg at gsu.edu > ---------------------------------------------------- > National Institute for Literacy > Women and Literacy mailing list > WomenLiteracy at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/womenliteracy From MMaralit at NIFL.gov Mon Nov 6 10:23:10 2006 From: MMaralit at NIFL.gov (Maralit, Mary Jo) Date: Mon, 6 Nov 2006 10:23:10 -0500 Subject: [WomenLiteracy 650] Thank you to Daphne and Women and Literacy List Subscribers Message-ID: <4062487BDB6029428A763CAEF4E1FE5B0B9332D9@wdcrobe2m03.ed.gov> Hello, All, The Institute would like to thank Daphne Greenberg and the Center for the Study of Adult Literacy, for your work with the Women and Literacy Discussion List. In 1999, Daphne started as moderator for this list and over the years, the list has focused on addressing women's needs in adult education and literacy settings. Through the list, Daphne has provided resources and support for practitioners working in different settings and created a space where experiences, ideas and thoughts could be shared. We would also like to thank you -- the subscribers, throughout the years you have shared your experiences, stories, resources and ideas. Please note that the archives for this list will remain up on the Institute's servers, we find that they serve as an important resource in bringing women's issues for the adult education and literacy field. The Women and Literacy list will close this afternoon, Monday, November 6. We encourage you to continue to participate in the Poverty, Race, Women and Literacy List: http://www.nifl.gov/mailman/listinfo/povertyracewomen You may have received several invitations to join, you only need to respond to one of the confirmation notices. We apologize for any inconvenience. As of this morning, we have had over 100 subscribers join the new list, so we hope to see you there as well. Regards, Jo Jo Maralit National Institute for Literacy 1775 I Street, NW; Suite 730; Washington, DC 20006 mmaralit at nifl.gov <> From JSoroui at air.org Mon Nov 6 11:19:01 2006 From: JSoroui at air.org (Soroui, Jaleh) Date: Mon, 6 Nov 2006 11:19:01 -0500 Subject: [WomenLiteracy 651] Thank You Message-ID: <957C8A78DD5B6D42B7D33DBAB78CDC2F82B9EB@dc2ex01.air.org> Dear Daphne, I know I can't speak on behalf of all NIFL lists participants, but in my heart I know they all are grateful for your knowledge, wisdom, courage, resourcefulness, as well as the time and energy that you put into building this list to a significant resource for the field. I hope the archives will still be available for people who want to focus their attention on women literacy issues. When we started this list in January 1999, we all knew there is a great need for understanding and researching more about all aspects of issues related to women and literacy. We needed to know more about the extent and impact of low literacy among women (especially single mothers) on issues such as improving education level of societies, on economic growth, raising family, improving mental and physical health, on improving women human rights and other factors. However, we were not sure how the field will respond to the list and what direction the list will take. Daphne, today, after eight years of your leadership, and approximately four thousand postings and lively discussions on this list, as a filed we are more aware, educated, resourceful about the above issues as well as issues related to women-centered literacy instruction and professional development. This is a significant achievement for you as the list moderator and for our field and I hope that although the focus of the new list is split into two different topics, the uniqueness of women literacy will still be a major focus and in-depth discussion will result in more sound policies, research and actions on this issue. I need to say that it was a great honor for me to know you and to work with you. You have been a source of hope and energy for me and I know for many others as well. Best Wishes for You. Jaleh Behroozi Soroui National Assessment of Adult Literacy (NAAL) American Institutes for Research 1 990 K Street, NW Suite 500 Washington, DC 20006 Phone: 202/403-6958 email: jsoroui at air.org -----Original Message----- From: Daphne Greenberg [mailto:alcdgg at langate.gsu.edu] Sent: Thursday, November 02, 2006 8:19 PM To: womenliteracy at nifl.gov Subject: thanks This Monday, the women and literacy listserv will be closed. Therefore, I wanted to take this opportunity to extend to each and every one of you a very sincere thank you for participating in each of your own ways. Some of you I have "known" since 1999, when we started on this listserv journey together, and others of you I have only recently had the pleasure to "meet." I feel like we have been through a lot together, and I was touched by the honest sharing, empathy, compassion, interest, willingness to help, courage to throw out questions, and desire to reach out to others on this listserv. There are two special people that I want to acknowledge as I say my good bye: First and foremost is Jaleh Behroozi Soroui. Without her courage, persistence, and never-ending fight for what is right, this listserv would not have come into fruition. She championed the cause of women and literacy right from the start, and always pushed for us to have a home in NIFL. She taught me how to fight for my beliefs, how to never give up, and how to always ask questions, even when the questions are uncomfortable ones. To this day, she is one of my role models. I would also like to thank David Rosen. In the early days, before I became a facilitator, he encouraged me to join his listserv. I was nervous, finally joined, and then stayed as a lurker for a long time, until with his gentle encouragement started to post emails. It is because of him that I started on my listserv journey, and it is because of him that I gained the courage to finally one day, when the opportunity arose, become a listserv moderator. His advice helped me when I made mistakes (and I made quite a few in the early days), and I continue to value his opinion when an issue arises. To all of you, thank you, thank you, thank you. This listserv has added richness to my personal and professional life. I look forward to continuing the next phase of my listserv journey on the poverty race women and literacy listserv with you. If you do not decide to join, then I wish you the best, and maybe our paths will connect in some other arena. Daphne Daphne Greenberg Assistant Professor Educational Psych. & Special Ed. Georgia State University P.O. Box 3979 Atlanta, Georgia 30302-3979 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu Daphne Greenberg Associate Director Center for the Study of Adult Literacy Georgia State University P.O. Box 3977 Atlanta, Georgia 30302-3977 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/womenliteracy/attachments/20061106/1bbbe5f4/attachment.html