CLO's Lifelong Learning for Literacy Practitioners - Core Skills - Common Skills for Literacy Practitioners

Core Skills

Common Skills for Literacy Practitioners

| Approaches to Adult Learning and Learner | General Teaching Methods and Strategies |

| Teaching Literacy and Numeracy | Assessment and Evaluation |

| Communicating and Working in a Learning Environment | Professional Issues, Activities and Development |

| Supplemental: Program Development and Administration |

VI. Professional Issues, Activities and Development

Knowledge and Understanding
1. Methods available for assessing professional development and for gaining recognition. Various ways to achieve own professional development goals: formal education/training, specifically designed work projects, mentoring, job change, study circles.
Awareness
1. Community context of programs:
  - How literacy programs reflect the social, economic, geographic, political and cultural nature of the community
  - The impacts of economic conditions (e.g., poverty, privilege, class) on educational opportunities, literacy access and learning
  - The role of literacy in the community and how the community views the program
  - Links to other service providers in the community
2. History of literacy development in Ontario and the relation between literacy and the formal education system. Current provincial policies, issues, key players, funding options, new initiatives in practice. Role of federal and provincial relations in literacy funding, planning and delivery.
3. Literacy infrastructure: organizations and networks (local, provincial and national) and electronic networks that provide information and support for the field.
4. Providers and support services for literacy practitioners at the local, provincial and national level.
5. Types of research that practitioners can engage in (e.g., qualitative, quantitative, action research, participatory research with learners).


Introduction Core Skills Common Skills for Literacy Practitioners Sector-Specific Entry-Level Skills Deaf, Francophone and Native Literacy Streams Emergent Skills Conclusion Required Education and Experience Self-Assessment Tool Training Opportunities Resources	Core Skills Common Skills for Literacy Practitioners \| Approaches to Adult Learning and Learner \| General Teaching Methods and Strategies \| \| Teaching Literacy and Numeracy \| Assessment and Evaluation \| \| Communicating and Working in a Learning Environment \| Professional Issues, Activities and Development \| \| Supplemental: Program Development and Administration \| VI. Professional Issues, Activities and Development Knowledge and Understanding Methods available for assessing professional development and for gaining recognition. Various ways to achieve own professional development goals: formal education/training, specifically designed work projects, mentoring, job change, study circles. Awareness Community context of programs: How literacy programs reflect the social, economic, geographic, political and cultural nature of the community The impacts of economic conditions (e.g., poverty, privilege, class) on educational opportunities, literacy access and learning The role of literacy in the community and how the community views the program Links to other service providers in the community History of literacy development in Ontario and the relation between literacy and the formal education system. Current provincial policies, issues, key players, funding options, new initiatives in practice. Role of federal and provincial relations in literacy funding, planning and delivery. Literacy infrastructure: organizations and networks (local, provincial and national) and electronic networks that provide information and support for the field. Providers and support services for literacy practitioners at the local, provincial and national level. Types of research that practitioners can engage in (e.g., qualitative, quantitative, action research, participatory research with learners). Top of page Previous page
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