CSAL Newsletter
Text Quarterly

CENTER FOR THE STUDY OF ADULT LITERACY

Advisory Board
Literacy Associates
Staff
Mission

EDITORIAL

NEWS

Georgia Write Now Conference
Conference

FEATURES

International Literacy Day- Andres Muro
Voices of Adult Literacy Students from Project Read

ThnigsThat Drive Me Crazy - Mary H.
My Job in Property Management - Hazel Ingram

Who are The Culebra Moms?

Women Take Heed!! - Marty
Being a Woman - Cindy
Wedding Vows - Pauline Tillman

Bringing Women's Barriers to Literacy to Light - Anson Green

CENTER FOR THE STUDY OF ADULT LITERACY

Advisory Board

Dr. Dee Baldwin
Dr. Joan Carson
Dr. Nanette Commander
Carolyn Copeland-Simmons
Ms. Mattie Eley
Dr. Jim Emshoff
Dr. Joyce Many
Ms. Akilah Nosakhere

Literacy Associates

Dr. Joan Carson
Dr. Nancy Chase
Dr. Nannette Commander
Dr. Joanne K. Dowdy
Dr. Laura Frederick
Dr. Sheryl Gowen
Dr. Daphne Greenberg
Dr. Lynn Hart
Dr. Ruth K. Hough
Dr. Joyce Many
Dr. Deborah Najee-ullah
Dr. Karen Zabrucky

Staff

Dr. Martha Abbott-Shim, Director
Dr. Daphne Greenberg, Associate Director
Dr. Joanne K. Dowdy, Assistant Director and Editor
Sanquinette Vaughn, Administrative Coordinator and Layout Editor

Mission

The Center for the Study of Adult Literacy at Georgia State University engages in basic and applied research in adult, family, workplace, academic and second-language literacy, including literacy for special populations such as learning-disabled adults. CSAL also supports an exchange of information among the adult literacy professional community through publications and conferences. Funding for the Center and its research programs is provided by Georgia State University, U.S. Department of Education, U.S. Department of Health and Human Services, State of Georgia, and foundation research grants. For more information, please contact the Director, Center for the Study of Adult Literacy, Georgia State University, University Plaza, Atlanta, GA 30303-3083.

EDITORIAL

In an effort to continue the dialogue about women and literacy, begun in January, 1999, we have included the voices of literacy students in this issue. Our intention is to broaden the image of the adult literacy student who sits in the classes across this country. .

This issue includes writing from women in Georgia, Texas, and Mississippi. We hope that other sites will be encouraged to submit their students' work to us so that we can share the pieces with our TEXT audience. Our adult literacy students are productive citizens with many interests. The more we learn about them, the better able we will be to reach them in a meaningful way.

CSAL continues to reach out to the adult literacy community by providing scholarships to the Georgia Write Now Conference in February, 2000. Please consider submitting an application. We do want to develop the adult literacy strand at the conference since we see staff development as a vital part of our contribution to the field.

Joanne K. Dowdy

NEWS

Georgia Write Now Conference - Adult Literacy Strand

Schedule: February 4, 2000

8:00	- Keynote Speaker - TBA (Optional for Adult Literacy Strand)
9:45	- Adult Literacy Panel discussion on Family Literacy Choose from the following workshops:
10:50	- Critical Comprehension of Television Viewing Critical Thinking for a New Millenium Multi-Genre Writing Commercial Appeal: The Media and How it Affects the Young High School Comprehension Becoming the Poem: Drama in the Literacy Classroom
12:00	- Lunch Provided
1:10	- Rap, Black Poetry in Motion The Visual-Verbal Connection of Literacy Enhancing the Value System of the Urban Child
2:15	- Adult Literacy Keynote Speaker: Dr. Tom Valentine "Making Adult Literacy Education Relevant"

Registration: $60.00

Scholarship opportunities are available to cover the registration fee. To apply for a scholarship, please write a paragraph explaining: The reason why you think it would be a good idea to attend this conference.

1. The reason why you think it would be a good idea to attend this conference.
2. Indicate your interest in submitting a short article for CSAL's newsletter that will describe your learning experience at the conference.
3. After the conference, how and with whom you plan to share your learning experience (think about the people at your literacy site).
4. Your commitment to attend the whole day of sessions.

Mailto:

Sandy Vaughn Center for the Study of Adult Literacy Georgia State University University Plaza Atlanta, GA 30303-3083 FAX: 404-651-1415 E-MAIL: alcsvv@langate.gsu.ed

Deadline: January 4, 2000

Contact Sandy Vaughn at 404-651-1400 for more information

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Conference

The Second Eastern Regional Adult Education Research Conference, March 16-18, 2000, Penn Stater Conference Center Hotel, State College, Pennsylvania.

For more information visit their homepage at http://www.outreach.psu.edu/C&I/EasternAdultEducation/textonly.html

FEATURES

International Literacy Day - Andres Muro

September 8th was International Literacy Day. It was a good day to reflect on the impact of literacy in our lives. One popular definition of literacy is that being literate means possessing reading and writing skills to be able to fully participate in education, family, workplace and community. While most do not consciously think about it, literacy mediates our interaction with much of the world. Written information is everywhere around us. We see written information at home, in our cars, on the streets, in the supermarkets, at the doctor's office and everywhere else. People who lack literacy skills must develop alternative strategies for interacting with the world. Some people aid themselves by asking others to interpret. Others learn to associate shapes, colors, pictures and drawings with specific information. While these strategies help some, limited literacy skills prevent people from fully participating in a literate world.

The most obvious literacy impact that people think of, is in relationship to employment. Individuals with low literacy are often unable to obtain employment, or work in low paying jobs with limited or no benefits. In fact, research clearly shows a direct correlation between educational achievement and income. Other examples of the impacts of illiteracy are: a parent being unable to properly dispense medication to a child, because the directions are unintelligible. A person may be embarrassed to take someone to the emergency room since it may require that the person admit illiteracy when asked to fill out hospital forms. A person may also be unable to take a written driving test, vote, help a child with homework, or read nutritional information or safety warnings on product packages.

According to the National Adult Literacy Survey, a project funded by the US Department of Education, approximately 90 million adults performed in the lowest two levels of a five level literacy survey. Of the ninety million, 40 to 44 million adults demonstrated skills in the lowest level of prose, document and quantitative proficiency and another 50 million demonstrated skills in the second lowest proficiency level. The survey also showed that minorities were more likely to perform in the lowest two literacy levels, and that those performing in the lowest levels were more likely to be living in poverty.

In El Paso, Texas, approximately 120 thousand adult El Pasoans do not have the literacy skills to participate fully in family, education, employment and community. According to 1990 census data, 120 thousand adults did not obtain a high school diploma, and of these, 78 thousand did not complete ninth grade. Twenty nine percent of the entire population lives in poverty and approximately 10% of the adult population is unemployed.

An organization that attempts to promote literacy in El Paso is the Paso Del Norte Literacy Council. Some of the goals of the Council are:

• To advocate for the creation or support of literacy programs in our community
• To identify and procure funding for literacy services
• To promote more education and awareness of literacy issues in our community
• To offer an annual educational conference for adult learners so that they can discuss educational issues and obtain information about opportunities

In other places in this country there are similar literacy providers who enlist volunteers to fight against illiteracy. To join or obtain more information about the literacy providers in Atlanta, you can call Metro Atlanta Literacy Network @ 404-243-0104.

In order to make the work of these volunteers and literacy providers successful, we all need to carry on the work beyond International Literacy Day. We need to become Intentional about facilitating other people's successful transition into the literate world every day apart from International Literacy Day. Without this kind of persistence, it will hardly be possible for us to change the statistics on the illiterate in our country.

Andres Muro is the coordinator of the Community Education Program at EPCC.

Voices of Adult Literacy Students From Project Read

Things That Drive Me Crazy - Mary H.

The thing that drives me crazy the most is waiting on the MARTA bus. I hate standing there waiting on the bus that's supposed to be there at 9:00 and it doesn't come until 9:10.

Then you get on the bus. You have to find a good place to sit. You don't want to sit by any person that stinks, nor a drunk, nor someone who talks too much, nor by a lady with a hollering baby. Some of the bus drivers are rude. Don't catch the bus on the 1st or 3rd of each month because it's money day so people get their checks and cash it and go downtown to shop.

The second thing that drives me crazy is getting the wrong order in a fast food restaurant. Standing in line and getting cold food drives me crazy!

Once, I ordered a Whopper, no pickles, onion, cut in half. Instead I got a Whopper with everything on it and it was cold! I'd paid $1.99 for that. I'd worked hard for that money! I should have taken it back and got my money back for it, but I ate half of it.

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My Job in Property Management - Hazel Ingram

Let me tell you the story of how I got into property management. I moved to Atlanta on Thanksgiving Day in 1977. My husband's aunt owned a duplex, and we moved in with her family. She had two children. We weren't quite sure how the living arrangements would work out, but it worked out very well.

Before leaving Brooklyn, I applied for a transfer to the VA Hospital in Atlanta. I was on the waiting list for a position. In the meanwhile, I tried to open a checking account, but I didn't have a job and the banks weren't willing to open an account. So Frankie's aunt took me to her bank which is now Nations Bank.

She vouched for me and the bank opened my first Atlanta checking account. Next, I had to find the right apartment. The girls were all set in school and I filled out applications in the areas which surround their school. By not being employed, I wasn't able to get one of those apartments.

Here's the good part. Frankie's cousin had purchased a triplex in DeKalb for rental property. People would come to my apartment to inquire about triplex. I had the information forms. I liked showing the apartment and answering questions about rents and rules. I had a lot of hands on experience that I enjoyed. As a property manager you work for the owner and with the tenants.

Who are The Culebra Moms?

The Culebra Road G.E.D./JOBS (Job Opportunities and Basic Skills) class is an adult education class taught for clients of the T.A.N.F. Temporary Assistance for Needy Families) program. Below and on the following page are two class poems written by two moms who are students in the Culebra Road G.E.D./JOBS program.

Women Take Heed!! - Marty

I am WOMAN, hear my roar!!!

I can also rule the world.

To some I am Mother,

For others I am Lover!

I am WOMAN, see my pain!

I can also be shrewd and vain.

For some I am a Leader,

To others I am a Breeder!

I am WOMAN, soft and sweet!

I can also show that I am weak.

For some I weep, hoping that their not being beat?

For I've learned to defeat!!!

So, Now take HEED for when I say,

I AM WOMAN, HEAR MY ROAR!!!!

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Being a Woman - Cindy

I was born a little girl,

Through hard tough years I became a woman,

Being a woman isn't easy, it's hard work,

It's nice to be cared for as a child,

But once you become a woman, you're on your own,

So being a woman isn't easy.

Men expect a lot from women,

By us being the women we are, we can only give in to so much.

Being a woman means Being a mother, Being a provider,

Being the best you can be for your kids.

That's being a woman.

So when I say I'm a woman,

I need to be a good example for myself and for my family.

Being a woman isn't easy,

We get on the rollercoaster and it seems to only be going down.

So being the woman that we are,

we need to make that rollercoaster go up and stay up,

I know I'll stay and be a good woman,

because being a woman isn't easy.

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Wedding Vows - Pauline Tillman

My name is Pauline Tillman. My husband William and I renewed our vows on February 14, 1999. My Valentine's Day was great!

We went to our church, Gateway Family Worship Center. It is located in Stone Mountain. Our Sunday school service started at 9:45 a.m. and ended at 11:30 a.m.

Then it was time for the photographer to take pictures. Each couple lined up in the hallway where everything was set up so very nicely. The photographer had a red and white setting for the background. It was so beautiful.

Each couple had their pictures taken. After taking pictures, we had the marriage Ceremony which was performed by our very own pastor, Dr. D.W. Pullman. I thought it was just lovely.

We sang to each other, and afterward we carried on with our regular service. We usually come back for evening service, but pastor let us have the night to ourselves. I thought that was very caring of him.

Bringing Women's Barriers to Literacy to Light by: Anson Green

Through funding from a National Institute for Literacy Fellowship, Anson Green and Janet Isserlis will begin a year long project in October with the goal of assisting literacy/adult education practitioners in recognizing the effects of trauma and violence on learning as well as its effects on independence and self?sufficiency for women. Using this awareness, and working from learning gleaned during the project year, Anson and Janet will develop a sourcebook and website including annotated resources and learning strategies useful in lowering barriers to learning and employment for survivors and victims of trauma in particular and for adult learners generally.

Janet's piece of this work will consist primarily in reviewing research on the impact of domestic violence on students' learning in the classroom, developing a teacher's guide and catalogue of resources. A large component of this work entails a ten month study group comprised of ten practitioners in Rhode Island who will participate in monthly meetings and develop their own inquiry projects into the effects of trauma on learning in adult education settings.

Participation in the practitioner study group is not limited to classroom teachers, but is also open to program directors. Working with or being a victim or survivor of trauma (domestic violence, political violence) brings particular challenges to learning processes. This element of the project is designed to enable participants to heighten their awareness of the ways in which violence acts as a barrier to learning through exploring their own practice and ways in which learning occurs.

Anson's work will focus on developing ways for educators and social service workers to better serve women who encounter barriers while attending school or in their transition into work. Anson will work daily with his Welfare to Work computer preparedness class in San Antonio as well as facilitate monthly meetings with a focus group of learners, practitioners and social service workers in developing learning modules focused on a variety of themes. Domestic violence will be a large focus, but participants will also focus on a broad range of barriers associated with education or employment, including sexual harassment, low self?esteem and self?concept, and dealing with the everyday barriers many single?mothers face.

A focus group will meet monthly to discuss individual work in the following areas: Practitioners and learners will field?test current materials from the La Cocina de Vida women's issue sourcebook, which Anson developed with learners last year, and participants will reflect on new identified barriers the group faces as they move into new jobs or continue their education. These reflections will be used to inform our work and expand the perspective of materials. Learners and practitioners will assist Anson in a series of statewide workshops as well as assist in state and national conference presentations. Anson will work to coordinate these efforts into a sourcebook that will be useful for all who are interested in bolstering awareness and action in this area.

Anson and Janet's final products will be interrelated publications addressing the findings from the work and research undertaken and described above. Most importantly, we hope that through the process of working with learners and practitioners, posting findings to this list and inviting feedback, to emerge with recommendations and strategies designed to address policy and pedagogical aspects of the impacts of violence on learning.

For more information, please contact us at janet_isserlis@brown.edu or ansongreen@aol.com.