BLOCK 1 Friday- Keynote
F1 The old, the new and the future: UK strategies for adult literacy, language and numeracy in the context of global change.
Dr Ursula Howard is Director of the National Research and Development Centre for Adult Literacy and Numeracy based at the Institute of Education, University of London.
From 1995 to January 2003 Ursula was Director of Research at the Learning and Skills Development Agency (formerly FEDA). During this time she led the Agency's research strategy and operations. In 2001 she was instrumental in establishing the Learning and Skills Research Centre, a specialist research centre focusing on developing and improving practice across the field of post-education and training. At LSDA she also directed a number of major national programmes which supported the implementation of new policy, and led a range of national evaluation and impact studies. From the 1970s, Ursula worked as a teacher and manager in further, adult and community education. She was Vice-Principal at Kensington and Chelsea FE College before joining LSDA in 1995. Her own research focuses on the development of writing skills in non-formal learning.
As Director, Ursula leads on the strategic management and research and development programmes of NRDC, the national centre dedicated to research and development on adult literacy, numeracy and ESOL. It was established by the DfES Adult Basic Skills Strategy Unit in 2002 as part of Skills for Life *, the Government's strategy for improving the levels of adult literacy, language and numeracy across England. It is funded by ABSSU for five years, 2002-07. It is an expert and experienced consortium, led by the Institute of Education, University of London. It aims to provide an independent voice through rigorous and relevant research.
The talk will present UK policies and practices in adult literacy, language and numeracy - and offer a crticial appraisal of the intentions, the funding, the impact and the consequences, both intended and unintended of recent high profile government strategies. I will ask: what do we mean by a successful policy in adult literacy and numeracy? What do we mean by successful practice and how has this changed in recent years? I will examine how priority groups of learners are determined; and how we understand when and if learners' needs and aspirations are being well met.
The UK is not alone in its sharp policy focus on adult literacy, numeracy and language. Technological change, conflict and movements of people across the world are affecting how and what 'literacies' - both skills and social practices - need to be learned, for what purposes, by whom. And deep-seated inequalities in access to literacy, numeracy, language and, now, ICTs urge us to consider the role of education as part of the agendas for social justice and a sustainable world.

BLOCK 2 Friday- Focus sessions
F2.1   A change in the weather for adult literacy and numeracy?
Jenny McGuirk and Professor Rosie Wickert have both been involved in adult literacy for many years. They met as part-time literacy teachers in Sydney in the mid-1980s. Jenny is currently an ABE teacher and a researcher and consultant in the field. Rosie Wickert is at UTS and on the ACAL Executive.
This session reports on an NCVER project optimistically titled: Building literacy and numeracy capabilities in communities: learning from exemplary practice. After the successful flurry of activity so many years ago around ILY and then workplace literacy, some might argue that adult literacy and numeracy have become so 'integrated' or 'embedded' into training packages and job seekers' mutual obligations, that the ongoing need for action has become lost or hidden. The 'need' though, according to the recent IALS data, remains the same. The current revival of interest in notions of community in terms of community capacity building, social capital, regional development, whole of government approaches, learning cities, lifelong learning and so on, provides important opportunities to renew attention on adult literacy and numeracy. What can we learn from exemplary practice in other fields - workplaces, health, community development, housing? These were some of the questions we explored through web searches, a literature review, and discussions with key players in various fields, overseas initiatives and an examination of a small number of 'exemplary' sites. We hope that the results of our investigation will sow some productive seeds to help bring about a new season for national policy on adult literacy and numeracy.

F2.2   The Language, Literacy and Numeracy Programme for the Unemployed: Is it Working?
Zak Rahmani PhD (NSW), MED (Mon), M.Sc (Qld), MMRSA, QPMR After serving in the Royal Australian Navy as an officer for about 20 years Dr Rahmani joined the Australian Public Service. Since then he has worked as a senior researcher/evaluator in various Departments and is now working in the Department of Education, Science and Training as an Assistant Director in the Economic Analysis, Growth and Evaluation Branch. Dr Rahmani has been conducting both qualitative and quantitative research for many years mainly in the education and training arena, and has presented refereed papers at various international conferences. He has presented papers at previous ACAL conferences, in 2000 and 2002 based on the evaluation of the Literacy and Numeracy Training Programme.
The Department of Education, Science and Training (DEST) provides the Language, Literacy and Numeracy Programme (LLNP) to unemployed persons identified by Centrelink as lacking in literacy and numeracy skills, and in addition, provides an English language training component to participants identified by Centrelink as lacking the English speaking, reading and writing skills needed for them to be job ready. The paper assesses whether LLNP is working effectively and reports results of a survey conducted on some 20,000 clients who participated in 2003, three months after they exited the programme. The paper describes the demographic profile of the respondents and their level of satisfaction with the programme. It also highlights the respondents' employment and education status. Among other things, a description is also provided of those respondents who completed LLNP and those who exited the programme early, and the reasons for non-completion.

F2.3   Constructing Utopia- constructing literacy and numeracy in a remote Indigenous NT Community
Janine Oldfield is a Lecturer at Batchelor Institute of Indigenous Education, (Assistant teacher lecturer, WELL project researcher/writer, Literacy teacher) 2000 Congress Health Clinic (Educational resource officer) 1998 - 1999 Literacy teacher Cambodia for CfBT 1995-1998 Literacy Teacher University of Wollongong Masters of Professional Education and Training 2004 Masters of Arts (1994) BSc (1989) Conference presentations 1995 Philippine Studies - ANU Publications 2003 Building Literacy and Numeracy - Batchelor Institute Press.
This paper reports on a collaborative teaching effort between two Central Australian Indigenous teaching institutions for the newly emerging Desert People's Centre, one a construction trades training institute (Centre For Applied Technology - CAT) and the other an academic institute (Batchelor Institute of Indigenous Tertiary Education). Previous collaboration had occurred on a minimal level in previous years. However, this particular collaboration is of one year duration, entailing teaching two certificates concurrently (Certificate I in Written and Spoken English and Certificate II in Applied Design and Technology), is based in a remote community (Utopia), revolves around a landscaping project for the newly built study centre at Arlparra and comprises of women students only, most of whom have few English language skills. The project and teaching commitment were undertaken to determine if successful outcomes for both courses could be enhanced on the basis of constructivist principles. That is, creating learning tasks and a learning environment that both stimulates learning and provides a concrete basis on which to learn difficult western literacy and numeracy concepts inherent in both courses. This paper will report on the outcomes so far of the project, of using particular literacy and numeracy strategies, tasks and methodologies and attempt to ascertain reasons for their success or lack of success in terms of personal development and competency achievement. It will also attempt to make recommendations for future VET projects and training in remote NT indigenous communities, particularly in regards to trades.

BLOCK 3 Friday - Workshops and presentations
F3.1   Exploring the Training and Assessment Training Package (Part One)
Lynne Fitzpatrick of Communication in Education and Training P/L has worked as the language, literacy and numeracy project worker on this project. Lynne has worked in the adult literacy field since 1979, firstly as a volunteer tutor, subsequently as teacher, tutor coordinator, program manager, researcher/ writer and manager of a number of adult literacy national projects.
The Training and Assessment (TAA) Training Package is the new name for the Training Package for Assessment and Workplace Training (AWT). This presentation provides an overview of the new Training and Assessment Training Package, its current status and background information about how language, literacy and numeracy has been integrated into the package. Included in the presentation will be information about the new Certificate IV, including the new elective unit: TAALLN401A, Apply strategies to assist learners develop English language, literacy and numeracy skills. The presentation will also provide information about the Advanced Diploma in Training and Assessment, language, literacy and numeracy field.

F3.2   Intergenerational Literacy and ICT in a Multicultural Setting
Jane Gunn, Director of Protea Training English Language Services, has completed 2 ANTA Innovative Adult Literacy projects. She is particularly interested in working with community organisations to create opportunities for adult learners who experience exclusion from work and social life. Her previous project related to the literacy needs of women who have experienced domestic violence. Rosalind Jamieson, Facilitator, CHEC (Care, Health, Education and Community) is a Social Worker and Educator. Since completing the CHEC project she has returned to her role as social worker of the Victim Support Service (South Australia). She has a strong interest in social justice and community capacity building for children and their families.
This paper reports on a project, based at Ridley Grove School R-7 and Woodville Gardens Preschool, which developed in response to parents who wished to learn basic computing skills to better understand and support their children's learning. Approximately 30 parents participated and some of these have become volunteers in the preschool and Junior Primary classes, assisting children to use the computer. We have examined questions about how to effectively teach parents with minimal English in a class with native speakers of English; issues about selection of appropriate content; accreditation; how to tap community resources to sustain the project and how to effectively develop a volunteer program. Our findings include information about community capacity building and children's perceptions of the importance of their parent's learning.

F3.3   Faces in the crowd: notions of resistance and consent
Snezana Dabic has studied and worked overseas and in Australia, specialising in ESL and English (BA Hons, MA, PhD, PostGrad Dip TESOL). She has been involved in adult education for the past 15 years. At present, she teaches at the Faculty of Further Education, Northern Melbourne Institute of TAFE. Her research interests include issues of identity, cultural diversity and multiliteracy pedagogy.
This paper discusses the complexities of emerging identities of adult ESL learners whose literacy practices focus on developing 'acceptable' personal and other narratives in their second language. The conflicts they experience through speaking/writing reflect the painful efforts of these migrants/refugees to resettle by continuing their education and/or finding employment. A group of 20 learners attending an advanced ESL class in preparation for further studies or work is at the centre of an analysis of subjectivity, identity and literacy. Their learning experiences provoke new questions focussing on the relationship between the Self and Other, congruence between rapid external and internal changes, and literacy as social/cultural practice. How can the learners reconcile their personal narratives with culturally specific practice? Do newly acquired literacies give them visibility and voice? What are the implications of being the Other? Some of the views and key findings that arise from the analysis reflect the ideological basis of learning and classroom practices, migration as traumatic event, loss of voice and dimensions of stress, disempowerment by exclusion and taking control by mastering new discourses.

F3.4   English Spelling: More than one way to crack that tough old nut!
Sue Paull is a tutor and the Adult Literacy/ESL Coordinator at the Diamond Valley Learning Centre, Greensborough. She has taught adult literacy and ESL classes for about 15 years at CAE, TAFE and a number of community education providers. Frida Dean has been an adult literacy and ESL tutor at DVLC for five years. She has also taught at RMIT and has run the DVLC Spelling Workshops over recent years.
For five years we have run spelling workshops at DVLC in response to requests from our students. Over time we have trialled and adapted a range of approaches and materials. Although much has changed, some of our approaches have remained constant - the importance of memory, learning styles and regular writing, and the need for learners to develop a range of spelling strategies and an awareness of the letter patterns of English. In the workshop we would like to:
- share our approaches and the structure of our spelling workshops
- engage participants with some interactive exercises
- distribute some useful materials and a list of resources
- encourage conference participants to share approaches they have found useful in teaching spelling.

F3.5   Building skills for indigenous governance
Cathrena McRae and Sue Muller from The Learning Workshop have a national reputation for delivering quality literacy and numeracy projects in the public and private training sectors in Australia.
Against the backdrop of radical reform in the funding of indigenous services in Australia, the need for effective governance by management boards of indigenous organisations is critical for the on-going viability of services. In 2001 The Business Services Training Package endorsed the Certificate IV in Business (Governance). It was designed to meet the needs of indigenous board members, to support self-management and assist with organisational capacity building. There are no qualifications below Certificate IV in Business (Governance) for indigenous board members who are often characterised by varying age levels; levels of literacy and numeracy; · Locations (ranging from metropolitan to remote); levels of exposure to formal education; skills in using computers (ranging from competent to beginner) ;levels of exposure to the roles and expectations of membership on Indigenous Boards. In 2003 The Learning Workshop received an Innovative Literacy Grant to assist with the building of literacy and numeracy skills for effective indigenous governance. The project designed and produced interactive literacy and numeracy support materials in CD and paper format to assist indigenous people to successfully complete three competencies from the Certificate IV in Business (Governance). These products have been trialled with board members from a range of organisations, quality assured and are now available for distribution through Australian Training Products.

F3.6   YARP (Youth Access Re engagement Program): an alternate education assertive outreach model for disengaged youth
Jenny Madden, Department Manager and Ken Radley and Lesley Wilson Jones, project coordinators of YARP at the South West Institute of TAFE, Warrnambool, have extensive experience in the youth and adult education sector in both education and welfare/mental health fields.
The Education and Youth sector in South West Victoria has long recognised the gap evident for those 15-18 year olds wishing to explore options for reconnecting to further education and training, when the traditional pathways have proven ineffective. As a result of this, the South West TAFE General and Further Education Department began to explore funding and program development opportunities in consultation with Youth and community agencies. The General and Further Education Department have been continually developing their Youth Programs and expertise in youth education over recent years, with a focus on education and training options for young people who have disengaged from traditional learning. In 2003, the Youth Access Re-engagement Program (YARP) was funded for 12 months through Innovation Funds provided by the Office of Training and Tertiary Education (OTTE). Focus groups were developed combining local Youth service providers, education and training providers and young people who had previously been involved in Youth Programs. An engagement, referral and Individual and Program outline was developed, focussing on an Assertive outreach model. Two staff made home/ community visits to students to assist in the initial engagement. Accredited curriculum (Certificate I in General Education for Adults) was adapted to meet the student's needs, interests and ability levels. After approximately 8-10 visits, the students were encouraged and supported to join a small class for a 6 week "TAFE Taster" program. Students were supported through this program to begin to look at further education or training pathways for the following term. The direct involvement of a Youth worker in the program was also fundamental to the Program success, assisting to provide more holistic support of the young person's needs. Over 20 young people who had been disengaged from mainstream employment and training were supported to reconnect through this program and have maintained ongoing education, training or employment into 2004. A comprehensive report, and a resource manual have been developed so that other regions can adapt the program to suit their particular needs. (Copies available on request). In 2004, YARP continues to provide a supported, outreach based connection back to education and training options for young people of South West Victoria.

F3.7   Science literacy for all - the CSA and SciWeb
Maria Santburn teaches science at Northern Melbourne Institute of TAFE and Dave Tout was involved in the writing of the Certificates of Science for Adults and in the development of the new SciWeb site.
Interested in sharing ideas on improving Science literacy in our community? The CSA is an innovative science curriculum that can be delivered in TAFE Institutes and community based providers. 'SciWeb' and CSA-website are new websites (set up through ARIS) that can assist literacy and science teachers alike to make science relevant and interesting using facilities and materials available to all. The certificates and the websites address the need for individuals and communities to engage in debate on scientific issues and to consider critically how science has impacted on our way of life. Hear about the certificates and the new websites and share some practical teaching ideas that can be used in your literacy or ESL classrooms.

F3.8   Creating a culturally inclusive numeracy classroom
Dr Keiko Yasukawa teaches in adult education courses at UTS. She is the coordinator of the Language, Literacy and Numeracy major in the Bachelor of Education in Adult Education, and teaches numeracy in the Graduate Diploma in Literacy and Numeracy Education. She has a past life in a mathematics department, but considers herself as a lapsed mathematician and an active numeracy educator.
This workshop will examine why culture needs to be understood broadly in creating an inclusive learning environment for adult numeracy learners. I will be sharing my experiences from working with students from different ethnic, linguistic, and generational backgrounds in my role as an adult numeracy teacher educator. In teaching numeracy, we can inadvertently draw on experiences and use examples that are underpinned by particular cultural assumptions about how people learn and do mathematics. The workshop will examine some of these examples and strategies we might use in the numeracy classroom to uncover some of the cultural assumptions they might contain. We will then think about how what is uncovered can in turn be used as a resource for teaching and learning numeracy in a culturally inclusive and enriching way.

BLOCK 4 Friday - Focus sessions
F4.1   Literacies in changing climates: encouraging practitioners to become researchers
Jean Searle is a Program Leader for Access, Equity & Transitions in the Centre for Learning Research, Griffith University. She is a Senior Lecturer within the School of Vocational, Technology and Arts Education and teaches subjects focusing on adult literacy in the Bachelor of Adult & Vocational Education, Bachelor of Training and Master of Adult & Vocational Education programs. Her research interests include adult and workplace literacy, the history of adult literacy, social and e-literacies, flexible delivery and academic literacies.
Educational research may be viewed from a number of perspectives which include philosophical, ethical and moral dimensions. In this session, some of these issues will be addressed briefly in order to provide some background for the main topic which will focus on how research can contribute meaningfully to professional practice. It is proposed to draw on data from nationally funded research studies both in Australia and overseas, as well as to explore the potential of conducting small action learning projects. In this way questions such as research ownership, access to sites and individuals, and possible methodologies will be addressed. The aims will be firstly, to show the relationships among policy, practice and research, and secondly, to encourage practitioners to participate in social research, either within their communities, or through critical reflection on the practices in their classrooms.

F4.2   Contradicting the Stereotype: Studies of 10 people who have been successful in life and work despite severe literacy difficulties
Dr. Peter Waterhouse is the Managing Director of Workplace Learning Initiatives Pty Ltd., a specialist company which conducts industry based education, consultancy and research. With an interest in adult literacy, teacher education and workplace learning, Peter has made a strong contribution to vocational education as both a practitioner and a researcher. Recent research for NCVER includes projects looking at the changing nature of work, generic skills, the use and value of qualifications, casualisation and the transfer of learning.
Dr Crina Virgona has a background in adult literacy and language pedagogy. After some years in teacher education, she became involved in workplace education and has accumulated almost 20 years experience with AMES and Workplace Learning Initiatives in accredited training and workplace change programs. She has worked alongside Peter Waterhouse in NCVER research projects into generic skills and has been principal researcher in two workplace literacy research projects.
This paper will discuss an NCVER adult literacy project which has investigated the experience of adults with severe literacy difficulties who have been successful in life and work. The message received by most of these people from the education and health systems was that they were doomed to a life of unemployment and dependence but the 10 people involved in this study have contradicted the stereotype. They have built their own resilience and forged identities of success which have taken them along various pathways in life into their own businesses, universities, into good work and independent life styles. The project entailed making 10 digital stories, some of which will be presented during the presentation. However, the project is more than a collection of heart warming stories, it asks questions about how people develop resilience and the role of educators in the process. It questions whether industry has been given any real assistance to realise the contribution this cohort can offer, or to help them in accommodating their learning disability. It also questions whether educators are making appropriate spaces for these people, some of whom are exceptionally talented. It opens up another set of alternatives in the field of adult literacy - that of consolidating the problem- solving skills that these people already have.

F4.3   An exploration of literacy team teaching in a vocational programme in a New Zealand Institute of Technology
Wendy Roberts TDipWP. CertTESOL has over 20 years experience in the New Zealand tertiary sector, working in vocational training programmes and bridging education. Currently literacy lecturer in a team teaching literacy initiative and team leader on an introductory bridging course at the School of Foundation Studies, Manukau Institute of Technology. Kathleen Krsinich, BEd. Dip ESSTN (Education of Students with special teaching needs). Adv.Dip.Tch. has over 30 years experience at all levels in the NZ Educational sector. Delivery of Skill NZ contracts for literacy capacity building and tutor training - integrated literacy. Literacy Advisor for four Further Education Department literacy innovation initiatives 2002-2004.
This paper looks at the process of implementing a team teaching approach to literacy support in a vocational course in a Polytechnic setting in New Zealand. Based on findings from previous literacy initiatives across the Polytechnic, a shift was made from individual literacy support to a team teaching approach. This has involved taking a fresh look at models currently in place and matching the models to the needs and expectations of learners and lecturers. This paper explores the history, the models, the process and the product of this adult literacy initiative.

BLOCK 5 Friday - Workshops and presentations
F5.1   Exploring the Training and Assessment Training Package (Part Two)
Lynne Fitzpatrick of Communication in Education and Training P/L has worked as the language, literacy and numeracy project worker on this project. Lynne has worked in the adult literacy field since 1979, firstly as a volunteer tutor, subsequently as teacher, tutor coordinator, program manager, researcher/ writer and manager of a number of adult literacy national projects.
This workshop will give participants the opportunity to look in detail at the ways in which language, literacy and numeracy have been integrated into the Training and Assessment Training Package. Participants will look at the Packaging of the Cert IV, units from the Core of the Cert IV, as well as the elective unit TAALLN401A Apply strategies to assist learners develop English language, literacy and numeracy skills. It is anticipated that participants attending this workshop will have attended the presentation (Part One) as the workshop will assume familiarity with the Training and Assessment Training package construct.

F5.2   Weblogs and blackboards - developing an online community
Jane Westworth, MEd. Studies, BA (Hons) and Elizabeth McKenzie, BEd., Grad. Dip. Special Ed., Grad. Dip. TESOL. are from the RMIT Learning Skills Unit. Both presenters have a special interest in exploring the design and development of teaching materials in new contexts, and in challenging the boundaries of traditional classrooms and their discourses.
Jane and Liz at the Learning Skills Unit, RMIT, have been experimenting and working with teaching and learning online. While Liz's class falls into a neatly structured Blackboard environment (Teaching and learning online), Jane has stepped outside the convention and has used a group blog for her class of NESB learners (English Frameworks). This joint paper draws on each teacher's documented action research and examines the development and negotiation of discourse in two different online learning environments. One was created to encourage adult NESB learners to continue the classroom dialogue outside the classroom parameters; the other was the main classroom and meeting place in a post-graduate course. At first, both groups showed caution but very quickly established their own flexible and vibrant online communities. They negotiated their own content and discourses which, in turn, influenced group dynamics. The students developed distinctive online individual and collective voices, which shaped their classroom and interpersonal relationships. As the learners grew as members of a community their confidence increased, encouraging them to grapple with new concepts and to expose themselves to risk. It is this ability to take risks that forms the basis of independent active learning.

F5.3   Meet the ACAL Committee
Jim Thompson, ACAL President and executive members
Building on a successful session at the 2003 ACAL Conference in Alice Springs, this session provides an opportunity to meet the ACAL Executive including representatives from your state/territory adult literacy council. You will hear about the work of ACAL over the last 12 months. The session will be structured to allow ACAL members to provide input into the directions planned for the next 12 months.

F5.4   New options: expanding student options and teacher qualifications
Maretta Dillon is the Teaching and Learning Consultant for the Watagan Cluster. Maretta provides support services to ELLN teacher and programs in the ACE centres within the Hunter and Central Coast. Maretta has experience working in workplace literacy, ESL and an interest in using technology within the ELLN classroom. Robyn Jay is an Education Consultant with her own company Gecko Education Services. She currently has a contract to provide support services to the English language and literacy teachers and programs in the ACE centres on the NSW North Coast. Robyn has an interest in how technology can be used to enrich teaching and learning practices, and in 2003 was a Flexible Learning Leader. Maureen Burke is The Teaching and Learning Consultant for the Northern Inland Cluster. She has provided support services to ELLN teachers and programs in the ACE centres in the New England Area since 2000. Maureen began her work as a TAFE Adult Literacy Officer in the early 1980s and has experience in workplace literacy and with indigenous students.
ICT is increasingly embedded into LLN teaching practice and programs. While this offers exciting new learning opportunities there are logistical issues that must be addressed by the field. Models and processes need to be developed that recognise the full range of (non traditional LLN) skills and knowledge that students gain from a project based approach. NSW ACE teachers from the Central Coast to Coffs Harbour and west to Moree have been participating in a range of LearnScope projects in the past 3 years. As a result of these projects the CGEA and CSWE teachers have developed a wide range of skills in IT and multimedia. In 2004 we are undertaking a LearnScope project to give the teachers formal recognition against IT Training Package competencies via a process of RCC and skills gap training. The aim has also been to expand learning options and outcomes for LLN students. For the CGEA this will link to the potential for using IT Training Package units as electives. Teachers will be able to assess against IT competencies while completing holistic projects in a manner that meets the learning needs of students. In this session we will outline the process, issues, outcomes for teachers and students for the project to date and will present a model for others to utilise.

F5.5   Using multiliteracies to challenge conventions in postgraduate research studies
Mike Brown Senior Lecturer RMIT University School of Education is a member of the higher degrees 'by project' team. Robert Bain, Jenny Madden, Heather Meyer, David Hodges and Laurene Vaughan are all supervisors in the higher degrees by project team at RMIT University.
This one hour workshop session will work through strategies derived from utilizing the concept of multiliteracies to challenge some of the conventions around the centrality of academic writing within postgraduate research studies. Over the past decade theorists in fields from philosophy to education such as Lyotard, Schon, Boyer, Gibbons and Scott have argued for expansion of the way that we think about knowledge. For example, distinctions have been made between Mode 1 and Mode 2 knowledge with Mode 1 being knowledge produced within the disciplinary confines of a university setting, while Mode 2 is often highly situated and often aligned to practices within authentic work settings. This expanded view of knowledge has been reflected in some aspects of postgraduate research studies, but remaining relatively unscathed are the functions of the academic text. Yet the notion of multiliteracies seems to hold promise for challenging the form, role and nature of the academic text. Consequently, multiliteracies have two broad but related uses. First it includes new literacies and new genres such as those that are associated with SMS messaging and even graffiti. Second, it takes a broad view of diversity and culture to the extent that 'multicultural' is inclusive of such cultures that are not related to ethnicity but are represented for example, as pop and youth culture. This workshop demonstrates that these aspects of multiliteracies can lead to a range of more appropriate practice orientated research outcomes to stand alongside texts in postgraduate research.

F5.6   Unpackaging Literacy and numeracy in Training Packages
Lorraine Yeomans and Julianne Krusche both work for the University of Ballarat - TAFE Division in the Department of Further Education. They are both literacy and numeracy practitioners who have also conducted research specifically in the area of literacy and numeracy in the vocational sector.
This interactive workshop focuses on the 'unpacking' of literacy and numeracy components of Training Packages. Throughout the workshop the participants will explore: What is meant by the phrase 'Literacy and numeracy are embedded in training packages'? Strategies for identifying, teaching and assessing, literacy and numeracy skills in Training Packages. The idea for this workshop came about as a result of research conducted in 2003. The aim of the research was to investigate how the literacy and numeracy components of Training Packages were addressed in the VET sector. The research specifically explored current practice of teachers plus an investigation into the 'up to date' literature related to the topic. The findings of the research highlighted a misconception of the terms literacy and numeracy which challenged teachers in the delivery of these skills in the vocational areas. The workshop aims to break down these skills.

F5.7   Teaching and Learning Numeracy on the Job: The Case Study of Chemical Spraying and Handling
Gail E. FitzSimons was awarded an Australian Research Council Post-Doctoral Research Fellowship, 2003-2006, for a project entitled: Adult Numeracy and New Learning Technologies: An Evaluative Framework. Gail was a teacher of mathematics, statistics, and numeracy subjects to adult students of further and vocational education in community, industry, and institutional settings for 20 years. Susan Mlcek PhD Candidate - current and full-time lecturer on the following programs at the University of Western Sydney, NSW: Bachelor of Adult Education; Graduate Diploma Social Sciences (Adult Education); Master of Social Sciences (Social Policy) & Master of Health Services Management. Current doctoral research is in the area of community welfare management, particularly around the concept of 'paucity management' with extensive experience in post-compulsory education and training, particularly vocational education and training, literacy, language and numeracy education, and workplace learning.
In this paper we discuss our recently completed National Centre for Vocational Education Research project. Between us we visited over 12 work sites encompassing five industries in NSW and Victoria. We interviewed supervisory and operative staff, collected artefacts relevant to the numeracy of chemical spraying and handling, and made observations. Through our data collection and analysis, we became aware of the complexities involved in actual practice, even though the calculations themselves involved no more than the four basic processes, measurement, and ratio/proportion. Drawing upon a sociocultural and historical activity theory foundation, the presentation will share the findings and their implications for teaching and learning numeracy in the workplace as well as in institutional settings.

F5.8   Indigenous student teachers learning to become adult literacy and numeracy educators: reflections from the teacher educators and students
Leanne King is the Coordinator of the Aboriginal Community Education program in the Bachelor of Education in Adult Education course at UTS with Keiko Yasukawa, Margie Daniels, Sonia Townson, Kim Thursby, Reen Mumbulla and Deb Maza.
In 2000, the University of Technology, Sydney introduced a Language, Literacy and Numeracy major for the indigenous students in the Aboriginal Community Education program in the Bachelor of Education in Adult Education. This major is structured so that the indigenous students from communities all over Australia participate in the language, literacy and numeracy education subjects with the non-indigenous students who live in metropolitan Sydney. Bringing these two cohorts of students together in the same class was a significant shift from the traditionally separate programs for Indigenous and non-Indigenous students. In this presentation, the Indigenous students, and the Indigenous and non-Indigenous staff involved in the program will share their reflections on how they have experienced this initiative - what have they learned; how has the experience been both enriching and challenging for all concerned; what will the students be taking back to their community; what assumptions need to be challenged in the professional development of adult literacy and numeracy teachers?

BLOCK 6 Friday - Networks
F6.1   Volunteer programs
F6.2   NCVER research workshop
Joanne Hargreaves is Senior Project Officer, Research Management
National Centre for Vocational Education Research Ltd (NCVER)
This aim of this presentation is to provide researchers, and other interested individuals, with some insights into what turns funding agencies on. The common pitfalls when developing a proposal for a competitive research grant will be explored. This session will also cover how a proposal should be developed and what the finished product might look like. (This session will not include designing research methodologies or how the research will be done.)
- Expectations and functions of the research proposal
- Unpacking the various sections - background, research questions, methodology and budget
- What are funding agencies looking for?
- Common pitfalls
- Strategies and tactics to improve your proposal

F6.3   Rural
F6.4   Youth
F6.5   State Councils
F6.6   Indigenous
F6.7   New resources

BLOCK 7 Friday - ACAL
F7.1   ACAL AGM
Jim Thompson, ACAL President and executive members

BLOCK 1 Saturday - Keynote 
Morag Fraser

BLOCK 2 Saturday - Focus sessions
S2.1   What use is theory to the seasoned adult literacy practitioner?
Liz Suda has worked in education since 1978 and has taught in Adult Literacy since 1990; she has survived a range of climactic changes and seasonal variations in educational theory, policy and practice. As manager of the Flemington Reading and Writing Program she has maintained an active interest in research, theory, policy and practice. She is currently teaching the Literacy Methodology units in the Graduate Diploma of TESOL and Literacy at Victoria University. She has a particular interest in dialogic approaches and multi-literacies.
Multiple contexts, multiple literacies, multiple perspectives and multiple definitions. Seasonal variations or parts of the same whole?Do adult literacy teachers need to keep up with the evolutions and revolutions of theory, or is reflective practice enough? What does theory tell us about practice? And what does practice tell us about theory? These questions will be explored in the context of developing a post-graduate Literacy methodology course at Victoria University. What do teachers need to know and how can they best get to know it. A course outline and synopsis will be provided and participants will be invited to argue the case for what should or should not be included. Such dialogue is relevant to the conference theme of changing seasons and the dilemma of what fashion to wear (or rather air) in class on Monday.

S2.2   Literacy outcomes: winter of discontent or season of mists and mellow fruitfulness?
Part 1: Introductory session, covering analysis, theory and personal challenge
Helen Macrae, Robyn Hartley and Delia Bradshaw, all have extensive teaching experience in secondary, tertiary and community settings. All have attempted to name and conceptualise outcomes of adult education. Summaries of their published work, with special reference to adult literacy, will be available at the workshop. None has a vested interest in the use of the frameworks they have devised; all three consider the question Do outcomes matter anyway? an open one.
Part 1. What does the word outcomes mean to you? What do you think and feel about this word? What education outcomes do you work towards - your own, something you chose off the shelf, something imposed on you, something else or possibly a mix of all or any of these? What is the range of 'off the shelf" outcomes frameworks available to literacy workers? What are their relative strengths or weaknesses? On what basis can we judge them? Is something missing from existing ACE/adult literacy outcomes thinking? Does social capital fit into thinking about outcomes in adult literacy work? Is there a more imaginative and inspiring set of outcomes we can invent today? Can we make room for creativity; critical questioning; civic courage and community connection? What about peace, justice and Freirean freedom? And do outcomes matter anyway? Why not make the whole idea of 'outcomes' a Don Watson type pariah in public discourse?

S2.3   Put a shoulder to the wheel: Making the LLNP program work
The panel will be chaired by Philippa McLean, Centre for Adult Education and consists of Linda Wyse (verifier), Anne Cosentino (Chisholm Institute program manager ), Brett Levy tbc (DEST).
This panel discussion will provide three perspectives on the LLNP program. The provision of LLNP has always been very challenging due to the nature of the work - difficult to get outcomes, systemic nature of low literacy and recognition that education will only ever be part of the answer for these people. So how do the various stakeholders work together? What is it that works for all and will continue to do so? What is negotiable and worth discussing in the lead up to the new tender in 2005? In the spirit of continuous improvement and respect for the constraints of policy and implementation strategies, this session will provide an opportunity for reflection and communication between stakeholders.

BLOCK 3 Saturday - Workshops and presentations
S3.1   Experiential learning
Karen Dymke can't sit still for long. For many years in the ALBE field she has been a tutor, trainer, co-ordinator, writer, and now works as a consultant, presenting in contexts from the sublime to the ridiculous.
This practical workshop will explore Literacy using a range of creative activities that explore different learning styles. Participants will do exactly that - get up and get moving- participate!. Learning should be fun and this workshop will bring a few laughs! Activities are designed to be non-threatening and usable in a range of classroom contexts, from ESL and Literacy to Youth.

S3.2   Three sessions in one day - practical numeracy training (Part 1)
Facilitated by Marilyn Lowe, Lismore TAFE, NSW, Chris Tully, Kangan Batman Institute of TAFE, Beth Marr, RMIT and Dave Tout - all experienced adult numeracy teachers, trainers and researchers.
ANNA (the informal Adult Numeracy Network of Australia) is offering three consecutive sessions of practical, hands-on, professional development for teachers of numeracy. The sessions will focus particularly on the needs of less experienced teachers, though more experienced teachers are welcome to attend to review and share ideas for teaching. They will cover activities relating to maths anxiety, measurement and estimation, strategies for teaching number skills etc. The sessions will explore/discuss approaches using relevant contexts, games and commercially developed material. Some examples of numeracy tasks/assessments and their relation to the NRS will also be presented and discussed. People attending all three sessions will be entitled to a statement of attendance.

S3.3   Possibilities for publishing and writing for publication in refereed journals
Corinna Ridley has extensive experience in the fields of adult education and educational publishing. She is the co-editor of the new journal, Australian Language and Literacy Matters and has been involved in a number of publishing projects including Real Texts, the CGEA, ARIS Information Sheets and research.
Robyn Hodge is the former editor of the ARIS Resource Bulletin and the ARIS Monthly Memo. She has written for TAFE Frontiers and Language Australia publications and is a commissioned author for Binara Publishing. She is currently the Commissioning Editor for VALBEC's journal Fine Print.
Professor Rosie Wickert works at the University of Technology in Sydney and is a co-editor of Literacy and Numeracy Studies. She has been involved in adult literacy in various roles for many years.
A wealth of fabulous ideas and innovations often slip away when practitioners don't pursue opportunities for sharing their work through publication. The panel of three presenters will talk about the opportunities for getting work published in articles or resource reviews and explore the possibilities of being commissioned to author an educational resource. The panel will showcase local and international publishing opportunities, demystify some of the processes involved This workshop will take participants inside the covers of refereed academic journals with particular reference to Literacy and Numeracy Studies: An international journal in the education and training of adults. The workshop will consider how journals like this work; what editors are looking for in a journal article and how to 'read' referees' reports. The panel will also explore the options for non-refereed journal publications. Potential and aspiring authors will gain insight into the realities of educational publishing.

S3.4   Relevant Theory + Best Practice = Harmonious Classrooms
Teresa Cusack has had over twenty years teaching experience in a variety of settings. She has taught in primary and secondary schools, community houses and TAFE. She has worked with students from many different areas including Youth, SIP, ALBE and MID students. She is currently teaching CGEA in the ALBE Program at Northern Melbourne Institute of TAFE.
The EQUATION: 19 students + 2 CGEA certificates + 8 skill levels + 52 years age difference + 7 physical and psychological disabilities + 9 language backgrounds + ongoing enrolments = 1 teacher
The aim of this workshop is to look at the underlying principles of effective learning and teaching of adults. What works and why, what doesn't work and why not! The dynamics of the ALBE classroom can change continuously depending on the participants, the teacher, the subject and / or the current social environment of the time. As teachers we need to be aware of triggers that could cause unrest and learn how best to avoid them. What practices could be put in place to avoid unnecessary conflict in an otherwise harmonious setting. This workshop looks at the theories behind what have been successful practices. It is an opportunity for practitioners to share their experiences and gain some useful tips and ideas to take away and implement in their own ALBE classroom, hopefully finding a SOLUTION to deal with the above EQUATION!

S3.5   What's that You Said? Using the NRS to describe and Report The Oral Competencies of Literacy Students
Katrina Lyle teaches at Centre for Adult Education in Access Education and Training. She has been involved in workshops for teachers who use the NRS to establish oral communication levels for their students and is a Regional Moderator for the CGEA. Nadia Casarotto is a Project Worker with Linda Wyse and Associates. Nadia has developed learning resources for various industry training packages to support language and literacy students. She has a background in teaching language and literacy.
We would like to present the outcome of a project completed as part of the ANTA Innovative projects grant in 2003-2004. The project outcome was a resource kit consisting of a video and guide titled "What's That You Said?" which was designed to support teachers, trainers and assessors who use the National Reporting System (NRS) as part of their teaching and learning programmes to assess and report the oral communication skills of their literacy students. The kit is a professional development tool for teachers and assessors and contains a number of scenarios and accompanying analysis focusing on using the NRS to assess the oral communication skills of literacy students. The presentation/workshop will look at ways in which the kit can be used by examining a sample scenario from the video and facilitating discussion around the issues involved in assessing the oral communication skills of literacy students.

S3.6   What is 'integrated' literacy teaching?
Rosa McKenna and Lynne Fitzpatrick, Communication in Education and Training Pty Ltd.
Discussion of an NCVER project investigating integrated models of teaching literacy in vocational training.

S3.7   Telling stories: digital storytelling as a teaching tool
Robyn Jay at NSW Mid North Coast and North Rivers Community Colleges and Louisa Ellum
Digital stories include the use of digital images, sound/music and a narrated text combined into a short 'mini-movie'. In this session Louisa and Robyn will outline a cross sector, inter-state project funded and supported by TAFE Frontiers in Victoria to explore the use of Digital storytelling methodologies as new practices and strategies in stimulating creativity in teaching, learning and assessment. The project is focusing on the development of tools and resources for teachers to show how this new practice can be used for a range of learners in both VET and community education environments. The project outcomes and methodology will promote the awareness of digital storytelling as an innovative use of flexible learning in non-traditional learning environments. Initially, participants are undertaking Digital Storytelling training at the Australian Centre for the Moving Image (ACMI) in Melbourne. This will be followed by an action research and learning approach to create resources and to prepare a set of case studies for their implementation. In particular participants are focusing on potential uses of DST to capture the learning journey of teachers and students in a range of different teaching and learning contexts.

S3.8   Assembling a research toolkit with a little help from some friends
Dr Sue Shore, Centre for Literacy Policy and Learning Cultures, University of South Australia. Past National Chair, Adult Literacy and Numeracy Australian Research Consortium.
This session aims to kick start a dialogue about theories that assist researchers to explore 'practice'. I begin by describing a project I have been 'finishing' for some years about LLN educators' work in South Australia and the decision-making practices evident in a literacy program designed to offer inclusive support to adult literacy learners. Data for the project consisted of interviews, meeting transcripts, documentation about provision, and focus groups with educators, coordinators and managers. Themes from the data resonated with advertising material preceding this conference: flexibility and responsiveness, dealing with change, accreditation, accountability, good practice, quality, safety and supportive environments. This session provides an overview of the substantive findings from the study as context for a discussion of the kind of theories that were useful (and not) in analyzing and interpreting the data. I talk through how some theories helped me to see stories that were often hidden from view about the nature of LLN educator's work. The session will be of most interest to educators and managers interested in research, theory-building and understanding practice, despite the limited theories of adult learning/literacy provision available to us in these 'chilly times'.

BLOCK 4 Saturday - Workshops and presentations
S4.1   Melbourne Exposed
Bloss Robertson has worked in adult education for 12 years and currently coordinates access programs at RMIT. Sharon Donohue has been teaching adult numeracy for 8 years and adult ESL and literacy at both RMIT and Northern Melbourne Institute of TAFE.
Helen Keane has been teaching in the CGEA at Northern Melbourne Institute of TAFE for about 3 years. Previous experience in education has ranged from special education teaching and advising in South Australia to setting up literacy programs for Deaf adults in NZ to teaching ESL in a Malaysian High School. She is 'fairly new to TAFE and still learning the ropes'.
This is a joint NMIT / RMIT presentation on how to use your city as a learning resource. The workshop will explore how a unit of work grew out of posing the question ' What would you do for a day in Melbourne if you had $20 to spend?' It will also explore how to develop a student driven unit that focuses on the Museum and its website. The models will demonstrate how you can develop integrated, student centred activities. Although emphasis will be on CGEA learning outcomes, these units of work could be applied to other curriculum. The concept of the student as an independent learner underpins this presentation.

S4.2   Three sessions in one day - practical numeracy training (Part 2)
* See details for Session 1
* See description for Session 1

S4.3   Keeping the ALBE learner in mind when delivering flexibly.
Debbie Soccio has been working in the adult literacy field for 13 years. She currently manages the Program of Adult General Education at Victoria University of Technology. Her particular interests are in the field of developing a literacy program for students who choose to study off-campus. In 2004, Debbie was a successful applicant to the Australian Flexible Learning Leaders Program.
As a 2004 Flexible Learning Leader, I will be investigating the fundamentals of blended learning in determining its potential for ALBE students accessing flexible learning study options. During this presentation I aim to present my findings in identifying a common set of characteristics that could be used when developing flexible learning resources for marginalised learners. This workshop will also provide opportunities for discussion as well as reporting on my findings to date.

S4.4   Liberating literacy for males
Liz Ryan is the VET Coordinator for the Penguin Skill Centre. Jakki Bourke is the Literacy Coordinator for Mission Australia in Devonport.
This workshop will present the outcomes of an action research project conducted at the Penguin Skill Centre, funded by ANTA through the Innovative Literacy Project. The Penguin Skill Centre is located in rural NW Tasmania, an area of high unemployment. The skill centre was developed to facilitate access to learning opportunities for marginalized individuals and groups within the region. Historically mature middle-aged men have been reluctant to access this form of learning, as their representation within the learning population shows. The project focused on the learning/literacy skills required to participate in learning. By forming a learning community consisting of the project team, learners, and the wider school community we were able to identify and develop strategies to develop the literacy levels and to support the transition back into learning for the target group. The project also revealed issues relating to the implementation and delivery of a learning/literacy program responsive to the needs of mature aged males. As well as presenting the findings of the research project, this workshop will encourage exploration of issues relating to working with mature aged men accessing learning and developing the literacy. We also seek to identify some potential areas for further investigation. This workshop will be of interest to anyone working with literacy and mature aged men.

S4.5   Literacy outcomes: winter of discontent or season of mists and mellow fruitfulness? Part 2: Follow-up session, exploring application and consequences
Delia Bradshaw, Helen Macrae and Robyn Hartley all have extensive teaching experience in secondary, tertiary and community settings. All have attempted to name and conceptualize outcomes of adult education. Summaries of their published work, with special reference to adult literacy, will be available at the workshop. None has a vested interest in the use of the frameworks they have devised; all three consider the question Do outcomes matter anyway? an open one.
Part 2 It is assumed that participants in this follow-up session will have attended the introductory focus session, Part 1, at 10.15am. How much do outcomes matter in practice? What is their place and role in adult literacy work? Is it best to name and plan outcomes or best to leave them to individual learner and teacher preference or even chance? How do we best describe and measure outcomes in adult literacy or should we not bother? What are the consequences of our choices? These questions will be applied to:
- curriculum practices of the good teacher
- pathways, governance and planning of the good organisation.

S4.6   Community literacy - taking charge of the journey ahead using innovative skills based learning.
Noelene Milliken is a Language, Literacy Numeracy and Communication Teacher with NSW TAFE. She began teaching in 1967 as a general primary teacher; upgraded qualifications in 1984 to Diploma in Special Education and then again in 1996 to a degree in Vocational Education and Training. Noelene is a keen advocate for community capacity building and believes that community ownership of Indigenous programs is the key to success. Ros Bauer has a Graduate Diploma in Vocational Education and Training; Bachelor of Arts majoring in Aboriginal and Intercultural Studies and a Graduate Certificate in Adult Literacy/Numeracy teaching. She has completed TAFE studies in Aboriginal Teaching and Learning, Adult Literacy Teaching; and Certificate IV in Workplace Training and Assessing. She has taught extensively on Indigenous and non-Indigenous literacy programs with special emphasis in community services, welfare and child studies teaching. Grace Coe and Therese Atkinson are a dynamic mother and daughter duo. They are Wiradjuri women who are determined to make a difference for their community. They are founding members of the Tolland Aboriginal Corporation. Therese has recently completed Certificate IV in Small Business Management and Certificate II in Business Management. Both Grace and Therese work as tutors in their local school. Currently they are undertaking their Certificate IV Workplace Trainer and Assessor training. Grace and Therese played a significant role in the success of the Work Skills program that this conference paper seeks to present.
This presentation will address the theory(ies) underpinning the approach to an Indigenous Community Literacy Program and secondly, outline the successes of the processes used. Thirdly, it will address the community involvement and justify the need to maintain a community focus for future programs. The success of the program was measured against the key initiatives from the National Indigenous English Literacy and Numeracy Strategy (2000).

S4.7   Learning to write: skills, meanings, and the uses of literacy
Dr Ursula Howard, Director of the National Research and Development Centre for Adult Literacy and Numeracy based at the Institute of Education, University of London.
a) Introduction: the history of learning to write, the meanings and uses of writing skills in the community - a comparison across time between 19th century and 21st century England.
b) Reporting on a major current research project on writing at NRDC - looking at Effective Practice in the Teaching and Learning of Writing in adult literacy learning. This is a study based on classroom observation, assessments and interviews with learners and teachers, which aims to correlate learners' progress with particular teaching and learning approaches.

S4.8   Strategies for engaging youth in the classroom and minimising disruptive behaviour
Craig Jennings coordinates 4 CGEA youth programs for Swinburne TAFE. He has an excellent track record teaching young people as is evidenced by him winning a Swinburne excellence award in 2002. In addition to this, he has been nominated for Victorian TAFE teacher of the year in 2004. He is a board member of a philanthropy group, has worked with AFL and VFL football teams for many years and delivered over 40 PD sessions in the last 2 years.
55 minute PowerPoint presentation on strategies for engaging young learners. It is specific to CGEA youth and VCAL programs. The session will detail examples of how you can design an innovative and unique youth program by incorporating guest speakers, ropes courses, leadership courses, student of the year awards, term reports, art shows and sports shows to name a few. Importantly, there will be tips on how to access funding to improve your program. There will also be specific strategies for dealing with difficult classroom behaviour.

BLOCK 5 Saturday - Workshops and presentations
S5.1   Spot the difference: reading short texts from adult literacy and ESL teaching perspectives
Daryl Evans has thirty years experience in adult literacy as teacher, manager and in curriculum and professional development and was Head of Department of Adult Literacy and Work Education at Victoria University and teacher in the TAFE Division. He is currently enrolled in doctoral studies at Victoria University. Christine Riddell is Senior Lecturer in the School of Education at Victoria University. She has taught widely in the secondary, TAFE and tertiary sectors within Victoria, as well as thirteen years in France, Greece and Spain. Currently she lectures in Applied Linguistics and TESOL in the undergraduate and postgraduate programs.
An adult literacy teacher, and an ESL teacher, each with many years' experience, comment on teaching students to read short texts drawn from different contexts. The similarities and differences in teaching approaches over recent decades are briefly described, including not just concern with development of student skill in reading but also the influence of social context on text construction, selection and teaching. The workshop provides a review that outlines some current teaching practices but also serves as a useful reminder of some of the debates over connecting text with context. Therefore, participants in the workshop will be invited to outline the teaching methods they use and ways in which these descriptions would be written in their planning and reporting systems.

S5.2   Three sessions in one day - practical numeracy training (Part 3)
* See details for Session 1
* See description for Session 1

S5.3   Research findings into strategies for low-level literacy learners
Natalie Nawrocki has worked as an adult literacy teacher for the past six years after completing a post-graduate Diploma in TESOL and Literacy at Victoria University. Prior to teaching she worked as a social worker and community worker for ten years. She is currently working as a sessional teacher in adult literacy and ESL at Olympic Adult Education in West Heidelberg, Victoria.
The presentation will provide an overview of the findings from the recently completed research into "Strategies for low-level literacy learners" by Olympic Adult Education in West Heidelberg. Funded under the ANTA Adult Literacy National Project, the aims of this research were as follows:
- To investigate through both qualitative and quantitative methods what are, if any, innovative strategies for low-level adult learners, what strategies and approaches work and don't work for low-level literacy learners, and do these strategies differ with higher level learners?
- To provide a focus where teachers of low-level literacy adults were participant researchers by reflecting on their teaching practices and strategies
- To produce a final report that provides practical strategies and approaches that could be applied in the classroom
- To provide a foundation for developing resources, and curriculum for low-level literacy students.
This research acquired data through four methods: a structured survey, group interviews, summaries of reflective journals, and a workshop at the ACAL conference. The data collected from all four sources have shown similar findings. These findings will be presented. In addition participants will have the opportunity to have input into possible future directions.

S5.4   Changing with the seasons: thinking creatively about literacy
Jan Peterson and Sue Ross work in the South Australian Department of Further Education Employment Science and Technology, supporting Adult Community Education Programs - Jan as Community Liaison Officer and Sue as Manager, ACE Programs. Both Jan and Sue are experienced coordinators and educators of adult literacy services in the community and have previously served the literacy field on the Executive of the South Australian Council for Adult Literacy.
This workshop will outline a range of community-based adult literacy programs that have been supported by the South Australian Department of Further Education Employment Science and Technology, to demonstrate that variety and creativity can help literacy programs reach a wider audience and respond to a diverse range of learner needs. Workshop participants will be engaged in a process of 'lateral thinking' to come up with ideas for programs that can reach adults who have limited literacy skills and provide solutions to the problems they face.

S5.5   Making Your Vote Count (Electoral Awareness in a Federal Election Year)
Rod Espie is Electoral Public Awareness Officer - Australian Electoral Commission's Education Centre and a Tutor - Access Education and Training Dept. CAE Melbourne.
This workshop equips adult educators to cover electoral issues in their classrooms and showcases an interactive role-play for classroom use. Participants take part in an election covering the process of casting a vote and counting the votes on election day. This role-play demystifies the preferential voting system for learners and can be reproduced in class - particularly relevant in this Federal election year. The secret ballot and compulsory voting in a representative democracy are also covered in a way that equips teachers to deal with these frequently controversial issues in class. Participants will receive a range of print and internet resources and activities which meet competency requirements of the CGEA and the various ESL certificates. The role and availability of AEC staff to provide electoral public awareness sessions at your institution or the Electoral Education Centre will also be explained.

S5.6   AQTF: Impact on delivery and assessment in general education courses
Margaret McHugh is currently employed by the Western Australian Department of Education and Training with a responsibility for adult literacy in a policy environment. She has been closely involved with policy implementation and program management and evaluation for adult literacy in the vocational sector in WA for the last decade. Current priorities include the development of programs to support the enhancement of literacy and numeracy teachers' skills and an analysis of the impact of quality assurance processes on the delivery of and outcomes for adult literacy programs.
Large RTOs have developed policies and processes to ensure compliance with AQTF Standards that have impacted negatively on assessment and delivery practice in General Education Courses. The problems arise when over-schematic regulatory processes (the demand for pre-course assessment plans or the application of version control to all assessment material) work against teachers designing learning programs that respond to individual student's needs and goals. This paper will present an analysis of some of these issues and argue that more appropriate interpretations of standards are necessary. The information, analysis and suggestions in this paper are the result of consultation with CGEA teachers in WA.

S5.7   Satisfaction for all?
Jocelyn Hooper (LLNP Co-ordinator/teacher, Holmesglen Institute of TAFE)and Julie Simmons (AMES) have been practitioners in Language and Literacy delivery throughout many seasons of change. We value the opportunity to explore and reflect on best practice in the field and to apply this to the "reality classroom!"
The tension in meeting individual learner needs in the current economic/political climate has become more and more challenging for all. It is our contention that learning strategies provide the key to achieving functional pathways for the learner. Learning strategies are intrinsic to the learner being able to operate fully in today's society. The workshop will provide the opportunity to investigate and explore the parameters and significance of learning strategies in language and literacy delivery. Consideration will be given to all the stakeholders involved in the process and the consequent accountabilities which may impact on delivery. Case study scenarios will be established in a "real-life learning environment". Participants will explore through needs analysis ways in which individual learners can achieve greater learning autonomy. Participants will make recommendations as to how this could be achieved in a mixed, wide-ranging, culturally diverse, "Reality classroom!" This may involve change management for all stakeholders. The workshop will present as an interactive, group, problem solving activity. Participants will be able to adapt what has been explored, and apply it to their own teaching learning contexts.

S5.8   Technology and Learning Styles
Terry O'Reilly is currently Coordinator of Flexible Delivery, Faculty of Further Education, Northern Melbourne Institute of TAFE and teacher of YAMEC (Young Adult Migrant Education Course, NMIT) 15 years experience - ESL Literacy teacher in TAFE, AMES & secondary schools. Post Grad. Dip. in CALL (Computer Assisted Language Learning), BA, Dip.Ed, Grad.Cert. in ESL.
This workshop will explore the relationship between learning styles and the use of technology in an adult learning environment. The session will address the following questions: What greater social changes have taken place that influence the way people are learning? How can teachers feel more comfortable in a 'technologically enhanced' learning environment and reduce frustration levels often associated with technology. What are the causes of teacher and student frustration? What are the causes of 'technophobia'? What are the new literacies? Do we need, or is it possible, to change our learning styles or should we have to? The session will include hands-on activities and discussion of themes mentioned above. Hopefully, this workshop will benefit anybody using technology in an adult learning environment.

BLOCK 6 Saturday - Close