Literacy Matters Issue 6 Winter 2010

8/8/2019 Literacy Matters Issue 6 Winter 2010

1/26

Keeping you up to date with literacynews in Ireland and informing you ofthe work NALA is doing

LiteracyMatters

In this issue

ssue 6Winter 2010www.nala.ie

Plus lots more inside

40% of us cantdo maths!

Page 6

New online initiative aimsto break down barriers toeducation

Page 4

International LiteracyDay: a huge success

Page 12


2/26

2 LiteracyMatters

ContentsSSN 2009-3667

Welcome 3

Dates for your diary 3

Breaking down barriers to education: a new initiative 4

40% of us cant do maths! 6

New TV literacy campaign 9

Literacy learners take adult literacy to the European Parliament 10

International Literacy Day: a huge success 12

Student card: making life easier 15

Champion student campaigners 16

Social Networking and adult literacy 18

The Gift of Dyslexia 20

Working for students: the NALA Student Sub-Committee 22

Simply Put: when plain English works best 23

Champion studentcampaigners

Page 16

Barney Whelan, Head ofCommunications, An Post atInternational Literacy Day

Page 12

Brigid McManus, SecretaryGeneral, Department ofEducation and Skills atInternational Literacy Day

Page 14


3/26

3LiteracyMatters

WelcomeHello and welcome to our winter edition o LiteracyMatters. I am writing this rom our new ofces in

Ranelagh, Dublin 6. A big thank you to those o youwho submitted articles or this edition. I hope youwill enjoy it.New developments or NALA this autumn were ourdistance learning programme at FETAC Level 3 (pages4 and 5), our research on maths (pages 6-8) and ourAn Post TV ads (page 9). It was also a time to reecton how ar we have come (read about InternationalLiteracy Day 2010 on pages 12-14).In this edition, we have some very interestingarticles on students. I encourage you to read our

leading student story by Bridie Daly who gives us aninspirational account o her and other students recentpresentation to the European Parliament (pages 10-11).Champion student campaigners is the title o anotherpowerul piece about students promoting adult literacydevelopment to an audience o over 180,000 people atthis years Ploughing Championships (pages 16-17). Wealso have another great article which describes how astudent supported by the South Tipperary VEC AdultLiteracy Service is making lie a little bit easier or otherstudents (page 15). Finally, we have engaging pieces onsocial networking and its value to students and others(pages 18-19), and an article on our very own StudentSub-Committee (page 22).

Fancy an early Christmas present?You can win prizes just by sharing your views with us.

Go to the back o this edition and fnd out more!As always we are delighted to receive articles orLiteracy Matters. Email me, Claire, at [email protected] 31 January 2011 with your article or review.Remember too to fll in the dates below into your 2011diaries and renew your membership with us!On behal o NALA, I would like thank you or yoursupport over 2010 and wish you and yours a veryhappy Christmas.

Claire ORiordanCommunications OfcerTel: 01 412 7922Email: [email protected]

Dates for your diaryTutors

29January 2011Your National Tutors Forum 2011 will be 29 January.The theme will be Using technology in adult literacy.

MembersAGMNALA Annual General Meeting, March. Date to beconrmed. We will be launching our Strategic Plan2011-2013 at this meeting.

Students

19 February and 2 April 2011Your Student Development Days 2011 will be Saturday19 February (Dublin) and 2 April (Cork). There may be athird date. We will keep you posted.

Adult Literacy Organisers

14 / 15 April 2011Your Adult Literacy Organisers Forum 2011 will beon 14 and 15 April (Galway).

Tutors and students23 June 2011On Thursday 23 June 2011 the National Adult LiteracyAgency (NALA) and the Institute of Technology Tallaght(IT T) are organising an adult numeracy showcaseto share innovative numeracy teaching and learningprojects. An exhibition of numeracy projects will takeplace in the IT T from 2.00 to 4.00 pm. If you would

like to apply to exhibit, please email [email protected] 1st December 2010.


4/26

4 LiteracyMatters

Breaking down barriers toeducation: a new initiativeDistance education programme brings learning into the home for free

Details of a new distance education course, aimed at unemployed people with few or no

qualications was launched this Autumn by the National Adult Literacy Agency (NALA). Through

online and telephone tutor support, this innovative course brings education to the individual and

allows them to gain a national qualication in the privacy of their own home. Its completely free and

perfect for anyone who left school early or would like to get a qualication. The aim of the course

is to break down barriers to education, such as time, travel and expense, so that anyone without a

basic qualication can access further education.

If you left school a long time ago or without getting

good marks, talk of up-skilling and the smart economycan seem very far removed from your life. In fact,research shows that the less education you got, the lesslikely you are to avail of further education or trainingas you probably had a negative experience rst timearound. Thats why this course is so great we set youup with a tutor who will help you over the phone oronline. They ring you so there are no hidden costs,said Inez Bailey, Director, NALA.

No time or travel pressuresEqually, there is none of the usual time or travelpressures you can learn at your own pace at homethrough subjects in which you are interested. Its alsocondential and when you are nished, you get anationally recognised FETAC qualication at Level 3which is often the minimum requirement to accessother education and training courses. A further bonuswhen you are nished is that if are getting job seekersallowance for more than 3 months, you will receive 100euro, she said.

NALAs distance education programme offersaccreditation in a number of subjects, includingcommunications, maths, computers, internet, career

preparation and health and safety. It is aimed at anyonewho left education without a formal qualication such asJunior Cert or anyone who would like to improve theirbasic skills or learn new ones. Participants can take aslong as they want to do the course. NALA specicallydeveloped the course so that it recognises and buildson participants existing knowledge and supports newlearning. For example, a participant who is good amaths will receive accreditation for that subject after aninitial assessment. However if they are weak at mathsthey will be assisted to learn this subject.

There are many barriers to people returning to learning,

such as the fear of not being able to keep up with a class,falling behind or a previous bad experience of education.This course is different. There are no pressures and itscompletely condential. All you have to do is call us forfree on 1800 20 20 65 or free text LEARN to 50050 formore information one of our operators will explain howthe course works and all the options available to you. Ifyou choose to do the course, we will set you up with atutor who will get you started and help you choose yoursubjects and level. Its that simple! said Denise McBride,Adult Education and Guidance Co-ordinator, NALA.

This programme is supported by the Departmentof Education and Skills through the Labour MarketActivation Fund and the European Social Fund.


5/26

5LiteracyMatters

Is this course for me?This course is for you if you donthave a formal qualication (suchas Junior Cert) and would like toget one, or if you would just like toimprove your skills.

You can learn at your own pace at

home. We will set you up with a tutorwho will help you over the phone.There are lots of subjects to choosefrom, for example:

Communications Mathematics Application of Number

Functional Mathematics Personal Effectiveness Personal and Interpersonal Skills Computer Literacy Internet Skills Digital Media Career Preparation Health and Safety Awareness

Its completely free and condential.

When you nish, you get anationally recognised FETAC Level 3qualication a great stepping stoneto further education and training.

*If you are getting job seekersallowance for more than 3 months,you may receive 100 euro!

How do I nd out more?Freephone us on 1800 20 20 65or Free Text Learn to 50050 formore information.

If you choose to do a course, we willset you up with a tutor who will helpyou choose your subjects and level.

Its that simple!

Home page ofwww.writeon.ie

Using computers


6/26

6 LiteracyMatters

40% of us cant do maths!Research announced at the launch of National Adult Literacy Awareness Week in September,

showed that 40% of Irish people have difculty with everyday maths calculations. The research was

conducted by NALA and asked 1,000 adults two maths questions taken from the primary school

curriculum1 and four basic calculations that people would be required to do on a daily basis.2 40%

of participants got half or all of the questions wrong.

While men perform slightly better than women,education level emerged as the strongest factor

determining correct responses among the public. Theresearch showed that those who leave education earlyare most likely to struggle with numeracy, and those whocomplete third level are most at ease.

Maths an essential life skillAccording to the Expert Group on Future Skills Needs3(EGFSN), mathematical competence is an essential lifeskill required by all adults for participating in a modernsociety and recommend that a national approachis required to improve the level of mathematicalachievement. This includes support for parents whohave a key role to play in encouraging their childrens

engagement in maths education. This role, however,can be limited by the fact that many parents do not feelprocient in the maths curriculum.

They advise that the mathematical knowledge of adultsin the workplace is addressed. Mathematical prociencyis not limited to only high skilled jobs. Workers in low

and medium skilled level jobs also require basic maths,for example, the ability of retail workers to function

effectively when engaged in tasks involving numbers.They also recommend that the need for improvedmathematics prociency should be promoted along withother key generic skills such as knowledge of ICT andcommunications skills. This could be achieved throughan ongoing communication campaign.

Endnotes1 Primary level maths questions are taken from 2006 PrimaryMathemathics Test, Education Research Centre, St PatricksCollege, Dublin 9.

2 Questions taken from 2003 Adult Literacy and Lifeskills (ALL)Survey. This international comparative study was designedto provide participating countries, with information about theskills of their adult populations. ALL measured the literacy andnumeracy skills of a nationally representative sample fromeach participating country.

3 EGFSN Statement on Raising National Mathematical Achievement

Inez Bailey, NALA Director andJackie Finney, star of RTs Stuck for Words


7/26

7LiteracyMatters

Task: Percentage calculation

How much does MP3 player cost including VAT at 21%?

Base: all adults aged 15+ (1010)

An MP3 player costs 200 plus 21% valueadded tax (VAT). What is the total cost ofthe MP3 player?

MP3 Player only 200 (exclusive of 21% VAT)

242

Correct

Incorrect

Dont know/no reply

56%

34%

9%

Incorrectanswers given221 (11%)220 (6%)240 (3%)

Task: Area calculation o rectangular feld


Which of the answers listed on thiscard corresponds to the area of thisrectangular eld?

300m2

Correct

Incorrect

Dont know/no reply

56%

24%

20%

Incorrectanswers given150m2 (10%)70m2 (7%)35m2 (7%)

Task: Number o coke bottles in tray(addition/multiplication)

48

Correct

IncorrectDont know/no reply

Incorrectanswers given36 (4%)24 (3%)40 (2%)30 (1%)

83%

16%

1%

Why not test your maths heres the questions we asked


In total, how many bottlesare in the two full cases?

a 35m2

b 70m2c 150m2

d 300m2

20m wide

15m high


8/26

8 LiteracyMatters

Task: Visual based calculation

How much petrol remains in tank?


The petrol tank in this car holds 48 litres. Abouthow many litres of petrol remain in the tank?

You can assume that the gas gauge is accurate.

*Note: responses within +/-3 deemed to be correct.Absolutely correct reects exact answer of 36.

36

Correct

Incorrect

Dont know/no reply

Incorrectanswers given32 (3%)40 (3%)35 (2%)

Task: Interpretation o graph


A TV reporter showed this graph and said:This graph shows that there has been a hugeincrease in robberies from 1998 to1999. Doyou consider the reporters statement to be areasonable interpretation of the graph?

NoCorrect

Incorrect

Dont knowThe graph is confusing

Task: Division

Which is better value?


Which do you think is better value pack A or pack B?

Pack A

Correct

Incorrect

Dont know/no reply

73%

19%

8%

Absolutelycorrect:67%

32%

53%

7%7%

76%

17%

7%

495

500

505

510

515

520

Year

1998

Year

1999

3 pack 18.75

4 pack 27.80


9/26

9LiteracyMatters

New TV literacy campaign

An Post and NALA in partnershipAt the start of National Adult Literacy Awareness Week, An Post inpartnership with the National Adult Literacy Agency, launched a majornew TV advertising campaign to encourage more adults to improvetheir numeracy and literacy skills. Developed and funded by An Post,the advertisements prole three individuals who have overcome theirproblems with writing and maths. In the rst two weeks they encouragedover 1,000 people to make contact with adult education services byringing the National Adult Literacy Agency (NALA) freephone support line.

Taking the rst steps on any difcult journey requires courage andcommitment and for those who have literacy or numeracy difculties, thestigma attached can prove daunting and discouraging. This campaign aimsto dispel this stigma by focusing on the benets of returning to education.

Inez Bailey, Director, National Adult Literacy Agency, said, We greatlywelcome An Posts continued commitment to supporting people withliteracy and numeracy difculties in Ireland and congratulate them onproducing this campaign. Many adults over the years have left schoolearly and have no qualications. This can act as a barrier to accessingother educational opportunities. As low skilled jobs become lessavailable, these people are now at the greatest risk of unemployment andalready form the largest group who are unemployed. Those with highereducation and training levels can adapt their skills for new and emergingwork. This is rarely an option for the very low skilled, who with feweropportunities are forced into state dependency. We have no doubt thatthis campaign will encourage people throughout Ireland to take the rst

step into education and ultimately change peoples lives, she said.

This is a most appropriate theme given our current economicsituation and the widely acknowledged need for continuousupskilling and reskilling.

NALA has made a huge contribution to addressing many diverseaspects of adult literacy, including family and workplace literacy,the training of tutors, certication, referral, quality assurance,the production of Radio and TV programmes, and in recent times,the development of distance learning opportunities.

NALA is at the forefront with their unwavering commitment toliteracy over the last thirty years and I look forward, as Minister,to continuing my close partnership with this vibrant organisationfor the benet of literacy learners throughout the country.

An Post Chief Executive DonalConnell said, Literacy is a veryimportant issue for this country,one which impinges on thequality of life of our customersand has the power to helpthem full their true potential.Equally, it is critical for the futuredevelopment and growth of oursociety and our economy. AnPost is at the heart of Irish life,commercially and socially andwe want to continue to play ourpart, by providing long-termsupport in a meaningful context,in conjunction with NALA.

The new TV campaign leads on fromAn Posts original, highly successfuladvertising campaign (2007 2009).This resulted in thousands ofpeople contacting NALA for helpwith reading and writing. The newcampaign was launched by theMinister for Lifelong learning,

Sean Haughey, T.D. in the NationalLibrary of Ireland, Dublin.


10/26

10 LiteracyMatters

Literacylearners

take adultliteracy tothe EuropeanParliament

By Bridie DalyI was chosen to apply for a workshop which

was taking place in Belgium near Namur.

It was for one week so I went ahead and

applied for a place. I am delighted to say

that my application was accepted. I was

a little apprehensive about meeting new

people from different countries who spoke

different languages.

Getting startedOn Sunday evening we arrived to a great welcome fromeveryone and had a lovely meal even though it was late.

Monday morning, the rst day, all the participantsintroduced themselves to each other and also showedwhere they came from on the map. Learners came fromeight different countries, most from Central Europe.

There were four facilitators who translated in manydifferent languages for the duration of the programme.This made it easier for everyone.

In our group we had brainstorming sessions everymorning and we did a role play of Little Red RidingHood. It helped us work better together. We rst heardthe story in Italian. Then in language groups we tried totell the story using labels representing the story we hadheard. Each group presented in his or her own languagea part of the study they thought they understood. Itwas very difcult at rst but everyone was asked toparticipate. It was very interesting.

We also put any of our written work on the walls aroundthe room. We drew pictures and symbols for our country.I drew the Irish ag.

We broke into groups but we came back together forlunch and dinner. We shared our experience of what itwas like for us at school.

Tuesday we talked about respect for others and sharingour experience so it would help other people. Wediscussed lifelong learning and the opportunity to workwith different languages, to share ideas and opinions.

Planning sessionsWednesday morning we started working on thequestions we were going to ask at the EuropeanParliament. First each person came up with ideas for the

kind of questions based on some of the work we hadalready done on Tuesday.

That afternoon we travelled to Brussels to meet themembers of the European Parliament. We were allin high spirits. Finally, we arrived at the parliament.It was a very impressive building. I am proud to saythat I was there.

The Members of Parliament we met were: Doris Pack Marc Tarabella

Malika Benarab Attou Isabelle Durant.


11/26

11LiteracyMatters

Issues we raised1 More funding to be invested in adult education the group felt that people with literacy difcultiesbecome a better part of society and can access betterjob opportunities so that money that is invested inadult education is good for everyone.

2 More tuition time for learners to improve their skills.

3 The right of every adult to education and sometimesto a second chance.

4 The need for more groups to advise and help theadults to over their fears.

5 The need to encourage bosses to play a greater roleat work, and special help or people with dyslexia.

These were just some of the issues we raised.We were very well received by the parliamentarianson our visit. The introduction was all about how theparliament worked and was a bit too long. Then the

Members of Parliament introduced themselves to us.

There were four parliamentarians. They listened to all wehad to say and took questions. Some of them listenedmore than others. We hope that the present Members ofParliament will think and collaborate on our objectives.We hope that we successfully transmitted our message.I am now going to lobby the Irish members of theEuropean Parliament. It was a great day for everyone.

After the visit was over we had time for shopping and atour of the capital of Brussels, which is a very historic city.We also had a lovely meal in a restaurant. Everyone hada very enjoyable day.

Learning journeysThursday we discussed how the visit to the EuropeanParliament went. We exchanged our points of viewon the day spent in Brussels. To solve problems,to exchange ideas and for others to have a betterunderstanding of adult literacy, to make the futurebrighter for adults so they can achieve their dreams.

We all gathered together on Thursday evening for apresentation by the participants. There were so manyamazing stories from a wide range of people. Forexample, some people know that they have got thatsecond chance and have become ambassadors for theircountry. Others are writing books about the history oftheir community or ctional short stories. Others have setup teaching programmes at work for co-workers. All theparticipants are doing something to help other learners.

Friday completed the week and we drew maps of ourlearning journey in pictures and how far we all had come.The work we have done is now written up and put intoa report. We also heard about the volcano and that wemight not be able to y home on Saturday.

Friday evening the organisers of the project took us ona walking tour of Namur. It is a beautiful town and has alot of history attached to it. I will never forget the time Ispent there and the experience I gained.

Saturday everyone wished each other well and a safejourney home. A lot of the participants were veryemotional on that day. I think it was because we all comefrom similar backgrounds and each of us knows howimportant getting education is to us. We want to makesure that others enjoy the same rewards.

The ights were still grounded and we had to stay inBrussels for another few days and thanks to everyonewho looked after us. They were great and tried to get ushome as soon as possible.

It was a long journey home but it was a great experience

and I would be more condent of travelling abroad inthe future.

Saturday everyone wished

each other well and a safe

journey home. A lot of

the participants were very

emotional on that day. I think it

was because we all come from

similar backgrounds and each

of us knows how important

getting education is to us. We

want to make sure that others

enjoy the same rewards.

There were four parliamentarians.

They listened to all we had to

say and took questions. Some

of them listened more than

others. We hope that the present

Member of Parliament will

think and collaborate on our

objectives It was a great day

for everyone.


12/26

12 LiteracyMatters

International LiteracyDay: a huge successInternational Literacy Day 2010 was a huge success with people involved in adult literacy provision

in Ireland and other key stakeholders in the education and training sector travelling great distancesto attend the event.

Morning sessionThe morning session was dedicatedto raising awareness of the role ofadult basic education interventionsin the current downturn. BrigidMcManus, Secretary General,Department of Education andSkills started the session with aninformative presentation outliningdevelopments in the educationand training sector in Ireland withparticular emphasis on policy andadult literacy.

Alan Tuckett, Chief Executive,National Institute of AdultContinuing Education (NIACE) gavean overview of developments in theUK. He explained that the issue ofbasic skills was recognised in the1970s and has been the subject of

a substantial national strategy forthe last decade. His presentationhighlighted the achievements of:

identifying national standards; sharpening the curriculum; training tutors; creating national qualications;and, reaching large numbers of people.

Irene Schwab, Institute ofEducation, University of London

Kevin ODuffy,Adult Literacy Student

John Martin, OECD Bernie McKevitt, Adult LiteracyOrganiser, Co. Meath VEC

However he also noted that adults

with the lowest level of skill havebeneted least.

Travelling from his headquarters inFrance, John Martin, OECD Directorfor Employment, Labour and SocialAffairs provided an overview ofthe main labour market trends inOECD countries during the recentrecession. His insightful presentationincluded details on which labourforce groups have been hardest hit

Barney Whelan, Head ofCommunications, An Post

by rising unemployment and drew

attention to the risk of persistentlong-term unemployment. He alsocharted the labour market and socialpolicy responses of OECD countriesto the jobs crisis and some keychallenges, with a particular focuson Ireland.

Barney Whelan, Director ofCommunications, An Post waslast to present that morning andonce again proved very popular.


13/26

13LiteracyMatters

NALA Staff. Left toright: Eilis Mernagh,

Grinne Fitzpatrick,Clodagh McCarthy,Helen Ryan,Fawzia McGlone,Clare McNally,Sandra Peel andFergus Dolan.

Mandy Kennedy, AdultLiteracy Student,

Sen Haughey, Minister forLifelong Learning

Anne Lootjens, Belgium andMichael Power, NALA Chair

Joan OHagan, Numeracyfreelancer worker

He discussed the thinking behindAn Posts decision to develop andfund a new TV advertising campaignthis September which he showed atthe event.

Afternoon sessionThe afternoon was dedicated toproviding information on newteaching methods and practices forthe adult literacy sector.

Pip Kings, Development Director,National Research and DevelopmentCentre for adult literacy, languageand numeracy (NRDC) got theball rolling by discussing ndingsfrom her recent publication, Whyleadership matters: Putting basic

skills at the heart of adult learning.

This was followed by Irene Schwabfrom the Institute of Education,University of London who offeredguidance on how to work with adultlearners to develop their literacyskills and practices, drawing ontheir own resources and skills.Joan OHagan, Numeracy freelanceworker got everyone thinkingwith her fun presentation on

Pip Kings, DevelopmentOfcer, NRDC

what makes numeracy meaningfulto adults, while Tom OMara,

NALAs Distance Learning Co-ordinator outlined the exampleof the NALA Distance LearningServices, which provides accreditedlearning and a process of RPL(Recognition of Prior Learning) foradults to follow at their own paceand preferred location.

International Literacy Day nishedon a high with a very interestingand entertaining picture history of

NALA 1980 2010 given by InezBailey. Kathleen Bennett gave an

overview of the TV series WrittenOff and the impact it had onpeoples lives. She was followedby students Vincent Gaffney, BridieDaly and Kevin ODuffy sharing verymoving experiences of their livesand reading some of their own work.Minister Haughey congratulatedeverybody on the day. The dayended to the sound of drums andthe taste of our delicious 30thbirthday cake!


14/26

14 LiteracyMatters

Excerpt from Brigid McManus speechat International Literacy Day

As you all know this is a very difcult time for our country.

We are faced with very signicant economic, nancial and

budgetary problems. This challenges the Department of

Education and Skills and the education and training sector as

a whole, like other public services, to play our part in

contributing to Irelands economic recovery. We must ensure

that at all levels of education primary, second level, further

and higher education, adult education and in our training

progammes that we are supporting all our students in

developing the skills and competences that will allow them

to participate fully in our society and that support the

development of a strong economy and society in Ireland. Fiscal

adjustments are essential for our economic recovery requiringall of us in the education sector to contribute to recovery by

providing more effective services with less resources at a time

of growing demand due to demographic and other factors.

Change, challenge, choiceAnticipating the specic skills that will best supportemployment and economic growth even over a fewyears is challenging. Anticipating it over the workinglifetime of any individual is well nigh impossible. A

globalised economy changes quickly and withoutwarning. Technology develops and the needs of ourcommunities and society change too. While we need toanticipate and provide for the specic skills we know areneeded to support existing and potential employmentit is essential that we have a workforce with skills thatsupport lifelong learning and adaptability. The skillswe need are those generic skills that enable people todeal with challenges that spring up without warning: thecore skills that enable people to exercise judgment orto think laterally; and the key competencies that enableinnovation and creativity.

To deliver on those needs we require a system thatis robust and exible, based on quality data andinformation and that takes accounts of the needs ofall our societys cohorts.In effect we need to give ourpeople skills for life. And those skills will enable peopleto make their own choices about what they want to dowith their lives.

The Department is committed to working with providers the VECs and with civil society, voluntary and otherorganisations like NALA and AONTAS in partnershiptowards driving the development of a robust, exible

and high quality further education and training systemthat gives everyone, but in particular the low skilled, thedisadvantaged and the hard-to-reach, opportunitiesto make the most of themselves and contribute to ourcountrys social and economic development.

Brigid McManus, SecretaryGeneral, Department ofEducation and Skills

We must ensure that at all

levels of education primary,

second level, further and highereducation, adult education and

in our training progammes

that we are supporting all our

students in developing the

skills and competences that will

allow them to participate fullyin our society and that support

the development of a strong

economy and society in Ireland.


15/26

15LiteracyMatters

Student card: making life easierby Sian MoloughneyA small, discrete information card, which hopefully will help make life a little bit easier for

people with literacy difculties, was launched by the South Tipperary VEC Adult Learning Scheme,to coincide with National Adult Literacy Awareness week.

Adult Literacy Students in local VEC services arealways working to make a difference and make lifeeasier for themselves and other people withliteracy difculties. They have come up with greatideas. The following example of a Student IdentityCard is one such idea. It was also recently launchedby Co. Cavan VEC Adult Learning Centre and isan option for all students in Donegal since themid 2000s.

The ideaThe wallet-sized card was the idea of one of SouthTipperarys own adult learners, who told The Nationalistthat he had the bright idea when he thought aboutdifculties he has had in the past and what might havemade certain situations a little less stressful.

Adults with literacy difculties often nd situations wherethey must ll in questionnaires or forms, very stressful.With this in mind, adult learner Frank came up with theidea of a small card that can be shown to (for example)a bank teller or someone in the tax ofce and it will alertthem that the person needs some help in a sensitive,discrete way.

Spreading the wordMary Roche, Adult Literacy Organiser in South Tipperary,wrote to banks, the Credit Union, County Council ofces,South Tipperary General Hospital, the Library, the Gardastation and other ofces in Clonmel that deal with thepublic. The letter and an illustrated poster alerted them tothe launch of the card, and asked staff to provide assistanceto people with reading and writing tasks, if asked.

Adult learners who were involved with Frank in thedevelopment of the card have also penned their ownletter, asking for goodwill towards it. In their letter thestudents say they have produced this card to assistpeople that have literacy difculties, to access services.The person (your customer) may produce the card whenthey require help with reading or writing tasks. We wouldhope that your staff would deal with the cardholder in acondential, sensitive and discreet manner.

The idea for the card came into my head because I hadsuch a problem down through my life with literacy, Frank

explained. Now a grandfather, Frank has been with adultliteracy tutors for the last ve years and says he doesntneed the card himself now but he knows only too well thatthere are times in daily life when someone with literacydifculties could do with a little understanding and help.

I want to make it easy for the people that are comingbehind me that have the same problems. I know howhard it is for people who have literacy problems as

regards work and going in to the bank, social welfareofce, and dentist or anyplace where there is a form to llup. They are going to have the same problems Ive gonethrough, so I came up with the idea of the card to makeit easier for them, so they wont be embarrassed and togive them some condence.

Frank urges ofce managers and counter staff, who maysee the card being used, to consider how they would feel

if it was a member of their own family who was askingfor help. Think of how they would be feeling comingin because those people are so nervous, even afraidsomeone behind them in the queue might overhear themasking for help. They dont want to ask for help, that iswhy the card is very plain and can be handed over like acredit card, he said.

I didnt get the idea until I started coming here to thecentre, found how good the centre was to me and howmuch I learned, Frank added. He said he worked onthe idea with his classmates at the centre, his tutors andwith Mary Roche. Im very proud to see it going out tobusinesses. I never would have thought before I camehere that I would be involved in anything like this. Frankhopes that the card will eventually be used nationwide.

The story of a lifeThis card is not just a card its the story of a life, to makeit easy for people.

Frank is glad that he took the steps to contact the AdultLiteracy Service when he did. The hardest part, he said,is to walk in the door that rst time, but when you doyou will be welcomed with open arms. Everything is

condential; you dont have to worry about anybody.They are down there to help you as much as they can,he said of the centre.

Frank attends a group class once a week, but there are alsoone-to-one tutors. As Frank points out it is nothing likebeing in school. There is a tea break and a chance to havea bit of craic. He also learned how to use a computer. Hetold The Nationalistthat he is very thankful for everythingthe centre in Clonmel has done for him, and expressed histhanks to everyone who helped in the creation of the card.

The card is being rolled out in the Clonmel area at rst

and it is hoped to extend it to all South Tipperary in thecoming months.

For more information, contact:Mary RocheAdult Literacy OrganiserSouth Tipperary VEC Adult Learning SchemeTel 052 612 7543Email [email protected]


16/26

16 LiteracyMatters

Champion studentcampaigners182,000 people, 800 exhibitors and nine adultliteracy studentsNine adult literacy students from all around the country participated in a huge awareness campaign

at the National Ploughing Championship in September in Athy, Co. Kildare. Alison Hickey,

Breda Kavanagh, Frank Locke, Kevin ODuffy, Mandy Kennedy, Martina Lawlor, Michael Power,

Olive Phelan and Peggy Murphy staffed the NALA stand at the Championships.

An eye-opener

Michael Power, chair of NALA, described the three-dayChampionships as a fantastic awareness raising event.It was a great opportunity going out and meetingpeople and explaining what we do. It was all about theawareness and encouraging people and how returningto learning has changed our lives. Olive described theevent as an eye-opener in terms of the amount of peopleyou could come in contact with to promote adult literacy.

It was hard work stafng the NALA stand. Students gotup at 6.am. They put tremendous energy into promotingadult literacy and NALA. Breda said, I got so much helpmyself, I wanted to give something back. Kevin alsosaid it was a very rewarding experience to be able tohelp people with similar difculties and put them in theright direction. Peggy said being students we could getthrough to people. I felt that people put their condencein us.

Lots of interestThe students said that people attending theChampionships were immediately interested when theyintroduced themselves as adult literacy students. Somealso mentioned that they were on the NALA Student Sub-Committee. The students stopped everybody who went

by their stand and engaged them in conversation. TheNALA stickers and pens featuring the NALA freephonewere a great way to break the ice. Almost everyonethe students spoke to knew somebody with a literacy

difculty and some people said they had a literacy

difculty themselves. There were also quite a few retiredpeople who wanted to become adult literacy tutors.

As in other years the biggest question from the publicwas, Was it hard to go back?. The students spoke tohundreds of members of the public, particularly youngpeople and people with dyslexia. When one young boyheard that the people at the stand were all adult literacystudents he said, Well done, fair play to ye.

Malachy Mangan from Farm TV, a TV network targetedexclusively at farmers, did a free interview with Michaeland Kevin about their experiences of being adult literacystudents. The interview was broadcast nine times onthe biggest screen in Ireland, right in the middle of theChampionships. Malachy said that the interview hada real impact and that people came to us to enquireafterwards and nd out where the NALA stand was. Wedirected people. One guy in particular we sent down wasgoing for himself.

Expert campaignersThe students were expert campaigners for adult literacy.They even dressed up with mohican Jedward wigs toattract the attention of the younger people among the

182,000 championship goers! Other exhibitors said theywere impressed with the image, energy and imaginationof the students stafng the stand. The NALA stand wasone of the liveliest stands in the hall with crowds around


17/26

17LiteracyMatters

it. Regina Dunne, Education and Training Adviserstafng the nearby National College of Ireland stand,said that the students on our stand were real people,tackling real problems in an approachable and funway They were very pro-active in getting people totheir stand and were able to show people what the stuff[materials] was and where it was relevant.

As in other years, there was great interest in NALAsmaterials. Exhibitors such as the Citizens InformationBureau took some of the materials and put them on

their stand.

The students also strongly promoted the work of theVEC adult literacy services, handing out maps with theirlocations and contact details. Referrals were also madeto the nearby VEC stand.

The students agreed that the co-operation and co-ordination of the stand was fantastic. As Frank putit, Everyone of us did our bit from going downmeeting everyone in the hotel the night before theChampionships, making sure everything was alright anddoing our work. Mandy said, It took courage to go

away with nine strangers and staff the stand... and whilewe were up to our throats in muck, we were there for apurpose, to promote NALA and adult literacy.

Some initial impact of studentsawareness work A woman who met Michael last year came back to sayshe was starting a literacy course in two weeks time.

Another girl spoke to Kevin about her Dad and hisliteracy difculties. Her Dad did not want to meet ortalk to anyone about them. He came back with his

daughter and is now planning to contact his local VECadult literacy service in the next few weeks.

A school teacher and her son came to the stand.The boy was having difculty at school. One of thestudents explained the effect not doing homeworkhad on him and advised the boy not to fall into thesame situation.

One man of 50 said he was too old to go back tolearning. Peggy said she was 60 when she started back.She felt that helped him and hopes he will return.

A lady approached Martina but didnt want to take any

of the materials as the carrier bag was see-through.She was ashamed of her literacy difculties. She didhowever take the telephone number of her local VECAdult Literacy Service.

Four tutors from Limerick also dropped by. One ofthem has a radio slot and she promised to promotethe NALA freephone number 1800 20 20 65 andwww.writeon.ie

A number of school and college students wereinterested in doing studies on adult literacy.

Next stepsStudents want their experiences of awarenessraising at the Championships to inspire otherstudents. They suggested this article befeatured in Literacy Matters and put on ourwebsite. They are already thinking how theycan make next years event even better.


18/26

18 LiteracyMatters

Social Networkingand adult literacySocial networking is a new way of communicating. It is about using technology to be in touch with

people on the web for personal and work reasons. It is for everybody from kids to grandparents,for people who want to use it for work and for people who are at home full time. It is great for

people who nd it hard to move around or get out to meet others.

Social networking represents a big change inthe ways we: talk and relate to each other, do our work and learn.

It is both an opportunity and a challenge for people

with literacy difculties and for people working in adultliteracy. Many even nd it fun!

Although social networking happens anytime wecommunicate with others online, we tend to think ofparticular web sites. Some of the more common socialnetworking providers in Ireland are:

Facebook Twitter My Space Bebo Ning Linkedin

But what is social networking? And whatdoes or might it mean for adult literacy?Social networking websites allow users to be partof a virtual community, that is a collection of peopleconnected through the Internet.

Two of the currently most popular sites are Facebookand MySpace. These websites provide users with simpletools to create a prole with text and pictures. A typicalprole includes basic information about the user, at

least one photo, and possibly a blog or other commentspublished by the user.

After creating a prole, users can: add friends, send messages to other users, and leave comments directly on friends proles.

These features provide the building blocks for creatingonline communities.

You are in control and can decide who sees anythingabout you. Privacy settings allow you to decide how big

your network is and who is in your network.

Social networking sites allow users to share ideas,activities, events, and interests within their individualnetworks. They are a powerful resource and everincreasing in popularity.

Social networking and adult literacy:a) for studentsSocial networking sites give students the opportunity toread and write in an authentic, real-world situation. Theyalso support self-directed learning.

There are very few, if any, social network sites specically

for use by adults with literacy difculties. NALAs website:www.writeon.ie however applies some of the principlesof social networking such as:

forums, uploading photos and internal email systems.

In Germany there is a site like Facebook for use bystudents with literacy difculties. On this site, AlphaVZ,students can practice social networking. Despite somemerits to this system, perhaps a better option is tocustomise existing social network sites for adult learners.

An adult literacy educator could for example get theirstudents to log onto Ning and share their views witheach other. It might also be worth exploring the use ofbespoke social networks. These can be set up aroundparticular communities, such as adults with literacydifculties. Heartsounds.ning.com is an example of ahighly successful bespoke social network for people withmental health problems.

Younger learners have grown up using technologyin many ways. They use online and mobile

communication in their everyday lives. Thiscreates expectations that any education systemshould include online social interactions.


19/26

19LiteracyMatters

Many learners with literacy difculties may feel unableto participate as fully in the modern world as theirpeers due to a lack of information and basic instructionin the conventions of social networking. For olderlearners, wishing to communicate with children mayhave lead them to return to education. The use of socialnetworking allows parents to stay in more regular contactwith children living in far ung corners of the world.And its free!

Vincent Gaffney, an adult literacy student describedFacebook as great to keep in touch with people Isend someone a message. They send me one and youkick off from there!. Vincent keeps in touch with lots offriends including Rhonda Smyth, a tutor, now based inAmerica. Vincent was the rst adult literacy student togo on NALAs Facebook page. He says he is waiting forothers to go on it [and] as soon as others come thenwe can share opinions.

If you would like to chat with Vincent and other studentsclick onto www.nala.ie and click facebook.

b) for adult literacy educatorsAdult literacy educators want more experience andtraining in using technology to connect better withlearners both within and outside the classroom. Theyalso want more and better teaching and learningresources. Social networking can help full these needs.

Just one very good example of a blog which makes iteasy to exchange information among adult educatorsis the Adult Literacy Education blog by David J. Rosen(http://davidjrosen.wordpress.com/). This blog givesuseful information on adult education and technology.Why not try it out?c) for organisations

Organisations are increasingly using social networkingto promote their organisation or issue. An adult literacyservice that that has good content for example, on theirFacebook can invite people to get involved, share theirviews and get them heard!

In the futureThe potential contribution of social networking to adultliteracy development is not yet known but it likely to be

high. We need to be ready to grow with it. Whatever wefeel about the pros and cons of social networking, wehave to realise that it is part of society today.

Just as literacy practitioners once had to come to termswith teaching people how to use new technology suchas ATMs, mobile phones, computers and the Internet,we need to engage with social networking as an exciting,fun and powerful medium. Being able to network sociallymeans being able to participate more fully in society,and thats something we all want.


20/26

20 LiteracyMatters

The Git o Dyslexia: why someo the smartest people cant

read and how they can learnby Ron Davis with Eldon BraunReviewed by Pam Buchanan

I was hiding my problem behind success and work. But when

you retire, you dont work. Very quickly I felt very bad... Best-

selling American author of The Gift of Dyslexia, Ron Davis,

was speaking at Dublin City University on October 14th about

his severe dyslexia. His personal story is both remarkable and

tragic. Born with a form of autism he has no memory of his

life before the age of 9, during which time he also had no

speech. He emerged from his autism, but with huge learning

difculties. Despite this, he later became a successful engineer,

surrounding himself with people who would do the reading

and writing tasks that he knew he could not do himself and

living in fear that his problem would be exposed.

Looking at wordsWhen he was 38 years old, he discovered a way to switch off his dyslexia;One day I couldnt read a street sign. The next day I could read a wholebook. Davis, who practices art and sculpture, realised that when he wasat his artistic best, he was also at his dyslexic worst. He explored that linkand found that his dyslexia was directly related to his ability to perceivethings from many different viewpoints. The very talent he had for viewingobjects in his mind from a variety of angles was the reason that he hadso much trouble reading the written word. Whenever he tried to read,his mind would start to look at the words from many different angles.When he discovered how to stop this from happening, he began to beable to read.

He was very excited about his discovery, and in 1982, with Dr. Fatima Ali,Davis founded the Reading Research Council in California. His aim was toresearch and develop new ways to help children and adults with dyslexia,based on his own experience. His approach is outlined in his book TheGift of Dyslexia, which has now been translated into 18 languagesworldwide. In it he gives step-by-step instructions for helping a personwith dyslexia to switch off the root cause of their reading difculty. Thatroot cause is what Davis calls disorientation.

He explains that its like the feeling you get when youre in a parkedvehicle and the vehicle beside you is moving, but you feel as though

yours is the one thats moving. When youre sitting in that car and thatshappening he says, youre as dyslexic as I am because your brainisnt seeing what your eyes see or hearing what your ears hear. Thatsdisorientation.

Disorientation happens to people with dyslexia when they try to reada word that they dont have a mental picture for.

he discovered

a way to switch

off his dyslexia


21/26

21LiteracyMatters

Two types of thinkingAccording to Davis, there are two types of thinking; verbal and non-verbal. Verbal thinking uses words or symbols while non-verbal thinkinguses pictures. Most people use both methods switching from imagesof objects (such as an elephant) to words (such as of or and) as needed.During the lecture he demonstrated this by asking the audience to thinkof several objects, and then to think of the word the. Dyslexics, hesays, only think in pictures; so when they come across a word (like the)that has no obvious picture for the mind to see, they try other ways to

read the word like sounding out or memorising. Symptoms suchas headaches, tiredness or feeling dizzy can result from trying hardto concentrate on reading the normal way. The more they focus andconcentrate the worse the symptoms become. Davis research showsthat a different approach is needed for people who think in picture form.First they need to stop the disorientation that makes them feel bad.Fortunately, its easy to stop the disorientation a student can learn toswitch it off with just a few hours practice says Davis, citing the 97%success rate he has witnessed using his method.

Once the student is oriented, it is then possible to nd the words thattrigger the disorientation. There are 217 words in the English languagethat have no obvious picture. The words that cause the most confusion

for dyslexics are common words, such as it or from. Because thesewords lead to disorientation, they are called trigger words and mostdyslexics have further trigger words of their own. Most also have theirown upper and lower case letters, punctuation and speech sounds thattrigger the disorientation.

Pictures to trigger wordsHaving switched off the disorientation, the dyslexia is addressed bycreating pictures to attach to the problem words and symbols. To stopthe confusion some dyslexics feel about individual letters, the studentmakes each symbol or letter with clay. That way they have a solid mentalimage of the letter and how it is created. To address the trigger words thestudent must also link each one to a picture or image that they choosebased on their understanding of the word. Once those triggers havebeen addressed, the dyslexia has been addressed; and the person canread successfully.

In answer to questions from the audience, Davis explained that thereare trained facilitators of the Davis Method in forty nations, includingIreland. However, he wrote The Gift of Dyslexia as a manual for parentsor facilitators to use with dyslexic students. When writing this book, Ivisualised a mother of a nine year old child, with the book on her lap,following the instructions. Does age make any difference? No. Weveworked successfully with people in their nineties he said.

For more information on the Davis Method,visit www.davisdyslexia.com

When writing

this book, I

visualised a

mother of a

nine year old

child, with the

book on her lap,

following the

instructions. Does

age make any

difference? No.

Weve worked

successfully with

people in theirnineties


22/26

22 LiteracyMatters

Working for students: theNALA Student Sub-CommitteeThe NALA Sub-Committee is central and vital to our

work. It was re-launched in January 2005 and sincethen has been going from strength to strength. Allthe student members over this time have been greatadvocates for adult literacy.

Sub-Committee members typically meet four timesa year to discuss a variety of topical adult literacyissues. They play a key role in planning, organising andevaluating national student events and the StudentDevelopment Fund as well as being available to NALAStaff and outside agents for consultation.

The Sub CommitteeCurrently, there are 12 active students on thecommittee. Frances Ward, an Adult Literacy Organiserin Dublin represents the ALOA (Adult LiteracyOrganisers Association). Frances and her predecessorMarion Cusack are assets to the effectiveness of theSub-Committee meetings. They share their views onissues discussed and relay back relevant informationto the ALOA and the IVEA which is the nationalrepresentative association for Irelands VocationalEducation Committees (VECs).

The committee has a good mix of students from ruraland urban backgrounds who bring a wide range ofexperiences to the meetings. Topics discussed arebrought to the Executive by student members, includingMichael Power who is himself a student and is at presentchair of NALA. The sub-committee also brings its views tothe media advisory group which advises on our TV series.

Sharing experiencesAnother key part of the sub-committees work is to bringthe experiences of adult literacy students to a wideraudience. In fact some of the students are now mediaveterans having notched up appearances on a variety of

television programmes and in national newspapers.Subcommittee members link back to their local VECadult literacy services and bring information with them.They also encourage other students to go to NALAand other student events, listen to their questions andproblems and where there are common issues NALAcan take these up. One current committee member runsa local student support group within their local VECadult literacy service.

The next major events in the student calendar arethe two national student days to be held in Dublin on

Saturday 19 February and in Cork on Saturday 2 April.The Sub-Committee are planning to make these daysthe best yet.

What the Committee means to

student membersBeing on the Student Sub-Committee is very importantfor students as well. It is work but also lots of fun.Organising national student events, processingapplications for the NALA Student Development Fund,participating in awareness raising activities, assessingthe impact of NALAs student work and much muchmore make sure that adult literacy students are at theheart of our work.

The meetings are really

interesting, and everyone

is friendly.

We all get on together

and support each other.

We can bring students

experience into NALA.

We feel strongly about literacy,

and want to help others the

way we were helped.

Think you have

got what it takes

to be on the NALA

Sub-committee?

Contact Claire [email protected] further information


23/26

23LiteracyMatters

Simply Put:when plain Englishworks best

Plain English seminarTo celebrate the 2010 European Year for CombatingPoverty and Social Exclusion, NALA recently held aseminar to encourage organisations to use plain English.As its focus is on everyday language, plain English isa style of presenting information that helps someoneunderstand it the rst time they read or hear it.

The seminar was oversubscribed within a weekof invitations being issued and in the end over 70representatives from the public, health and NGO sectorattended. The event included a talk about the literacyissue in Ireland and contributions from Michael Power,NALA Chairperson and testimonials of using plainEnglish at work from Helen Cullen, CommunicationsUnit, Ofce for the Director of Public Prosecutionsand Tony Kavanagh, OneGov. Following the seminar,participants took part in plain English writing workshops.

Is it possible that that you are losing

customers because of corporate jargon

and gobbledygook?

In the current economic climate businesses faceparticular challenges in ensuring that the publiccan fully understand their services. One step inthe right direction is to use plain English.www.simplyput.ie is a new website designed bythe National Adult Literacy Agency to help you tocommunicate in plain English. It contains lots of easywriting and design tips that you can use to makeyour information easier to understand. It also offersediting support, training and a Plain English Mark fordocuments that meet international standards.

Plain English can help you become more efcientbecause clearer information is more likely tosave time, money and possible frustrationthat might otherwise be involved in clarifyingmisunderstandings.

Log on to www.simplyput.ie

In our next edition We hope you enjoyed this edition of Literacy Matters.In our next edition we will have articles on:

Tutors networking

NALA: Looking back, planning forward

Students views on health, family, accreditation and more

Would you like to see anything else in the next edition?If so, please ring Claire ORiordan on 01 412 7922 before 31 January 2011


24/26

Renew your NALA membership and get

others to join to!

Did you know being a member of NALA entitles you to 50% off

our conferences and events, 25% off our publications and 10% off

Irish publications in our resource room? We also have an offer for

new members joining in groups of 10. Usually, each person pays

25 to join but if you join with nine others, each person only pays

15, a saving of 10 each. Can you think of anyone who may wish

to join NALA?

We appreciate you showing your support for adult literacy in

Ireland by being a member of NALA. If you can think of anyone

who may wish to join, ring our freephone 1800 20 20 86 or log

onto www.nala.ie

National Adult Literacy Agency (NALA)

The National Adult Literacy Agency is an independent

membership organisation, committed to making sure people with

literacy difculties can fully take part in society and have access to

learning opportunities that meet their needs.

National Adult Literacy AgencySandford Lodge,Sandford Close,Ranelagh, Dublin 6

Tel: ++ 353 1 4127900web: www.nala.ie

For more information about becoming a memberof NALA call our freephone 1800 20 20 65 or logonto www.nala.ie


25/26

Be in with a

chance to win: A 50 voucher for Easons

(rst prize)

One of two runner up prizesfor a 20 Easons Voucher

Just complete this short survey(remembering to include your contactdetails) and return it to:

Claire ORiordanNALA, Sandford LodgeSandford Close, RanelaghDublin 6

by 16 December 2010.

Winners will be notied the next day!

Literacy Matters

How many of our six Literacy Mattershave you read?

Just this one? (tick for yes)

Write in the number or give estimate

If you usually read a hard copy of LiteracyMatters, please estimate how many peopleread the same copy?

Write in the number or give estimate

How much of the magazine do you read?(tick the correct box)

None Two or three items

Around half Most of it

All

Which articles or parts of this edition of

Literacy Matters did you nd most usefulor interesting? (Name the article/s)

Which articles in this edition were of leastinterest or use to you? (Name the article/s)

Do you discuss Literacy Matters articles

with others? Yes No

Do you use Literacy Matters articles orresources in any of the following areas(tick as many as apply).

Initial tutor training

Continuous professional development Your studies

I do not use LiteracyMatters for teaching or study

Other, please specify:


26/26

Making Literacy Matters better

What if anything, would you like to see moreof in Literacy Matters? Pleaselist up

to three things.

1.

2.

3.

What if anything, would you like to seeless of in Literacy Matters? Please list upto three things.

1.

2.

3.

Would you be interested in an online-onlyLiteracy Matters?

Yes No

Tell us a little about yourself(tick the correct box)

Are you :

A member of the public

An adult literacy student

An adult literacy tutor

An adult literacy organiser

Other, please specify:

E-zine

Do you get our e-zine? Yes No

If yes, What do you think of it?

If no, would you like to? Yes No

Fill in the following details if you would liketo be entered into the prize draw

Name:Address:

Email:

Phonenumber:

Please add any further comments you haveabout A) Literacy Matters and B) our e-zinehere:

A)

B)

You can also email your answers / suggestionsto [email protected] by 16 December 2010.

Documents

Literacy Matters Issue 6 Winter 2010