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Research Reports
On this page we publicise recently produced reports that people have brought to our attention, and requests for help or contact from reserach in progress
Practitioner Research
New to download!!!
The practitioner research undertaken by students on the Diplomas in the
Teaching and Management of Literacy and Essential Skills and Adult Numeracy
has reached a wider audience with the publication of nine of the literacy
papers in Practitioner Research in Essential Skills: perspectives on engagement
in learning. This publication was sponsored by LSDA (Northern Ireland).
Please follow the link to this publication. Practitioner
Research Reports from Northern Ireland
Announcing two new fabulous literacy publications from Windsound Learning
Society! Please spread the word. Order forms are attached.
Apologies for cross-postings.
Moving Research
about Addressing the Impacts of Violence on Learning
into Practice
By Evelyn Battell, Shayna Hornstein, Jenny Horsman, Christianna Jones,
Judy Murphy, Ningwakwe/E.
Priscilla George, Kate Nonesuch, Mary Norton, Nadine Sookermany, Sheila
Stewart and Heather Ward.
Research has helped us to understand the impacts of violence on learning
and to identify
ways to address them. How can we move this research more widely into literacy
practice? This question was a starting point for research by eleven practitioners
from
across Canada. In Moving research about addressing the impacts of violence
on learning
into practice they describe their research and share what they learned.
Topics include:
No easy answers; Moving research about violence and learning into practice;
What do participants in my workshops really learn?: A personal exploration
of more effective ways to design and facilitate workshops and courses;
Stories that breathe: Practitioners’ stories opening windows and
doors on learning and violence; Balancing: the impact of residential school
on second and third generations; The unfi nished collage: Examining the
impact of violence on the lives of literacy learners and their children;
How spirit, heart, mind and body are being recognized in literacy programming;
The body’s song: Can you listen in the stillness?; Invitation to
the dance: A very small exploration about using arts-based approaches
in adult literacy education; Navigating practitioner discomfort: Refl
ections on power and self-care; and One size does not fi t all: Some observations
on a research-in-practice model.
Move the Body Stretch the Mind
Open yourself to learning through breathwork, movement and meditation
By Judy Murphy. Windsound Learning Society.
Move the Body Stretch the Mind invites adult learners
and teachers to prepare our whole self —mind, body,
spirit and emotions—for learning. Drawing on her
experience as an adult educator, yoga teacher, and
lifelong learner, the author explains how the mind
and body interact to support—or get in the way—of
learning. She provides step-by-step instructions for
breathing, movement and meditation activities to help
us ground, release tension, energize, and focus.
The activities in the book can be done on our own or
with a group, at our desks or during a break, in class,
at work or at home. Developed with adults in literacy
and community learning groups, the activities require
no prior experience or special equipment, and can be
done standing or sitting.
LEIS Report
The final report from the LEIS Project Literacy and Equality in Irish Society can be found here.
Research at Parkdale Project Road
Our research project, in collaboration with Literacy for East Toronto and Action Read, entitled "I Open Up: Exploring Learners' Perspectives on Progress" is now complete. We have launched the field report, "People and Progress", which is a magazine style report for the literacy field that summarizes our findings and includes writing from learners and researcher. Copies will be distributed to literacy programs in May 2006. To receive a copy, please contact PPR at projectread2@bellnet.ca. Full text research documents are available at Research at Parkdale Project Read ("I Open Up: Exploring Learners' Perspectives on Progress" and "Measuring Non-Academic Outcomes in Adult Literacy Programs: A Literature Review (2005)"). Feel free to contact PPR for more information about this research or to book researchers for presentations, conferences and other speaking engagements.Skills for Life Research Documents
Whose Skills, Whose Life? Skills for LIfe in the Context of Informal Learning? Research Paper by Julia Clarke (PDF format)http://www.niace.org.uk/Organisation/advocacy/adultliteracy.pdf Response to the NFER Research Report on "Progress in Adult Literacy".
Zipper Workshops
with Bonnie Soroke. Website: http://www.soroke.com/.
Research about Violence and Learning
with Jenny Horsman. Website: http://www.jennyhorsman.com/.
Project: The Writing Development of Adult Literacy Students.
Amy Burgess writes:
This is an ethnographic study focusing on the interplay between writing,
identity and learning. I am particularly interested in the concept of
literacy networks and in the ways in which processes that happen on different
timescales interact as adults develop as writers. If you are interested
in what I have written about this or in getting involved with my current
research please contact me on: a.j.burgess@lancaster.ac.uk
Project: Write to Read
July 2004, Gill Britten writes:
We are looking at the difficulties students feel they have about reading,
using what they have said to create resources suitable for use in mixed
ability literacy classes (36 weeks).
Any comments would be very welcome. Contact: Gill Britten on Aub.Gillbritten@tesco.net
Project: S.P.E.C Supporting Parents of Exceptional Children (Pilot Study)
July 2004, Gill Britten writes:
Family Learning- working with parents to enable them to better access
family learning and to be able to support their children's speech, language
and literacy programmes. Ongoing project.
We are interested to hear from anyone who has or is working with parents
and children in this way (not necessarily with speech and language impaired
children). Contact: Gill Britten on Aub.Gillbritten@tesco.net
Project; Jewish Immigration to Glasgow and Transmission of Culture through the Generations. PhD at Centre for Jewish Studies, Manchester University
Fiona Frank writes:
I am looking at members of one extended family (different generations)
particularly how education (religious and secular) has influenced their
present and how far they feel 'Jewish' and act 'Jewish'.
Please contact: fionafrank@soundboard.f9.co.uk,
tel. 07778 737681
I am regularly in Lancaster, Manchester and Glasgow for research chats
(formal and informal) and am very good at helping others with networking
and making connections
I need someone/some people to talk to about ensuring my History Based
Department doesn't totally negate my Literacy Education background and
knowledge.
All help will be thankfully received.
Project: Critical Literacy in Brazilian Context
Daniel Ferraz, University of Sáo Paulo, Brazil, writes
This project aims at researching Critical Literacy in Brazilian Universities.
Besides studying the various concepts of Critical Literacy, we analyse
to what extent it has affected Brazilian Education.
I would also welcome discussion (may be through the chat group) on the
definitions of Critical Literacy. Please contact me on: danielfe@Usp.br
Project: Success factors in informal learning: Young adults' experiences of 'basic skills'
July 2004, Bethia McNeil, project officer NIACE writes:
This is an NRDC project (August 03-December 04). Generation of a framework
of 'good practice' in LLN provision for socially excluded young adults
aged 16-25. Particular strands on teaching and learning resources and
practitioner training.
We would like to hear practitioners' experiences of training in youth
work and LLN delivery. Would also like to hear from practitioners and
learners interested in renewing teaching and learning resources.
Please contact Bethia McNeil on: bethia.mcneil@niace.org.uk
tel. 0116 204 7057
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