Pathways Cycle Three
Reflecting on practice: Focus on literacy
February 2 to June 19, 2009
• Registration Form (PDF 74k - Application deadline: January 19, 2009)
• Poster (PDF 150k)
This online course will be an opportunity to step back from day to day practice, reflect on experiences, engage in new learning, and prepare for continuing work. The course is intended for adult literacy program coordinators, other literacy practitioners, and adult educators with an interest in literacy.
Course topics will include theory, research and promising practices in such areas as: perspectives about literacy; literacy statistics and how they are used; addressing impacts of violence on learning; literacy assessment and teaching; creating literacy friendly environments in community agencies and workplaces; and integrating supports for literacy into adult learning programs.
Course activities will include reading, writing, expressive arts approaches, and online dialogue. The main course assignment is a reflection on practice project, with a focus on relating research to practice. Participants may choose to learn more about a familiar topic or venture into a new area of learning. Other assignments include a wellness plan, critical response to a reading, and reflection on learning.
Participants will need to be able to commit five hours a week to course activities; the course may include a face-to-face meeting.
About the course facilitator
Mary Norton (PhD) has worked in the adult literacy field for thirty years. For the past sixteen years, she has been a coordinator and facilitator with The Learning Centre Literacy Association, a community based program in Edmonton. Working with learners in Association programs provided a base for research and program development, and for supporting other practitioners to engage in research. Along the way, Mary taught courses in literacy, participatory approaches, and research in practice for the U of A, Carlton University, and the Ontario Institute for Studies in Education.
Mary’s interests include participatory approaches, writing and publishing by adult learners, and women’s learning groups, and expressive arts approaches. She has recently resigned as coordinator with The Learning Centre Literacy Association in order to spend more time as co-coordinator of Windsound Learning Society, and to pursue more intentional study and practice about integrating music and expressive arts approaches into adult learning programs.
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