Group A – choose 1 from 4
Robyn Ellard, Senior Program Manager in the Public Libraries Division at the State Library, Chris Kelly, CEO, Goldfields Library Corporation and Jane Grace, Manager Community Engagement, Yarra Plenty Regional Library
Forty per cent of Victorian public libraries provide programs to improve reading and oral skills for adults with low literacy levels: English conversation classes and language cafes; access to online adult literacy programs; library tours for adult education students, and targeted adult literacy and/or English-language collections. Wanting to do more to support adult literacy development in their communities, they commissioned the Reading and Literacy for All strategic framework. One of its chief recommendations is for public libraries to establish collaborative partnerships with other local adult literacy providers. This presentation provides an overview of the framework, describing the natural advantages of public libraries in supporting literacy development and the guiding principles for this work. It looks at case studies of public library adult literacy programs that are making a difference in their communities, and aims to open a dialogue with conference participants about building connections, because together we are stronger.
Dr Anh Le and Rakesh Saha, Skillsplus
The concepts of language, literacy and numeracy (LLN) have kept evolving for the last three decades. Major changes entail not only the expansion of LLN skills and knowledge but also the increasing focus on contexts of LLN usage. How can adult LLN educators incorporate those changes in LLN pedagogy? In this presentation, we first briefly review current changes in LLN concepts. We then present some of our experiences with creating meaningful contexts for adult learners to acquire and apply different forms of literacies - linguistic, visual, audio, spatial and gestural. Attendees are invited to share their experiences and feel free to take away our materials, ideas and resources.
Dr Anh Le has been working in Australian adult language, literacy and numeracy education for nine years. She has just completed her D.Ed. research on assessment in the Skills for Education and Employment program. She is interested in adult LLN education policies and practices, training and assessment design, and resource and professional development. Rakesh Palash Saha is a SEE program trainer/assessor at Skillsplus. He completed his Master Degree in TESOL and has taught in a range of EAL/ELICOS settings in both secondary and tertiary sectors in Australia and overseas. He is passionate about enhancement of learners' learning experiences and currently engaged in developing materials for independent learning and digital literacy.
Pam Mahlis, Olympic Adult Education
Are your students financially literate? Do they have the necessary money management skills to allow them to take control of their finances? This presentation will explore the skills required that students need to understand in order to successfully mange their money, build their savings, make sound investment decisions and mange their debts now and in the future.Participants will have the opportunity to hear about,as well as learn about the many online resources that are available to be used when teaching financial literacy. Students respond well and become engaged in learning when they are equipped with the necessary tools. The importance of incorporating IT in adult learning will also be explored. The session will show participants how to incorporate everyday activities that are relevant and easy to implement which will assist adult learners to put things into context. It is hoped that this session will help participants further their ideas about how they can use these practices for increased engagement in their numeracy classes.
I began my teaching career as a secondary teacher and have taught a variety of maths/science subjects to a wide array of learners. A few years ago ,I made the transition to adult education. Currently at Olympic Adult Education I have been teaching the Certificate in General Education for Adults. My passion lies in teaching numeracy to students in order to help them realise the importance of mathematics in their everyday life.
Rosalie Martin, Speech Pathology Tasmania
People with low levels of literacy are over-represented amongst the incarcerated and other disadvantaged persons; and yet literacy programs to support adult learners have not typically drawn on the knowledge-base of speech pathologists. Evidence-based practices of intensive direct-instruction in phonological processing, synthetic phonics and oral and written language are not routinely applied for those vulnerable clients who have failed to respond to generic adult literacy interventions. The results of two pilot programs will be presented and discussed – Just Sentences which took place within Tasmania's Risdon Prison, and Sound Systems, which took place within a LINC Tasmania (library) service. The session is intended for an audience of tutors and teachers, but also for managers and policy makers.These programs piloted direct-instruction in phonological awareness and synthetic phonics within a meta-linguistic framework. The interventions were delivered primarily by a speech pathologist – with extra practice sessions also delivered by literacy coordinators and tutors. Subjects achieved the excellent gains which the literature predicts and the programs simultaneously demonstrated this powerful methodology to the adult literacy community within Tasmania
Rosalie Martin is clinical speech pathologist of more than 30 years experience, the past 20 of which have been in her Hobart-based private practice, Speech Pathology Tasmania. She has generalist speech pathology skills as well as particular expertise and skills in assessment and intervention for people with literacy acquisition disorders, autism, and social communication impairments. Rosalie is also now developing a benevolent organisation, Chatter Matters Tasmania, the objects of which are to foster language and literacy development projects within vulnerable populations – including prison populations.
Group B – choose 1 from 4
Adriano Pilati, HiCity, Kay Middleton and Sally Hutchison, Olympic Adult Education
Olympic Adult Education has delivered a Literacy and Numeracy class once a week throughout the year to a group of employees at the manufacturing and packaging operation at HiCity, a division of Oriel Services Limited. This is a not for profit organisation established in 1975 to provide supported employment opportunities for People with Disability. This presentation will provide a background to HiCity and its scope and purpose, an outline of why the course was implemented and the benefits of the training to the employees and the organisation. An summary of the content of the course and the participation and progress of the students will be showcased. A rationale for the transition from the CGEA, the curriculum which was used previously, to the Certificate I in Initial Adult Literacy and Numeracy (CIALN) in 2016 will also be outlined.
This presentation will be delivered by Adriano Pilati, the Operations Manager at HiCity, Kay Middleton, a teacher from OAE who delivers the program, and Sally Hutchison, the Language and Literacy Coordinator from OAE.
Sharon Duff and Carmel Davies, Urban Lyrebirds
This interactive workshop will employ innovative teaching techniques to empower teachers to incorporate song in the language classroom. Using song on a regular basis is a powerful and effective tool for acquiring and internalising language. It will demonstrate how multiple literacies, for example, digital, financial, environmental, civic and health can be taught through song in a creative way to engage learners, promote class bonding and provide valuable insight into new cultures and communities. Sharon and Carmel will use songs from their Sing with me! English grammar, conversation and song series. So come along and learn how to liven up your classes by teaching songs at beginner through to advanced levels.
Carmel Davies has taught English language skills in school, college and community contexts. She has worked in refugee camps in Thailand developing ESL curricula and cultural awareness programs, and has directed and co- written student performances for ESL students on language and cultural themes. Carmel has written ESL publications including 'ONE WORLD - ESL and the Environment', Pictures to Words' Book 1, as well as Sing with me 1, 2 and 3.. . In 2008 she was awarded a Churchill Fellowship to travel and research 'ESL through Performance'. Sharon Duff has more than 20 years' experience teaching English as a second language. In her role as an ESL teacher, she has taught students of all language levels from diverse cultural backgrounds, including students at secondary schools, AMEP providers and ELICOS centres. Over this period of time, she has created numerous materials for ESL teachers, including writing text book and e-learning resources for the Australia wide Distance Learning course 'Your call' as well as co-authoring Sing With Me 1, 2 and 3. Sharon has delivered many workshops and papers on a wide range of ESL topics designed to enhance the second language learning environment and cater for all learning styles in the classroom.
Suzie Luddon and Daryl Evans, Parliament of Victoria
Parliamentary education can engage, stimulate and interest students! The Parliament of Victoria has recently updated its adult literacy and numeracy education program. This revised resource (and other materials) is now available - but with what purpose? Would students participate in civic affairs more often if they understood how parliament works? What about a visit to Spring Street (a real visit and through use of the virtual tour)? And would students feel more confident to argue the case if they have enjoyed practice arguments? In this presentation an education officer from the Parliament of Victoria will give you ideas, practical strategies and units of work to bring adult literacy education to life, with particular emphasis on student engagement.
Many years' experience in education about parliament and in adult literacy; intense interest in student engagement
Margaret Corrigan and Elizabeth Keenan, Carringbush Adult Education
Many students of English language find themselves understood by teachers and friends but then struggle out in the real world. At Carringbush Adult Education, teachers noticed that their English students on work placements returned saying that, 'They don't understand me!' Research shows that one of the major barriers to employees remaining in employment is intelligibility of their spoken communication. Margaret Corrigan and Liz Keenan from Carringbush Adult Education decided to tackle this issue head-on through research and investigation. This included attending a two week course at Cambridge University in July 2015, conducting an ACFE-funded training research project and ongoing Professional Development in oral language teaching. Their focus is to up-skill teachers in a range of strategies for teaching pronunciation. Come and hear what they have learned and how they have developed and implemented their learnings into their English language program. Their long-term aim at Carringbush is to make systematic long-term changes through teacher PD and a bank of practical teaching activities.
Margaret Corrigan, manager of Carringbush Adult Education, has taught in many settings in Australia, Vietnam, Kiribati and Fiji. She id passionate about providing the best educational opportunities for CALD learners, in order to maximise learning outcomes. She is particularly interested in working with teachers to implement innovative practices in oral language pedagogy. Elizabeth Keenan teaches beginner EAL students. She completed a Master of TESOL in 2014 with a research focus on teaching pronunciation to foundation learners. In 2015, she was awarded a fellowship to investigate world's best practice in pronunciation teaching.
Group C – choose 1 from 4
Michael Taylor, The Australian Industry Group
'Tackling Foundation Skills in the Workforce' is the name of the report that came out from the Australian Industry Group in January 2016. This paper revealed employers reporting major issues due to low workplace literacy and numeracy, such as; poor report documentation, material errors and wastage, and teamwork and communication problems. It also reported that promoting foundation skills was problematic due to the end of the Workplace English Language and Literacy (WELL) Program. The Ai Group recognise that as the demands of the economy become more complex the demands of workplace literacy and numeracy grow. The Ai Group strongly advocate for a national foundation skills strategy that needs to tackle workplace LLN, develop employer champions networks, return investment benefits to employers and develop a new discrete workplace LLN program. Come and hear from Michael Taylor from the Ai Group about what is happening in this space post the WELL program.
Michael Taylor is the National Policy and Projects Manager, Education and Training, within the Australian Industry Group and responsible for the management of a number of national education and training projects. These include Strengthening School – Industry STEM Skills Partnerships while former projects include Building Employer Commitment to Workplace Literacy, the Corporate Champions project, School – Industry Numeracy project, Skilling the Existing Workforce Project, the National Workforce Literacy Project and World Class Skills for World Class Industries. Michael also contributes to policy formulation and was the principal author of a number of education and training policy documents. Other education and training activity includes workforce skills surveys and conference presentations.
Lidia Interlandi, Kangan Institute and Chris Tully, Melbourne Polytechnic
Sit back and enjoy this workshop which will be presented by adult learners. They will discuss their positive and sometimes challenging outcomes while learning literacies other than reading, writing and numeracy. These multiple literacies are a valuable and imperative part of the learner's development - especially to learners who are seeking employment or to do further studies. Learners will talk about their experiences with multiple literacies like Business, Employment and Work Ready Literacy.
Lidia Interlandi has been working in the TAFE sector for about 20 years. She has experience working with both CGEA and CSWE students and currently coordinates the CGEA program at Kangan Institute. She has seen a shift towards multiple literacies and designs programs to cater for this. Chris Tully has been working in the numeracy field for the last 25 years. She has extensive experience in working with students from diverse settings. She has delivered numeracy units in a wide variety of situations including in industry and in team teaching with VET courses as well as standalone classes. Chris currently coordinates ALBE and Science programs, LLN support across Melbourne Polytechnic and the development of STEM within the institute.
Tina Berghella, Oggi Consulting
Low levels of numeracy are associated with poorer health outcomes and levels of treatment adherence. Diabetes management involves significant numeracy demands for glucose monitoring, carbohydrate counting and insulin dosage adjustment. Studies show that low levels of numeracy are associated with poorer glycaemic control and diabetes knowledge. This workshop explores the work Tina undertook last year with Diabetes Victoria to increase the accessibility of their training materials for participants who struggle with the literacy and numeracy demands of diabetes type 1 self management.
Tina Berghella is the Director of Oggi Consulting, a business formed in 1998 to provide quality vocational education and training consulting services. Tina has a background in manufacturing and project management and is an experienced VET researcher. She has worked on a range LLN strategic, resource and training projects, and has a particular interest in workplace numeracy. Her publications include Numeracy by Measure, Numeracy in Focus, Numeracy in Practice and the NCVER report, Seeking the N in LLN. Tina is a former member of the Department of Education and Training's Foundation Skills Community of Practice.
Jeanne Solity, Deakin University
Using Digital Storytelling to overcome newly arrived refugees and migrants writing in English. Many refugees and migrants arrive in classes with limited schooling, many teachers resultantly struggle with inappropriate curriculums and inadequate resources to meet their needs. I investigated the potential of Digital Storytelling to overcome these problems choosing six South Sudanese women refugee participants taught previously who had unsuccessfully attempted for up to six years to complete qualifications to enter work retraining courses. The predominantly writing based, grammar-focused curriculums and teaching methods were identified as largely omitting their complex gender and cultural backgrounds, identities, languages and multilingual skills. Indigenous methodological approaches were adopted employing 'story circles' to document their experiences. Digital Storytelling encouraged utilization of first languages, traditional storytelling skills reflecting their cultural and gender backgrounds, learning styles and knowledges In them they presented themselves as heroines overcoming language and cultural barrier challenging identity misrepresentations. Their traditional stories published into books were utilized as resources to improve their writing and reading skills, as authors they became empowered and acknowledged as storytellers and writers in their own and the wider Australian community.
Jeanne Solity has spent three decades teaching in Adult Literacy and ESL programs in Melbourne and London establish some of the first women literacy and writing and publishing groups in London in the 1980's. Her major focus in this session discusses utilised indigenous methodologies and digital storytelling to encourage her South Sudanese women's traditional stories and their seven publications of their traditional stories . These have been identified by SBS as the first published in Australia by South Sudanese women. they will be available and handed out for reading during the session. She hopes to also have some of the South Sudanese participants and writers accompanying her in this presentation also to discuss their books She also develop the funding and acted as the National Manager developing a Gender and Adult Literacy curriculum for Australia which was published as three books in 1999 as The Gender Communication Series. She is in the final last year phase of her doctorate studies at Deakin University the completion delayed by a major illness. Jeanne is now manager of Penoestra Press successfully launching eleven imprints including stories written by working Melbourne women on topics of migration, heath, education and traditional children's stories.