Keynote: New literacies, new selves
In the process of making (place) literacies with Aboriginal people I have often been the learner, the unknower. For both myself and the people I am working with, we are stitching together a whole out of fragments. We have visited places, told stories, made maps, taken photographs, looked at old photos, listened to songs, language, music and poems. In this process we have stitched these fragments together into a temporary whole, a fragile hope. It is a process in which we are making new literacies and new selves.
In this talk I will explore the elements of self, home, belonging, place, language and story, in one of these productions, and how new digital technologies facilitate the process of making new literacies and new selves.

Margaret Somerville is Professor of Education (Learning and Development) at Monash University Gippsland. After raising four children, she began her academic career with teaching Aboriginal adults returning to education in northern NSW. Margaret has always been interested in questioning academic knowledge and writing. Two of her four books, 'Ingelba and the Five Black Matriarchs', and The Sun Dancin’, were published with Aboriginal co-authors. 'Body/landscape journals' and 'Wildflowering: the life and places of Kathleen McArthur' continue her exploration of experimental writing and alternative knowledges. More recently this experimentation has led her into digital technologies using visual and aural forms. Place literacy is a major research focus. She believes that new technologies radically challenge our understanding of basic print literacy in ways that value the alternative and tacit knowledges that underpin our human desire to communicate with each other.

The Power of Story: A keynote by Arnold Zable
Stories are singular. Stories defy prejudice. Stories humanise and provide a voice to the voiceless. As such they have an important role to play in the teaching of language and literacy. At the heart of story telling lies the art of listening. If the listener is patient, she will allow the teller to find his voice. The listener comes to understand that it is not only the story, but the way it is told that defines its uniqueness. The relationship between teacher and student, between the listener and the teller is, ideally, a two way process. Both are enriched. Doors to new worlds and new understandings are prised open. I will draw on a range of examples that come from years of listening to the tales of refugees and immigrants that illustrate the power of stories, and the light they shed on the teaching of language and the immigrant experience.

Arnold Zable is an award winning writer, storyteller and educator. His books include 'Jewels and Ashes', 'The Fig Tree' and two novels, 'Café Scheherazade', and 'Scraps of Heaven'. He is the author of numerous feature articles, stories and essays, and co-writer of ‘Kan Yama Kan’, a play in which asylum seekers tell their stories. Zable has been a visiting lecturer at Deakin, Melbourne, La Trobe, and Victoria Universities, and has conducted numerous writing and ESL workshops throughout Victoria and interstate. He is president of Melbourne International PEN, and has a doctorate in Creative Arts, Melbourne University.
www.arnoldzable.com

Session Group A

A1 This session is full and no further bookings are being taken.
Behind the new CGEA: the General Education for Adults Framework
Philippa McLean and Dave Tout, CAE
This workshop, run over two sessions, will look in detail at aspects of the newly reaccredited GEAF (formerly CGEA), in particular:
* The core units including the new units Develop a Learning Plan and Complete a Project
* An in-depth look at a selection of units of competency
* Employability skills in the new CGEA.
The workshop is aimed at practitioners who have some knowledge of the changes to the CGEA but have had little opportunity to interact with it. It is a hands-on session conducted in a supportive environment.

Philippa has extensive experience in adult Language Literacy and Numeracy, LLN, as a teacher, assessor and program manager. She has also managed a number of national projects. Her management practice and project work is grounded in her long, varied and successful work as an adult Language Literacy and Numeracy LLN professional development leader, teacher and assessor in a range of workplace contexts. Philippa has facilitated state and national Professional Development including the delivery of sessions on the new Advanced Diploma in LLN Practice in VET and the newly accredited Certificates in General Education for Adults CGEA.
Dave is widely recognised as one of Australia‚s leading numeracy personnel. Dave has worked within a range of programs in schools, TAFE Colleges, adult community education providers, university, AMES and industry. He has had wide experience not only in teaching and training, but also in working at a state, national and international level in research, curriculum, assessment and materials development. Dave has been involved in writing the numeracy and mathematics components of both the Certificates in General Education for Adults (CGEA) and the Victorian Certificate of Applied Learning (VCAL).

A2 Square Pegs: Why ACE is working in VCAL where others have tried (and failed)
Louisa Vale, Bright Adult Education,
As VCAL continues to expand across Victoria, ACE providers are becoming key players in community delivery. What is the Community VCAL model? Why does it work and what are the outcomes?

Louisa is the VCAL Co-ordinator in Bright, a rural community. With a passion for literacy, Louisa published a "Volunteer Literacy Manual" in 2005 which has been distributed at state, national and international levels! Louisa completed her M (Ed) in 2006 with a special focus on critical literacy and youth in rural communities

A3 Rights and responsibilities: student involvement in programs about the Parliament of Victoria
Daryl Evans, retired adult literacy teacher, Rod Espie, Parliament of Victoria and Louise Courtney, CAE
The reward for recovery of the Mace stolen from the Parliament of Victoria remains at $50,000: true or false? As Speaker of the Legislative Assembly, Peter Lalor used a stamp instead of his own signature on important government documents: why? Victoria was the first Parliament in the world to give women the vote: true or false? A single vote at election time has determined which party governs: when?
How did you perform?
Find out and learn about new tours, real and virtual, of the rooms with green and red carpet. New programs for adult literacy and ESL students: find out more (and the workshop is hands-on).

The session will be presented by a group of people who bring a variety of skills. Daryl Evans is a retired adult literacy teacher, Louise  Courtney is a ESL teacher at CAE and Ron Espie is the Education and Community Engagement Officer, Parliament of Victoria.

A4 Science Alive
Maria Santburn, CAE; Jo Ross, Holmesglen TAFE; Felicity Woodward, BRIT
Very much a living literacy, Science may be described as a dialogue with nature and the world. Join the fun, discuss the curriculum, do some hands on activities and get some handouts to involve you with science in the classroom and our community. Three teachers, who have worked with Science for adults, will look at the how, what, when, where and why of engaging with the new CGEA Science Units. The session will look at an outline of the units, possible excursions and links to useful websites.

Maria Santburn is a science teacher at CAE and maths teacher at NMIT. She is a member of original writing team of CSA and of SCIWEB and one of writers involved in the rewrite of the CSA modules to CGEA units.
Jo Ross is a science teacher at Holmesglen and one of writers involved in the rewrite of the CSA modules to CGEA units
Felicity Woodward is a literacy teacher teaching the CSA at BRIT.
She contributed to the writing SCIWEB and to the current rewrite of the CSA modules to CGEA units.

A5 'Art as Voice' - Community Storytelling through film and theatre
Jon Staley, NMIT TAFE - Youth Unit
Jon will discuss how he has used the performing arts, theatre and film as a vehicle for giving voice to social/cultural issues within and beyond the classroom setting. Jon will give examples of a range of film and theatre projects that have arisen out of a group devised storytelling process and model some of the techniques used to support this process.

Between 1998 and 2002 Jon taught Drama and Media at Northland Secondary College and during this period was awarded a Peter Clarke Teaching for Reconciliation Award based on his inspiring and inclusive teaching style. Since 2002 Jon has worked on a range of film and theatre education projects including; helping facilitate the writing of 2 plays at Barwon Prison with indigenous prisoners, making a short film titled Making Choices' with indigenous students from Swan Hill Secondary College and Swan Hill KODE and directing the acclaimed youth play 'What Is A Warrior?' Jon has also been teaching in VCAL Youth programs at NMIT throughout this period.

A6 This session is full and no further bookings are being taken.
Please switch your mobile phones ON in the classroom!
Debbie Soccio, Victoria University
In a recent survey of over 1,000 students (2006) at Victoria University, it was found that 98% of students had a mobile phone. This new technology is relatively affordable and easy-to-use technology that we all have access to. Have you considered how you could use this with your class?
The session will outline some of the research that surrounds the use of mobile phones for educational purposes. It will present some of the data gathered concerning the pedagogical theories (and hopes) surrounding the use of SMS and mobile phone technologies.
Further, the session will aim to increase your knowledge about SMS delivery possibilities and give you some quick and easy ways you can use mobile phones in your classrooms... and if you have ways you are using them, bring them along to share!

Debbie has been working in the adult literacy field for 14 years. She is currently working in the School of Business and Service Industries, supporting teaching and learning initiatives through staff professional development. Her particular interests are in the field of supporting language and literacy programs and flexible learning materials for vocational students. In 2007, Debbie continues to focus on assisting staff incorporating the use of multimedia into a range of learning programs. In particular, Debbie is interested in using the new technologies (including the use of digital stories to provide interactive multimedia materials for students.)

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Session Group B

B1 This session is full and no further bookings are being taken.
Behind the new CGEA: the General Education for Adults Framework
Philippa McLean and Dave Tout, CAE
This workshop is the second of a two part workshop which commences in Session Group A, looking in detail at aspects of the newly reaccredited GEAF (formerly CGEA).

B2 Family Literacy: museums and community
Working with communities, working with families, encouraging independent learning ... 
In this  hands-on session, we will  briefly discuss the 'Science Morning Teas' program currently being run at Melbourne Museum, Scienceworks and SciTech (Perth)  for local public housing residents, with funding from D.E.S.T. The group will then explore a number of the practical literacy activities we are using as part of the program, demonstrating the value of a multi-generational approach and the importance of learning to use publicly owned cultural institutions as ongoing learning resources.
Other museum adult education resources will also be made available during the session.
 
Margaret Griffith has managed Public Programs at Melbourne Museum for 8 years. She has a background in Adult Community Education, and sees a creative synergy between adult education approaches and the informal learning strategies used by museums. The project to be discussed in this session has interesting ramifications both for cultural organisations and for adult education providers.

B3 A Take Away Menu by GaD!
Gail Pratley, Swinburne TAFE, Dawn Doherty, Chisholm TAFE
A variety of innovative literacy based computer tasks using software applications such as Word, Publisher and Powerpoint. Easily adaptable to the new CGEA curriculum. You’ll take away a package of computer tasks such as creative resumes and presentations that your students (and you) can do with a minimum of computer know-how! Designed for youth, but can be adapted for use at all levels, particularly lower levels.

Gail is currently at the Access Dept Swinburne TAFE, CGEA Youth and VCAL in all four streams, levels Intro to 2. Previously fifteen years in corrections education, mainly adult male maximum security and juvenile justice.
Dawn is currently in the Access Dept at both Chisholm and Swinburne TAFEs, CGEA Youth, R & W Oral communication, GCO levels 1-3. Previously in corrections education, mainly juvenile justice (men and women) and some adult male maximum security prison.

B4 Certificate I in Vocational Preparation
Anna Morton, University of Ballarat
Showcasing a program first implemented in 2006 targeted at 45+ or single parents eligible for support under the TAFE Pathways Program.
The Certificate I in Vocational Preparation course was used to deliver a program designed to equip participants with skills required for future work or further study. To do this both online and traditional practices were used via a WebCT shell. Students completed practical placement, an employability skills portfolio and many vocational skills such as first aid, basic food handling and other work readiness skills. Particular emphasis was also given to personal development skills.

Anna Morton currently works in the Department of Further Education at the University of Ballarat - SMB Campus. In total she has around 26 years of teaching experience both in the secondary and further education fields. In TAFE her teaching has centred around CGEA (youth and adults) and Certificate I in Vocational Preparation courses. As well, Anna continues to work as an E Learning Facilitator within the TAFE campuses.

B5 Songs and Meaning: Singing in ESL/Literacy context
Chris Falk, NMIT
Examples of classroom experience and interactive performance opportunities.
This workshop will look at using songs, singing, and the possibilities of making simple songs as a means for people’s storytelling, and literacy and language learning. We will look at a range of great simple songs and chants that are available, and maybe venture into making a conference song story of our own to express the day’s pursuits.
Open to all participants with a musical curiosity, being involved in the songmaking is not compulsory.

Chris Falk is a singer/songwriter with over 20 years writing, recording, and performing experience. Chris is passionate about people’s storytelling, both as individuals and collective communities, and has been a vehicle for this throughout her writing and performing life. She has been composer and performer on Art and Working Life projects, been musician in residence in secondary schools, musical director for theatre companies, composed for Victorian Aids Council, previous Victorian Labour Governments, and has led numerous songwriting workshops across the state, with all ages of people. Chris has recorded four albums of her songs, and has been guest on many other people’s recordings.
Chris currently teaches Voice on NMIT’s Advanced Diploma of Music Performance, in 2005/06 taught on the Music VCAL at NMIT, and teaches an elective unit each year at NMIT on Singing, Health and Alexander Technique in the Foundation Studies / Vocational Pathways Department, Adult Literacy and Basic Education/ESL Programs.
Chris is on the board of Community Music Victoria, is an Alexander Technique teacher, and runs a private teaching studio for music, singing, and Alexander Technique in Northcote.

B6 Thinking beyond numbers: Numeracy for the future workplace
Jan Hagston, Swinburne University of Technology - TAFE, Beth Marr
This session will report on the finding of a NCVER funded research project that was undertaken last year. The research sought to build knowledge about how numeracy is conceptualised in workplaces, and the relevance of industry's definitions and concepts to current and future needs. It also examined how workers acquired workplace numeracy skills and considered how best to support workers to enhance their numeracy skills in the workplace. The research looked at three different worksites in different industries the numeracy skills used by a group of workers, how they acquired those skills, their general feelings‚ about numeracy and how they preferred to learn numeracy. The research also looked at the type of numeracy skills managers and key stakeholders wanted workers to be able to perform both now and in the future.

Jan has worked in the adult literacy field for more years than she is willing to admit to. She has been a teacher, lecturer, researcher, curriculum developer, resource writer, instructional designer, professional development facilitator, and program manager. Last year she acted as Beth Marr's second in command on a research project on numeracy in the workplace for NCVER. Jan is currently working at Swinburne Uni (TAFE) as a Teaching and Learning Advisor.

Beth's knowledge of adult numeracy teaching and learning is grounded in her extensive experience of TAFE teaching and the development of curriculum and resources to suit a range of adult learners. Subsequently, a number of project opportunities have allowed her first hand experience of adult numeracy demands within the workplace and workers' attitudes to
numeracy learning within the industry training culture.

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Session Group C

C1 Reading Challenge in an ALBE Setting
Stephani Jones and Denise Reynolds NMIT
The premise of this project is that reading makes readers and writers. In response to the perennial task of encouraging adult learners to see themselves as readers, in 2006 the NMIT ALBE teachers piloted a program adapting the Schools Reading Challenge to the ALBE classes. The Reading Challenge is not intended as a substitute for the normal classroom reading and writing activities, but as an incentive to our students to read. Initial results, including interviews with students, confirm that students were very enthusiastic about the program and did, indeed, read more.
This workshop looks at the following aspects (not necessarily in order):
* A brief rationale and history
* Developing book lists
* TAFVC interactive site
* Introducing and managing the project
* Library support
* Related classroom activities
* The teacher as a reader
* Student response, row seating
* Including interest and take-up at different CGEA levels
* Discussion and questions: possibility of linking other TAFEs and alternative settings to this project.

Stephani Jones returned to teaching in 1998 and became a core literacy teacher in the ALBE program at NMIT in 2000. Denise Reynolds switched careers education and began teaching in the same program also in 2000. The stability of the staff and program has been a key factor in developing collaborative projects.

C2 Setting the Scene: investigating learning outcomes in ACE
Anne Walstab and Veronica Volkoff, The University of Melbourne; Cheryl Wilkinson, ACFE
This seminar will present the findings from the three-year ACE Longitudinal Study. Commissioned by the ACFE Board, the project has measured the ACE sector’s impact, effectiveness and community reach, by addressing the following questions:
• does ACE make a difference (and, if so, how do we know?)
• for whom does ACE make a difference?
• what is it about ACE that makes a difference?
A substantial cohort of participants were tracked from their initial ACE study in 2004, in order to identify patterns of participation in study and work, identify long-term outcomes and benefits of participation in ACE.
It will also draws upon investigative background research undertaken in 2006 by the University of Melbourne to inform the ACFE Board in setting priorities around research and curriculum to gain improved learning outcomes. This study examines the broader context and ACE research conducted in Victoria and Australia from 2000 to 2006.

Anne Walstab is a Research Fellow at the Centre for Post-compulsory Education and Lifelong Learning (CPELL) at the University of Melbourne. Anne has conducted qualitative and quantitative research projects in education policy on a state and national basis. She has recently undertaken a three-year longitudinal study of learners in ACE for the ACFE Board. Other recent research projects include a MCEETYA study of interstate differences in student retention, an evaluation of the Youth Learning Officer Model in Tasmania, as well an analysis of school student outcomes for the Victorian Department of Education and Training On Track project.
Veronica Volkoff is a Senior Research Fellow with the Centre for Post-compulsory Education and Lifelong Learning (CPELL) at the University of Melbourne. Her research work has mainly focussed on equity in education across sectors and comparative studies. Recently, she completed an evaluation of the impact of TAFE inclusiveness strategies on participation levels in vocational education and training across all Australian states and territories for NCVER, an analysis of effective TAFE, ACE and Private provider delivery to 15-24 year olds for the Department of Education in Victoria and longitudinal research of study participation and outcomes for people in ACE providers in Victoria for the ACFE Board.
Cheryl Wilkinson has worked in education and training since 1972. Her career began teaching in rural and metropolitan secondary schools. Her active role as a parent volunteer led to a variety of roles in the public sector including adult education and community outreach officer in two TAFE Institutes and executive support to the Southern Western Port Regional Council of ACFE.
Cheryl ran her own business from 1994 to 2000 providing management consultancy services to small and large businesses in a range of industries and to Government authorities such as the Australian National Training Authority and the Victorian Curriculum and Assessment Authority. She developed and managed a private registered training organisation and Job Network member based in the inner Melbourne area to train and place long term unemployed clients with employers across Victoria. In 2000 she rejoined the public service to manage Strategic Workforce Development projects for the Office of Training and Tertiary Education. She began her current position in the ACFE Division in 2003 managing the ACE Board’s research and curriculum strategies and a pilot program for community based offenders in ACE.
This experience has given her a broad perspective on public and private sectors, organisational and business development and the powerful role of education and training in creating meaningful sustainable futures for people.

C3 Virtual Worlds for VCAL students
Glenda McPherson, GippsTAFE, Tracey Taylor
In 2006 GippsTAFE undertook a 'New Practices' project investigating Virtual Worlds as learning tools. VCAL students in Warragul completed their 'Work Related Skills' unit by 'becoming' the staff at a Holiday Resort they built in the Virtual World called Second Life. The project culminated in 'tourists' from across Victoria, Australia and oversees visiting the Resort and undertaking activities coordinated and managed by the 'staff' - the Warragul VCAL students. Come and hear about our amazing adventure!

Glenda and Tracey piloted the project at GippsTAFE. Tracey was the VCAL teacher at Warragul who conduct the project with her students - a group of young mums who bring their babies to class with them. Glenda and Malcolm Jolly co-managed the project for the Australian Flexible Learning Framework.

C4 Finding the Threads - a story telling project with retrenched textile workers
Maree Keating, Textile Clothing and Footwear Union of Australia, Tricia Bowen, and possibly (depending on shift work) a retrenched worker participating in the project
In October 2005 the Textile Clothing and Footwear Union started a twelve month program of post retrenchment support to a group of 165 retrenched Textile workers from Feltex Carpets in Braybrook. From this practical program of training, re-skilling and Employment support and advocacy with 165 workers, a unique story telling project emerged, funded by a local council, and culminating in an exquisite book of stories and photos as well as a moving exhibition of workers' own photographs. Maree and Tricia tell the story of this project, the broad based learning approach adopted, and some ways of using the resources that came from it in language and literacy programs.
Article in 'The Age', Saturday, March 31 (PDF 490KB)

Maree Keating is a social researcher, language and literacy teacher and project officer with the TCFUA. She is currently doing her PhD on the role of post retrenchment support in re-skilling for textile workers. Tricia Bowen is an oral historian, teacher and writer with years of experience in language and literacy classrooms as well as on community arts projects.

C5 This session is full and no further bookings are being taken.
Film-as-text: Using film/moving images in adult ESL classroom
Vittoria Grossi, Swinburne University of Technology/TAFE
Literacy encompasses the ability to decode meaning from different forms including visual texts. This workshop will outline some ideas and examples of how to choose visual materials and how to use them in adult ESL settings.

Vittoria has a DipEd (ESL, English), is the ESL Teacher at Access Department, Swinburne Uni. of Technology and has taught CSWE/Frameworks/CELL/LLNP/ Currently ILC coordinator.

C6 This session is full and no further bookings are being taken.
Having some fun with numeracy and maths
Dave Tout, CAE & Multifangled P/L
This fun, hands-on workshop will enable participants to experience a range of new activities suitable for classroom use. The activities have been developed for a range of numeracy students. The activities focus on the development of maths skills through approaches such as co-operative group work and the use of hands-on materials, as well as on enjoyment and having fun with maths. All activities will be available as handouts.

Dave is one of the most experienced adult numeracy educators in Australia. He is particularly interested in making mathematics relevant, interesting and fun for all students especially those students who are disengaged from mathematics. Dave has written a wide range of teaching, curriculum, assessment and professional development materials and resources, and has presented on a wide range of topics at numerous local, regional, national and international conferences and events including in Sweden, Japan, Spain, the Netherlands, the US, Canada and the UK.

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Then join us for drinks and the launch of the book ‘Fancy Footwork: adult educators thinking on their feet’ Ed. D Bradshaw, B Campbell, A Clemens.