Sunday, June 24, 2018

Literacy – Spanning the US :: Fairbanks AK :: San Benito Co CA :: Greenfield MA :: Lincoln Co NM

Literacy: Spanning the U.S.     

Air Guard recruiter’s ESL experience inspires students at Literacy Council
dvidshub: 5.10.2018 by Airman 1st Class Shannon Chace 168th Wing

The classroom is small, but organized. A clean white table is centered with several chairs around it. A white board takes up most of the back wall and several hanging maps cover the rest of the walls. There are two computer stations, and leaning books fill a small shelf in the back corner.

When Carlos Rosario, a tutor with the Literacy Council of Alaska, walks into the room he has a smile on his face so big his eyes are almost squint shut. He says hello to the student and smoothly transitions to speaking in Spanish.

The student is Yaniris Dubose. She is originally from the Dominican Republic and came to the literacy council looking for help to attain her GED diploma. After a staff member compared her goals and needs with the volunteers available she was paired with Rosario.

Tech Sgt. Rosario, a recruiter with the 168th Wing, Alaska Air National Guard, began volunteering as a tutor with the literacy council in 2014. His goal was to help other people and also to improve himself.

“When I first came here one of the reasons why I wanted to be a tutor is to make myself better,” said Rosario, “I had to make lesson plans and I had to research what I was teaching.”

The literacy council is a non-profit educational institution that provides classes and tutoring for adults. They offer a variety of educational assistance including English as a second language, GED, and citizenship.  READ MORE >>

Friends of the Library teaches adults how to read
BenitoLink: 5.12.2018 by John Chadwell

It’s not necessarily true that everyone who walks into the San Benito County Free Library actually knows how to read.

Friends of the Library, a nonprofit organization whose volunteers often lobby for the library at government meetings and hold fundraising events, provides reading tutors for adults who are either illiterate or need to improve their reading comprehension skills for a specific goal.

County Librarian Nora Conte said the Adult Literacy Program is a feature at many libraries throughout the state. Originally, she said, the program was offered at the San Juan Bautista Library. Soon after coming to the county library in 2006, she applied for state funding. While the amount varies, she said it ranges from $16,000 to $22,000 each year.

“That pays for a staff person to run it and we purchase books and materials so individuals can practice their reading and writing skills,” Conte said.

The head librarian said there are around 18 volunteers to help with the program. A volunteer must first read a three-hour guide online to be prepared to instruct those who sign up for the program. She said some of the volunteers are retired teachers. Most are at a point in their lives, she said, that they want to give back to the community.

Retired teacher Rebecca Salinas, 13-year member and treasurer of the nonprofit group, is currently working with her fifth student to up their literacy skills. Her love of libraries goes back to when she was a girl growing up poor in East Los Angeles.

“The one thing that opened to us becoming more educated and more Americanized was the library,” Salinas said, crediting libraries for how well she and her siblings have done. “One of my brothers was the president of Sacramento State. Another brother was the CEO for a nonprofit corporation that weatherizes low-income homes.”

Salinas recounted how her father was always reading and his love of books influenced her and her siblings. As soon as Salinas and her brothers discovered the library, they spent many hours there. She eventually became the representative of her East Los Angeles neighborhood library to the California State Library.  READ MORE >>

Literacy Project wins Arts & Humanities Award
Recorder: 5.14.2018

The Literacy Project is one of four recipients of the prestigious New England Public Radio Arts and Humanities Award for 2018.

The Literacy Project is based in Greenfield with approximately 300 students studying in its classrooms in Greenfield, Orange, Amherst, Northampton and Ware. Adult students study reading, writing, math, social studies and science to prepare for the High School Equivalency Exam, formerly known as the GED, now called the HiSET.

“Along the way, as they study and work in our classrooms, they fall in love with reading and writing,” said Judith Roberts, executive director of The Literacy Project. “The Literacy Project has long believed in connecting literacy with literature. We all share the capacity to be uplifted by the power of poetry, prose and the arts, yet our students are nontraditional participants in the world of arts and humanities. We are deeply honored to have NEPR recognize The Literacy Project students and teachers for the work we do.”

The Literacy Project has been teaching reading and writing and preparing adult students in the Pioneer Valley for the high school equivalency exam for 34 years.  READ MORE >>

Convincing adults to seek help for reading, writing and mathmatic skills can be tough
Ruidoso News: 5.14.2018 by Dianne L Stallings

Lining up volunteers to help with the adult literacy program is less difficult than persuading some grown men and women to acknowledge they need help, Robin Gilton, Lincoln County Adult Literacy coordinator told village councilors.

Many adults who struggle with reading, writing and mathematics are reluctant to ask for help, she said last week. She began her presentation by thanking the village for allowing the program to be housed in the Ruidoso Public Library, where she has received help and resources.

“It’s a great place for our nonprofit program,” she said, introducing members of the program board including Councilor Joe Eby, then encouraging anyone interested in serving on the board to contact her.

A need for literacy services exists in Lincoln County and on the neighboring Mescalero Apache Reservation, she said. The program offers basic literacy service to adults in reading, writing and mathematics below grade six, aimed at improving the skills of rural, ethnic, underserved or disadvantaged adults.  READ MORE >>

Saturday, June 23, 2018

American Dream Literacy Initiative: 10 Years Serving Adult English Language Learners @ ALA Conference

American Dream Literacy Initiative: 10 Years Serving Adult English Language Learners
ALA Conference: June 23 1:00 PM - 2:00 PM

Are you seeking ways to expand services for adult English language learners?

Join us for highlights from a new report, “American Dream Literacy Initiative: How 10 years of funding has helped libraries transform thousands of lives,” including findings and recommendations from a multi-year evaluation study.

The American Dream Literacy Initiative a grant that has enabled 188 U.S. public libraries to hold ELL and citizenship classes, build ESL collections, increase computer access and training, provide job training, and more. We will explore building 21st-century collections, a solid volunteer base, and successful partnerships to sustain your adult literacy programs.

Two American Dream grantees will share how the funding enabled them to augment their services for adult English language learners.

Literacy Officer, Office for Diversity, Literacy and Outreach Services
American Library Association
Instructional Librarian Blount County Public Library
Public Relations Coordinator Terrebonne Parish Library
Director, Community Initiatives Dollar General

Friday, June 22, 2018

CAPE Research - Report 2: Motivation Around Adult Education via VALUEUSA

CAPE Research - Report 2: Motivation Around Adult Education
VALUEUSA: 6.18.2018

What barriers do adults face to participating in adult education? What solutions do they recommend to get past those barriers?

The long awaited first report of the CAPE research gives insight on the deterrents and solutions of adult learners foregoing education. This is part two in a series of reports with one more report scheduled for release by Summer 2018. Check it out!

By Margaret Becker Patterson,
VALUEUSA June 2018

In an era when 36 million U.S. adults need basic skills, 90% of eligible adults do not participate in adult education. VALUEUSA believed adults themselves could best answer questions on why they don’t participate. A purpose of the Critiquing Adult Participation in Education (CAPE) was to further understand how adults value education and what motivates them around adult education. CAPE researchers surveyed and conducted 25 group interviews with 125 adults in five U.S. states. While motivation can become a force that drives adults past deterrents toward adult education, often for personal or career goals, adult motivation around adult education is sometimes suppressed. Theories explaining adults’ attitudes, expectancy value, past influences, and external regulation may be considered in understanding potential motivation of nonparticipants in adult education.

Introduction to Motivation

Adults opt to pursue education – or not – for diverse reasons. Motivation is a force which drives adults past deterrents toward adult education. Having a personal or career goal often motivates adults to enter adult education. In some circumstances, however, adults’ motivation around adult education is suppressed, such as from perceptions of low immediate need or the amount of effort participation would “cost”. Theories explaining adults’ attitudes, expectancy, past influences, and external regulation may be considered in understanding potential motivation of nonparticipants in adult education.

A first type of motivation is attitudinal. Hayes and Darkenwald (1990) discussed how attitudes toward education are multi-dimensional in predicting adult participation. Wlodkowski and Ginsberg define adult motivation to learn as “the tendency to find learning activities meaningful and worthwhile and to benefit from them”. Conversely, if people do not value adult education, they will probably not feel motivated to participate.

An additional component represented the amount of time it would “cost” the adult to participate, in terms of time taken from other important activities such as work and family needs. To begin adult education, prospective adult learners must not only perceive adult education as important, appealing, or useful, but also believe adult education can meet the need, or find it beneficial. Adults may thus make ongoing cost-benefit judgments in decisions to participate or not. However, adults found the cost component to be high; that is, pursuing adult education would need to be worth the time and effort.

Other strong motivators include influence of the past and trauma. In the first CAPE report, influence of the past was the most frequently mentioned dispositional deterrent to adult education participation. Blunt and Yang (2002) noted that negative past schooling experiences  and negative responses to those experiences, such as low confidence or fear of math, could motivate adults against participation.

Another motivator for adult education is external regulation. Motivation to further a career is an example of external regulation, which occurs when adults’ behavior is motivated by the desire to obtain a reward or to avoid punishment. For adults motivated to seek better jobs, higher salaries, or promotions, learning becomes relevant.  READ MORE >>

The CAPE project was funded with generous support from Dollar General Literacy Foundation

Thursday, June 21, 2018

8 Tips For People With Learning And Attention Issues To Succeed At Work via Forbes

8 Tips For People With Learning And Attention Issues To Succeed At Work
Forbes: 5.09.2018 by Denise Brodey

If you ask David Flink, founder and chief empowerment officer of Eye to Eye, how the national organization that mentors students with learning and attention issues nabbed a spot in the Top 10 Nonprofits to Work For in 2018, he’ll tell you without hesitation, it’s the people they hire. “They have a strong work ethic and a huge amount of creativity, curiosity and empathy, says Flink. “I’d say they also all have a deep understanding of our mission and why teamwork is essential.” That’s a long list of qualifications for an ideal job candidate anywhere, at any level. I ask him how he fills the ranks.

“It’s simple: We hire a lot of people with learning and attention issues,” says Flink. “It’s a point of pride at Eye to Eye that we are run by and for the 1 in 5 people who learn differently.” I can hear the smile in his voice when he says that. Flink, who has dyslexia and ADHD, has spent years thinking about how people think. He then built a nonprofit that serves people who learn differently and also employs them. The organization’s vision is to create a world in which people with learning differences and ADHD are fully accepted, valued and respected—not just by society, but by themselves. Eye to Eye pairs middle school students with a high school or college mentor who also has a learning difference. It's an empowering social-emotional intervention that helps participants become leaders and ambassadors of the brand. They learn to live free from second thoughts or worry and are ready, able and eager to apply their unique strengths to their chosen career.

The Eye to Eye team has great advice for people who want to make the most of their strengths, work collaboratively, succeed and lead in the workplace. Here are their top tips:

1. Have Conversations—Lots Of Them, About How Your Team Works.
Get to know the people around you. Give it time.

2. When People Ask For A Change At Work, Just Say Yes.
The likelihood is it’s not going to be that expensive to implement. Some people need to take more breaks. Others work best when they can use apps, everything from a $1.99 app for white noise or programs that check sentence structure and spelling.

3. Never Underestimate The Power Of Community.
When people feel understood, they do a better job. In some places, you may feel like an outlier; not every job is for every person.  READ MORE >>

Wednesday, June 20, 2018

Literacy – Spanning the US :: Napa Co CA :: Kent OH :: Monterey Co CA

Literacy: Spanning the U.S.     

Library seeking American Canyon tutors for adult literacy program
Napa Valley Register: 5.09.2018 by Noel Brinkerhoff

The Napa County Library is seeking volunteers in American Canyon to tutor adults who want to improve their English reading and writing skills.

Participating in the library’s Adult Literacy Program can be very rewarding, according to those who have served as tutors.

“It’s fulfilling because you’ll encounter a student like Cecilia who is eager to learn, and you can see her growth,” said Ann Tabor, 67, a retired nurse who has spent the past two years working with Cecilia Zepeda.

Zepeda, 33, an immigrant from Mexico now living with her husband in American Canyon, sought help through the literacy program so she could become a U.S. citizen, a goal she accomplished two years ago with Tabor’s assistance in preparing to take the citizenship test.

“I was excited” when practicing for the test, said Zepeda. “We worked hard.”

Zepeda also expressed enthusiasm about being able to vote in this year’s elections for the very first time.

“I am excited because I can do that now,” she said.

Tabor could relate to Zepeda’s effort to become a citizen because she is an immigrant as well.

“I came down from Canada in ’97,” Tabor said. “So I went through the same thing that Cecilia was going through.”  READ MORE >>

Illiteracy often unseen, very real problem, Greater Cleveland groups say
News Herald: 5.10.2018 by Kristi Garabrandt

Imagine being a mom who has to rely on public transportation to get a sick child to the doctor’s office but can’t read a bus schedule or tell time. Imagine being worried about giving a child the wrong dosage of medication because you can’t read the label.

This is what is known as functional illiteracy and it is a daily reality for many.

Functional illiteracy, according to Kent State University is defined as reading between a fourth-grade and sixth-grade level.

Literacy is a broad term, says Katie Kucera, communications directors for Seeds of Literacy, an adult literacy program in Cleveland. Most people think it means reading or writing, but, it’s also about numbers and the ability to process numbers and the ability to analyze and problem solve.

“There is not a lot of information out there,” on illiteracy, said Jo Steigerwald, development director at Seeds of Literacy. ”It’s an invisible thing that exists and it shouldn’t.”

According to the Ohio Literacy Resource Center, an estimated 44 million people in the United States are unable to fill out an application, read a food label or read a simple story to a child.

Seeds of Literacy echoes those statistics, reporting that 66 percent of Clevelanders are functionally illiterate resulting in difficulty understanding bus schedules, utility bills or instructions from a doctor.

The ASPIRE program — formerly known as ABLE — is an adult education program that works with adults on learning basic math and reading skills and obtaining a GED.  READ MORE >>

Monterey County libraries, tutors use graphic novels to teach literacy
The Californian: 5.10.2018 by Eduardo Cuevas

Local tutors have a new and unlikely tool to help boost literacy across the county: graphic novels.

On Wednesday, Susanne Crichton, a volunteer and literacy assistant at the Salinas Public Library, led a workshop in hopes of introducing use of the niche literary genre for adult literacy tutors in Monterey County.

“You need to keep an open mind as you explore graphic novels,” she told tutors, library staff and volunteers. “You really might surprise yourself, so give them all a chance.”

What counts as a graphic novel is pretty broad. Merriam-Webster Dictionary defines it as “a story that is presented in comic-strip format and published as a book.”

Cathy Andrews, senior librarian for the Salinas Public Library and the former literacy program coordinator with Monterey County Free Libraries, or MCFL, similarly said comic books and graphic novels have a lot of overlap.

“Both genres often get dismissed, but you can find out about the landing at D-Day through graphic novels,” she added. “There are cookbooks that are graphic novels, so they really cover any genre of writing.”  READ MORE >>

Tuesday, June 19, 2018

How Effective Is Correctional Education, and Where Do We Go from Here? via Rand

How Effective Is Correctional Education, and Where Do We Go from Here?
The Results of a Comprehensive Evaluation
Rand: 2014
by Lois M. Davis, Jennifer L. Steele, Robert Bozick, Malcolm V. Williams, Susan Turner, Jeremy N. V. Miles, Jessica Saunders, Paul S. Steinberg

More than 2 million adults are incarcerated in U.S. prisons, and each year more than 700,000 leave federal and state prisons and return to communities. Unfortunately, within three years, 40 percent will be reincarcerated. One reason for this is that ex-offenders lack the knowledge, training, and skills to support a successful return to communities. Trying to reduce such high recidivism rates is partly why states devote resources to educating and training individuals in prison. This raises the question of how effective — and cost-effective — correctional education is — an even more salient question given the funding environment states face from the 2008 recession and its continuing aftermath. With funding from the Second Chance Act of 2007, the Bureau of Justice Assistance, U.S. Department of Justice, asked RAND to help answer this question as part of a comprehensive examination of the current state of correctional education for incarcerated adults and juveniles. The RAND team conducted a systematic review of correctional education programs for incarcerated adults and juveniles. This included a meta-analysis on correctional education's effects on recidivism and postrelease employment outcomes for incarcerated adults, as well as a synthesis of evidence on programs for juveniles. The study also included a nationwide survey of state correctional education directors to understand how correctional education is provided today and the recession's impact. The authors also compared the direct costs of correctional education with those of reincarceration to put the recidivism findings into a broader context.

Key Findings
Adult Correctional Education Improves Postrelease Outcomes

➤Inmates who participate in correctional education programs had a 43 percent lower chance of recidivating than those who did not — a reduction in the risk of recidivating of 13 percentage points.

➤Providing correctional education can be cost-effective when it comes to reducing recidivism.

➤The odds of obtaining employment postrelease among inmates who participated in correctional education was 13 percent higher than for those who did not, but only one study had a high-quality research design.  READ MORE >>

2016: Highlights-US PIAAC Survey of Incarcerated Adults: Their Skills, Work Experience, Education, and Training, NCES Number: 2016040
2013: Evaluating the Effectiveness of Correctional Education, Rand
2011: Correctional Education, OVAE
2010: Prison Count, PEW
2009: One in 31: The Long Reach of American Corrections, PEW
2006: Locked Up Locked Out: Educational Perspective on US Prison Population, ETS
2003: Literacy Behind Bars, NAAL 2003
2003: Education And Correctional Populations, BJS
1994: Literacy Behind Prison Walls, NCES

Monday, June 18, 2018

Job Skills :: 72 Creative Resume Ideas via Piktochart

72 Creative Resume Ideas

Your future, six defining seconds. That's right, your resume spends less time under the scrutiny of a recruiter than the time it takes Usain Bolt to wrap up a 100-meter dash. So how do you get one step away from landing in the junk pile and one step closer to landing your dream job? A creative and visually appealing resume, that’s how.

Dive in, get inspired by this collection of brilliant CVs and create your own in no time with one of our professionally designed resume templates.