A Literacy Practitioner's Guide to Audiographic Teleconferencing
My observations during 15 years as a practitioner in adult literacy programs have led me to conclude that literacy coordinators and volunteer tutors rank among the most resourceful of people.The number of volunteer hours spent in support of community literacy programs and initiatives in Alberta is remarkable. I believe this major contribution is often overlooked when funding allocations are made to support the literacy network.
Finding alternate ways to provide literacy training is one way to sustain programs. This requires leadership with vision and a willingness to explore and recommend useful ways in which services can be provided to strengthen literacy efforts. Using technology as a tool and adapting it to fit literacy needs is important. Being objective about what it can and cannot do is equally important
In a study of educational late-bloomers, Jack Levin (1996) observed that, ". . .we live in a society in which second chances are fast becoming a way of life, especially in the educational field." While this study focused on the success rate of university students re- entering the education milieu, it identified four factors that were central to a student's success. These included:
These determinants are not significantly different from those which apply to successful literacy students and volunteers. However, I believe they underscore the need to provide access to ongoing training opportunities. Looking for ways in which to link literacy program volunteers and students needs to be actively pursued.
Dr. A.W. Bates (1995) has stated,
". . . it is easy to get hung up on the technology, which is exciting, challenging, and not without major risks and hazards. However, technology is not the issue. There is more than enough technology available already for us to teach in more or less anyway we like. The issue is the changing needs of adult learners, and the need to find new ways of teaching and learning that will prepare them for the 21st century."