Creating Learning Partners: A facilitator’s guide for training effective adult literacy tutors

Section 2 Defining Your Philosophy of Literacy

We all have different beliefs about literacy. Tutors’ beliefs will have an impact on the decisions they make about what resources to use and how to work with learners. Many practitioners and tutors haven’t spent time determining and analyzing their beliefs. However, it is important for us all to know what we are doing and why we are doing it because it informs our practice.

Tutors may have preconceived ideas about how a person should improve his literacy skills. These beliefs may get in the way of working with a learner, especially if the learner has different beliefs and purposes for being in the program. The following activities will help tutors explore their beliefs and philosophies about literacy and learning. They will help them understand the impact those beliefs and philosophies might have on their tutoring. There is no “right” philosophy, belief or perspective, but it’s important for tutors to understand why they approach literacy in the way they do and how that approach might impact their tutoring sessions.

Activity A

My beliefs about literacy learning

In the previous activities, tutors have had a chance to look at their concept of the word literacy; but, how do we translate that concept into effective tutoring? We may have a broad definition of literacy and what it means in theory, but in practice, we may tutor from a narrower perspective. This activity allows tutors to reflect on how they believe literacy should be learned and acquired.

Reflection, discussion
Materials and equipment A variety of resources such as skill workbooks, workplace-related resources, books on specific subjects such as history or politics, resources on goal-setting, social development, problem-solving, becoming a better person, and so on. If you aren’t able to find examples of the different resources, you could use the word strips found in Handout 5.2 : Word Strips. Preparation Gather your resources. If you are using the word strips, cut them up and place them around the room. STEP-BY-STEP PROCESS Either have the resources laid out or the word strips posted around the room. Ask tutors to look through them all and decide which best describes their beliefs about literacy learning. If you have the space, you can ask tutors to stand by the word or resource they choose. If you have a large group, ask tutors to share with a partner why they chose that particular resource or word.

Reflection, discussion

Materials and equipment

A variety of resources such as skill workbooks, workplace-related resources, books on specific subjects such as history or politics, resources on goal-setting, social development, problem-solving, becoming a better person, and so on.
If you aren’t able to find examples of the different resources, you could use the word strips found in Handout 5.2 : Word Strips.

Preparation

Gather your resources. If you are using the word strips, cut them up and place them around the room.

STEP-BY-STEP PROCESS

Either have the resources laid out or the word strips posted around the room. Ask tutors to look through them all and decide which best describes their beliefs about literacy learning. If you have the space, you can ask tutors to stand by the word or resource they choose.
If you have a large group, ask tutors to share with a partner why they chose that particular resource or word.

Variation

To add another layer of reflection, participants could choose among craft material (e.g., playdough, pipe cleaners, Lego, cotton balls) to create a visual image of their philosophy to present to other groups, opening up a full discussion.