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Documents that discuss various ways of teaching literacy in different contexts. Topics include use of games and simulations in rural areas; the specific literacy approach, and discussion of different kinds of literacy.
See also collection titled: Nepal: Action-Learning Manuals for Adult Literacy at: "https://hdl.handle.net/20.500.14394/19"
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Publication Widening Literacy: A Training Manual for Managers of Adult Literacy Learning Programs(Center for International Education, UMass Amherst, 2000-01-01) Rogers, Alan; Cohen-Mitchell, Joanie; Manandhar, UdayaThis training manual has been developed to serve two purposes: To be used as the basis of a training program and to be read independently of a training program as a tool for self-directed learning. To this end, some remarks are addressed to the independent reader. Both sets of users may of course use this manual in whichever way they prefer, starting where they wish to start and finishing where they wish to finish. But we recommend that looking at the introduction before beginning to work on any section which touches upon your current interest. This training manual is intended for all those persons at middle level of management in government or non-governmental or private voluntary organizations (NGOs or PVOs) who have responsibility for designing and managing adult literacy learning programs in the context of developing societies. The manual then is a management tool. It is not a training of trainers' manual or a facilitators' manual dealing with the classroom situation, rather it is about how to organize the program and how to facilitate the facilitator. To begin, we may wish to reflect on our role as a middle level manager. We may see ourselves as a bridge between, on the one hand, the local communities in which to adult literacy learning program is located (the facilitators and local support group, the participants, their families, and the groups they belong to, if any) and on the other hand the senior managers in our organization, and the national (and international) sponsoring agencies who may be supporting our program. Part of our task is to help these two groups to interact. We will need to see the program through the eyes of these different groups -- to bring the voice of the local communities in to the headquarters building, to represent their interests, and at the same time to bring the facilities and resources of the center out into the community. We will need to speak with at least two voices, while at the same time remaining true to ourselves, our own commitments and visions.Publication Games and Simulations in Literacy Training(Center for International Education, 1979) Evans, David R.A monograph on “instructional technology” which presents innovative teaching-learning possibilities through games and simulations. Geared toward literacy workers and learners, it describes a variety of games and simulations from planning and design to implementation. Discussions of participatory learning and learner-control of these instructional technologies are interwoven in the text.Publication Making Literacy Work: The Specific Literacy Approach(1983) Anzalone, Stephen J.; McLaughlin, Stephen D.During the past decade, adult literacy in international development has become out of fashion. A marked decline in international interest in promoting adult literacy has followed the disappointing results of the Experimental World Literacy Programme (UNESCO, 1976). Many development planners now question the need for literacy in settings where printed materials are few. Others look with dismay at the seemingly meager accomplishments of traditional literacy projects--high dropout rates, low levels of skill acquisition, and frequent instances of relapsing into illiteracy after training is completed. Lack of interest on the part of technical assistance agencies and among planners and educators has meant three things. First, there has been a failure to examine the nature and consequences of illiteracy in the wake of rapid change in developing countries. Second, there has been a lack of appreciation of the extent to which illteracy is being addressed in development activities in sectors other than education. Finally, planning and carrying out literacy instruction, in general, has neither improved nor adapted itself to changing circumstances. This note considers these issues with respect to the planning of literacy programs in specific situations. The focus is on literacy training for specific needs brought about by rapid change in Third World regions. In such situations, training is planned around activities which do not primarily, or even secondarily, promote adult literacy. Rather, training focuses on content areas related to development which demand specific literacy skills.Publication Many Literacies: Modules for Training Adult Beginning Readers and Tutors(Center for International Education, UMass Amherst, 1990) Gillespie, Marilyn