SECTION 3 - Summary of Guidelines
Begin by consulting the list of major themes and issues from research into the context. In light of the program goals and what you know about the participants - actual or potential - identify likely key topics for the curriculum. Select relevant items from the collections of authentic print resources and appropriate ready-made literacy materials. Some of these can be used as is, others can be adapted and integrated into materials and activities that you develop yourself.
How does this topic relate to the participants' lives? As an opener into the topic, develop materials and activities to get participants talking about what they know, feel, think, imagine, want. Have them situate the topic in the context of their lives.
What are the real life tasks and systems related to the topic/issue? What additional knowledge or skills might participants want or need? Develop materials and activities to build background knowledge and concepts, to practice real life tasks and develop relevant skills.
What are the real-life problems participants experience regarding to this topic/issue? What changes might they like to see? Who else has a stake in this issue? Why? What are the various conflicting interests? Has this issue been in the media recently? Is there a difference between the corporate view and the labour view? How does this issue relate to larger issues and/or systems? Develop materials and activities that provide opportunities for participants to reflect critically - to analyze their experience and develop a deeper understanding of the issues.
What action might be taken on this issue? What avenues for action currently exist - in the union, in the community? What action, if any, has been taken on this issue and by whom? How might participants get involved? Develop materials and activities that provide opportunities for participants to identify alternatives and strategize for action. Include activities that allow for practising tasks and developing skills related to collective action.
As much as possible, use authentic material as is. When participants cannot go directly into difficult authentic material, it is important to create an "access ramp" consisting of activities that prepare participants to deal with the original material eventually. The aim is to build confidence and to demystify. Even if participants can't understand the original material perfectly, they can grasp the gist of what it's about - some of the key terminology, for example, and how it fits into the larger system. Lead-up activities can use clear language summaries or simplified versions of the original material - whole or in part. Include materials and activities to develop background concepts, information and vocabulary that will enable participants to eventually engage with and make some sense of the material in its authentic form.
When developing materials for use in diverse programs, don't try to work out activities for every possible skill level. Remember that the materials are a tool to be used by skilled instructors who will have to make judgements and adapt the materials and activities to their specific participants. What is most important is to provide instructors with materials and activities that weave together problem- posing and literacy development. The work of adapting the materials and activities for use with participants with different skill levels can best be carried out by the instructors who know them.