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WORKPLACE LITERACY PUBLICATIONS
AN ANNOTATED BIBLIOGRAPHY OF PRINT RESOURCES
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ACKNOWLEDGEMENTS
Workplace Literacy Publications was prepared for the National
Workforce Assistance Collaborative and the National Alliance of
Business by the Institute for the Study of Adult Literacy at Penn
State University. Priscilla Carman, Project Assistant at the
Institute, compiled the entries and annotations with the assistance
of Dr. Eunice N. Askov, Institute Director, who ensured the quality
and accuracy of the work. Terri Bergman, Bernice Jones, Myra
Nicholas, Thomasine Singleton, and Cathy Stewart, at the National
Alliance of Business, handled the design and production work.
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CONTENTS
INTRODUCTION
PUBLICATIONS
INDEX
Assessment and Evaluation
Curriculum and Instruction
English as a Second Language
Technology and Training
Work Restructuring
ADVISORY GROUPS
Board
Employee Training
Labor-Management Relations
Work Restructuring
Workplace Literacy
FAX BACK FORM
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INTRODUCTION
This bibliography is designed as a resource for service providers
and small and mid-sized companies seeking assistance on all aspects
of workplace literacy programs. It contains over 320 annotated
entries covering workplace literacy topics in the areas of
assessment and evaluation, curriculum and instruction, English as a
second language, technology, and work restructuring.
USE AND ORGANIZATION
Service providers and personnel in small and mid-sized companies can
use this bibliography to locate appropriate references for
background information or support for proposal writing, public
relations, and marketing, as well as for workplace literacy program
development, implementation, and evaluation.
The references in the bibliography are listed first alphabetically,
and then by category in the index. The index sorts the entries into
five main categories:
* Assessment and Evaluation Ð Research supporting different types
of learner assessments, recommendations for how to conduct
program evaluations, and case studies;
* Curriculum and Instruction Ð Adult learning theory, curriculum
development (process and content), and sample curricula and
"best practices" to guide new programs;
* English as a Second Language Ð Its implications for workplace
literacy programs, and "best practices" to guide new programs;
* Technology Ð Guidelines for integrating technology into
programs, and research studies concerning effective uses of
technology for instruction and program management; and
* Work Restructuring Ð Its implications for workplace literacy
programs, and research on its incidence and relationship to
workplace literacy programs.
Entries are listed in the style suggested by the American
Psychological Association, the style most used by writers and
students in the behavioral and social sciences and personnel areas.
The bibliography also can be accessed electronically at the National
Workforce Assistance Collaborative (NWAC) gopher server at Penn
State University. The gopher server address is INFO.PSU.EDU.
After you reach the gopher server, open "Information Servers at Penn
State," then open "Research Centers and Institutes" to find the
National Workforce Assistance Collaborative gopher site.
HOW YOU CAN HELP
Information contained in the bibliography will be updated
periodically, and we welcome your input. If you have any
corrections or suggestions for additional entries, please copy, fill
out, and send the fax-back form at the end of the publication.
Alternatively, you may send an e-mail message to the author at
PSC3@PSU.EDU. Please follow the fax-back format in your e-mail
message. Thank you.
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PUBLICATIONS
Aderman, B. (1990). Workplace literacy publications for
practitioners. Adult Literacy and Basic Education, 13(2), 111-116.
Describes two types of resources to help service providers raise
awareness of businesses and unions, develop a work site program, and
provide basic skills instructions. Authoritative reports and
business-directed publications provide facts and figures to raise
awareness of the need for services. Workplace program development
and curriculum guides give direction on how to bring services to a
work site and provide instruction focused on work-related content,
materials, and tasks.
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Alamprese, J. A., & Kay, A. (1993). Literacy on the cafeteria
line: Evaluation of the Skills Enhancement Training Program.
Washington, DC: Food and Beverage Workers Union Local 32.
Evaluation report on a workplace literacy demonstration program with
funding from the National Workplace Literacy Program. Describes the
design of the evaluation, evaluation methodology, development of the
partnership, effects of instructor training, program's impact on
workers, and recommendations for policy and practice.
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Albert, J. L., & D'Amico-Samuels, D. (1991). Adult learners'
perceptions of literacy programs and the impact of participation in
their lives. New York: Literacy Assistance Center (LAC).
Interim report on a longitudinal study of participation data from
New York City literacy programs. Workplace literacy programs may be
interested in the learners' responses concerning how programs have
had an impact on their literacy skills and their lives as parents
and workers. Programs may also be interested in the conclusions and
recommendations.
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Altonji, J. G., & Spletzer, J. R. (1991). Worker characteristics,
job characteristics, and the receipt of on-the-job training. New
York: National Center on Education and Employment.
Report on a study to investigate the relationship between workers
and job characteristics and the receipt of on-the-job training.
Main findings include: a negative correlation between the intensity
and duration of training; women receive less training than men but
report a higher incidence of training; African-Americans receive
somewhat more training than whites; positive relationship between
the verbal, math, and clerical skills requirements of the occupation
and the incidence of training. Workplace literacy program service
providers may be interested in the research-based background
information in the report.
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Alvarez, C. (1992). An experienced worker's view of the workplace.
Vocational Education Journal, 67(3), 34-35.
Author provides the worker's viewpoint on the importance of training
in the changing, reorganized American workplace.
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American Council on Education and New York State Department of
Education. (1993). National External Diploma Program: Assessment
procedures and sample assessment materials. Washington, DC:
Author.
The External Diploma Program is a competency-based, applied
performance high school diploma program that credentials mature
adults who have acquired high school level skills through their life
experiences. This booklet presents a detailed account of the
assessment procedures, a sample assessment task, a sample of the
evaluation procedures, and a description of the various ways adults
can demonstrate their individual competency.
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Anderson, J. (1991). Technology and adult literacy. New York:
Routledge.
Includes chapters on potential of technology, computers as tools of
literacy acquisition, distance learning, technology and special
needs, and software for adult literacy learners.
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Archer, K. (1992). Workplace English as a second language program.
Adult Learning, 3(8), 9-11, 14.
Provides background information about the importance of ESL programs
in the workplace, guidelines for establishing a program, and
suggestions for supervisor support in classroom learning.
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Askov, E. N. (1991). Literacy: Impact on the workplace, family,
and school. Education, 111(4), 542-547.
Describes aspects of literacy problems in American society as well
as promising solutions, such as offering instruction in a relevant
context using meaningful materials and situations.
Askov, E. N. (1992). Curriculum design for workplace literacy.
Adult Learning, 3(8), 12-13.
Gives guidance for designing custom-made materials to help learners
develop literacy skills they can apply in a variety of situations in
the workplace. Note: The entire issue of Adult Learning, 3(8) is
devoted to the topic of workplace literacy and solutions offered to
improve workers' skills.
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Askov, E. N. (1993). Approaches to assessment in workplace
literacy programs: Meeting the needs of all the clients. Journal
of Reading, 36(7), 550-554.
Describes how to address the needs of all the stakeholders
(learners, unions, management, and service providers) when assessing
workplace literacy programs.
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Askov, E. N., & Aderman, B. (1991). Understanding the history and
definitions of workplace literacy. In M. C. Taylor, G. R. Lewe, and
J. A. Draper, (Eds.), Basic Skills for the Workplace (pp. 3-6).
Toronto: Culture Concepts, Inc.
The history of the workplace literacy effort in the U. S. is traced,
showing the tension that still exists today between specific skills
training and more global education. The definition of workplace
literacy is broad, allowing for multiple approaches to instruction.
The distinction between workplace literacy and other community
programs, regardless of location, is whether or not the instruction
is designed by the partnership of business/industry and/or unions
with education providers.
Askov, E. N., Aderman, B., & Hemmelstein, N. (1989). Upgrading
basic skills for the workplace. University Park, PA: Institute for
the Study of Adult Literacy, The Pennsylvania State University.
Useful resource to help literacy providers and trainers develop and
market a workplace literacy program using a functional context
approach. Includes sample instructional activities, needs assessment
questionnaire, basic skills list, readability formula, assessment
and evaluation materials, and promotional materials.
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Askov, E. N., Aderman, B., Sherow, S., Hemmelstein, N., Clark, C. J.
(1989). Decision-making in workplace literacy. Adult Literacy and
Basic Education, 13(1), 34-40.
A step-by-step model for designing and implementing a workplace
literacy program is offered with the decision points identified for
each step. This model is the result of extensive research and
practical experience in training adult literacy providers in
workplace literacy.
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Askov, E. N., & Brown, E. J. (1991). Workplace literacy
instruction and evaluation: R.O.A.D. to Success. In B. L. Hayes,
K. Camperell, (Eds.), Yearbook of the American Reading Forum: Vol.
XI. Literacy: International, National, State, and Local (pp.
203-209). Logan, UT: American Reading Forum.
This chapter summarizes the evaluation of a pilot effort to improve
reading skills of commercial drivers who were deficient in reading.
The project's goal was to help commercial drivers pass the required
federal written examination while improving their literacy skills.
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Askov, E. N., & Clark, C. J. (1991). Using computers in adult
literacy instruction. Journal of Reading, 34(6), 434-448.
Excellent resource to help practitioners make informed decisions
about enhancing instruction with computer software. Includes
examples of outstanding software, advantages and disadvantages of
using computers for instruction, and a matrix of computer software
programs. The matrix codes each program by the basic skills that
are developed or assessed, whether the basic skills are generic or
job-related, the instructional methods used in the software, whether
the programs can be customized or have mini-authoring systems, and
by the publisher or distributor.
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Askov, E. N., & Sherow, S. (1991). Building coalitions in adult
literacy. Adult Learning, 2(5), 23-25.
Describes how representatives from public and private sectors can
come together to contribute to solving problems of adult literacy.
Also explains why coalition building requires technical assistance,
support, communication, strong leadership and sense of mission, and
a clear identification of target populations of each member agency.
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Askov, E. N., & Van Horn, B. H. (1993). Adult educators and
workplace literacy: Designing customized basic skills instruction.
Adult Basic Education, 3(2), 115-125.
Current demographic trends indicate a growing mismatch between
skills needed for new jobs and available workers' skills. Research
shows that workplace literacy programs have great potential to span
this skills gap. Adult educators are being invited to help in the
retraining of the workforce by providing instruction in the basic
skills as well as higher order skills, and by designing programs for
work-based learning. This article provides suggestions for
preparing instruction by designing customized basic skills
instruction using work-related reading materials.
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Bailey, T. (1989). Changes in the nature and structure of work:
Implications for employer-sponsored training. New York: Institute
on Education and the Economy, Columbia University.
Research-based analysis of the effects of the changing economy on
the role of employee-sponsored education. Discusses the forces of
change, response of business and industry (primarily by financial,
textile, business, and apparel industries), changing skill
requirements, and implications for firm-based education.
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Barer-Stein, T., & Draper, J. A. (Eds.). (1988). The craft of
teaching adults. Toronto: Culture Concepts, Inc.
Eight authors explore the "craft" of teaching adults, including
discussions about culture in the classroom, the interplay between
theory and practice, reflection, program evaluation, and holistic
teaching and learning. The book is useful for both part-time and
full-time practitioners who wish to improve their practice.
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Barker, K. (1991). A program evaluation handbook for workplace
literacy. Ottawa, Ontario: National Literacy Secretariat.
Provides practitioners with theoretical and practical advice on
program evaluation. Provides background information on reasons why
evaluation is important as well as five common approaches to
evaluation.
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Bartell, A. P., Lichtenberg, F. R., & Vaughan, R. J. (1989).
Technological change, trade, and the need for educated employees:
Implications for policy. New York: National Center on Education
and Employment, Columbia University.
Authors argue that new technologies create work environments that
demand more learning. High-tech industries are likely to be
influenced by the level of education of the local labor force and
the quality of local education institutions. Therefore, the
emerging patterns of international trade will reinforce the growing
need for better-educated workers.
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Bassi, L. G. (1992). Smart workers, smart work: A survey of small
businesses on workplace education and reorganization of work.
Washington, DC: Southport Institute for Policy Analysis.
Comprehensive background information and report on a research
project that addressed the following questions concerning small
businesses: 1) What percentage of firms are engaged in work
reorganization and/or workplace education?, 2) What is the nature of
reorganization of work and workplace education?, 3) What are the
differences between the firms that have reorganized work and/or have
workplace education programs and those that have not?, 4) What
reasons do firms report for reorganizing work and/or implementing a
workplace education program?, 5) What evidence can be found
identifying the impact of workplace education programs and/or work
reorganization?, 6) What are the most important reasons that firms
cite for not implementing a workplace education program?, and 7)
What policies would be most effective in helping firms to reorganize
work and/or implement a workplace program? Includes statistical
information and graphic displays of research findings.
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Beck, J. A. (1992). Combining literacy and employment training for
women: Steps for starting a program. Washington, DC: Wider
Opportunities for Women (WOW).
A handbook to help programs combine literacy and employment training
for women. Includes a discussion of common barriers that women face
and the need for programs to provide comprehensive support services.
Includes worksheets for program planning and implementation.
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Beder, H. (1991). Adult literacy: Issues for policy and practice.
Malabar, FL: Kreiger.
Review of the research on adult literacy, specifically as it relates
to what is known about adult education participation and
nonparticipation. Thought-provoking reading on definitions of
literacy, adult learners, their motivations and reasons for
participating, outcomes and impacts of adult literacy education, and
implications for policy.
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Bergman, T., Fisher, C., & Frederick, F. (1993, December).
Precision strike training in lean manufacturing: A workplace
literacy guidebook. Washington, DC: National Alliance of Business.
This guidebook is designed to help individuals in the business
community plan, develop, implement, and evaluate high quality
workplace literacy programs for their companies. It draws on the
experiences of two workplace literacy programs conducted by
CertainTeed, a building materials manufacturer with plants in MN,
NC, and OH. Appendices contain excellent resources, such as sample
evaluation and assessment surveys and procedures, interview guides,
and training-level skills.
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Berlin, G., & Sum, A. (1988). Toward a more perfect union: Basic
skills, poor families, and our economic future. New York: Ford
Foundation.
Overview of the relationship between inadequate basic skills and
problems with youth employment, welfare dependency, and decline in
productivity. First section explores economic components. Second
section explores education components. Third section presents a
conceptual framework for examining the problem. Fourth section
suggests an agenda for future action.
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Berryman, S. E. (1989). The economy, literacy requirements, and
at-risk adults. In Rockefeller Foundation (Eds.), Literacy and the
marketplace: Improving the literacy of low-income single mothers. A
report on a meeting of practitioners, policymakers, researchers, and
funders (pp. 22-33). New York: Rockefeller Foundation.
This chapter emphasizes the importance of stressing higher order
thinking skills in programs. Author argues for research addressing
the nature and structure of work and the future workplace, both to
address "real life" learning and thinking, and to address at-risk
learners.
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Berryman, S. E. (1990). What do we need to teach? To whom? When?
How? (Conference Paper). New York: Institute on Education and the
Economy, Columbia University.
Reviews the research concerning the mismatch between school learning
and nonschool settings, particularly in the workplace. Also
discusses the use of technology in schools and the need to
reorganize the work environment if technology is going to be used to
its full potential.
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Berryman, S. E. (1991). Designing effective learning environments.
Cognitive apprenticeship models. New York: Institute on Education
and the Economy, Columbia University.
Author discusses the traditional apprenticeship learning model and
discusses the value of cognitive apprenticeship (in which the
teacher models thinking and learning strategies and behaviors and
supports learners as they become independent in applying them) for
workplace learning.
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Berryman, S. E. (1994). The role of literacy in the wealth of
individuals and nations. Philadelphia, PA: National Center on
Adult Literacy, University of Pennsylvania.
AdultsÕ foundation skills, usually acquired in school, affect the
wealth of individuals and nations, not just directly, but also
indirectly through the often invisible and poorly measured
human-capital-producing mechanism of employer-sponsored training.
Employers train the trainable, building on the skills that their
better educated employees bring to the labor market from school.
Thus, employer-sponsored training depends on and is complementary
to, not a substitute for, good foundation skills. Independent of
employeesÕ initial education, employer-sponsored training increases
employeesÕ productivity and thus their earnings more than training
in post secondary institutions; it decreases the incidence of quits,
and, since most real wage gains result from being paid for being
more productive, not for switching jobs, its effect on quits
enhances wage growth; it decreases layoffs; and it decreases the
duration of unemployment spells when they occur. Determining
whether employers or economic sectors in a nation underinvest or
overinvest in training depends on estimates of the rates of return
to training, but in the United States, training costs are so poorly
measured as to yield a range of estimated returns too wide to form a
basis for policy advice.
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Berryman, S. E., & Baily, T. R. (1992). The double helix of
education and the economy. New York: Institute on the Education
and the Economy, Columbia University.
Authors discuss the characteristics of ineffective learning,
including limited transfer, passive learning, and decontextualized
learning, as well as characteristics of the traditional workplace,
such as narrowly defined jobs and tasks, passive order-taking in a
hierarchical environment, and focus on the specific task independent
of its organizational context.
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Bok, M., & Welch, P. (Eds.). (1992). Workforce resource guide
1992-93. Mansfield, PA: Workforce 90s Regional Institute and
Resource Center, Mansfield University.
Provides information on programs and services available in six
counties in New York and three counties in Pennsylvania. For each
state, the guide provides program name, contact, issues addressed
(such as workplace literacy), linkages, and services provided.
Users of the guide are encouraged to contact each organization
directly for more information.
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Bowen, B. E., & Jackson, G. B. (1992). Enhancing diversity in
vocational education. Columbus, OH: ERIC Clearinghouse on Adult,
Career, and Vocational Education.
Authors discuss the forces, factors, and influences necessitating
the need for enhancing diversity and what is required in vocational
programming to meet contemporary needs.
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Braddock Communications, Inc. (1988). The small business resource
guide. Washington, DC: Author.
Resource information organized into federal government, state
government, and private sector resources. Provides agency names,
addresses, phone numbers, and background information. Helpful
resource to facilitate networking among service providers and small
businesses.
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Brookfield, S. D. (1988). Developing critical thinkers:
Challenging adults to explore alternative ways of thinking and
acting. San Francisco, CA: Jossey-Bass.
Thought-provoking background reading for practitioners who wish to
help adult learners develop critical thinking skills. Should be
useful for service providers to help workers improve their problem
solving and decision making skills. See Chapter 8, "Using the
Workplace as a Resource for Thinking and Learning."
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Brown, C., Reich, M., & Stern, D. (1993). Becoming a
high-performance work organization: The role of security, employee
involvement and training. International Journal of Human Resource
Management, 4 (2), 247-275.
Authors discuss the SET Model (Security, Employee Involvement, and
Training) from the view of case studies of five U. S. firms that are
attempting to establish or maintain a SET system. It is found that
SET systems are difficult to implement in a gradual and partial
manner. The three elements of SET reinforce one another and firms
that are successful in adopting SET have made an investment to
implement all three SET elements simultaneously.
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The Business Roundtable, Ad Hoc Committee on Education. (1988).
The role of business in education reform: Blueprint for action.
Washington, DC: Author.
The Business Roundtable offers this report as a guide for businesses
to maintain a sustained, long-term effort to improve education.
Outlines programs and public policy actions that business should
take to keep education as a top priority.
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Cappelli, P. (1993). Are skills requirements rising? Evidence
from production and clerical jobs. Philadelphia, PA: National
Center on the Educational Quality of the Workforce, University of
Pennsylvania.
Discusses current evidence about changing skill requirements of
jobs. Presents evidence from production jobs which shows upskilling
in job requirements and a tendency to shift the composition of
employment toward job families with greater skills growth. Clerical
jobs also show significant changes, although the pattern seems
driven at the job family level by technological change.
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Carnevale, A. P. (1991). America and the new economy. Alexandria,
VA: American Society for Training and Development and the U. S.
Department of Labor.
Explains the new economy from the point of view of people at work.
Examines the impact of changing competitive standards, new
technologies, and emerging organizational structures on
organizations, jobs, and skills.
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Carnevale, A. P., Gainer, L. J., & Meltzer, A. S. (1990).
Workplace basics training manual. San Francisco, CA: Jossey-Bass.
A step-by-step manual for establishing workplace basic skills
training. Includes chapters on identifying basic skills problems in
the workplace, building support for a program, developing and
implementing a program, and evaluation. General curriculum
guidelines include learning how to learn, oral communication,
listening skills, problem solving, and teamwork.
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Carnevale, A. P., Gainer, L. J., Villet, J., & Holland, S. L.
(1990). Training partnerships: Linking employers and providers.
Washington, DC: American Society for Training and Development, U.S.
Department of Labor, Employment and Training Administration.
Presents an overview of findings about partnerships in training and
education in the workplace. Guidelines are given for choosing
providers and forming partnerships.
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Casner-Lotto, J., & Associates. (1988). Successful training
strategies: Twenty-six innovative corporate models. San Francisco,
CA: Jossey-Bass.
Case studies of innovative training programs in corporate America.
Although workplace literacy programs are not specifically addressed,
providers may find valuable information related to successful
teaching and learning techniques.
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Center for Rural Pennsylvania. (1992). Telelinked business: A new
horizon for rural Pennsylvania. Harrisburg, PA: Author.
This report documents a study to assess the potential of telelinked
businesses for rural Pennsylvania. Among the key findings is the
importance of active state government involvement in promoting
telelinked business development. Report highlights this emerging
opportunity to bring renewed economic vitality to rural
Pennsylvania. Provides examples of successful telelinked businesses
and the advantages for employers, workers, and communities.
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Chang, I., & Fox, S. (1989). Deciding on the effectiveness of
workplace literacy programs. In M. C. Taylor, G. R. Lewe, and J. A.
Draper, (Eds.), Basic Skills for the Workplace (pp. 465-480).
Toronto: Culture Concepts, Inc.
The purpose of this chapter is to destigmatize formal evaluation and
to assist in the systematic development of evaluation processes for
workplace literacy programs. Formal program evaluation, apart from
informal evaluation, is essential to the improvement and continuance
of programs.
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Charner, I., & Fox, S. (1989). Improving workplace literacy
through community collaboration. Washington, DC: Academy for
Educational Development, National Institute for Work and Learning.
Presents a process for exploring and examining critical workplace
literacy issues and concerns, and developing
community action plans for improving workplace literacy. The
materials are designed to be used as part of a one-day workshop with
community teams comprising representatives of employers, educational
institutions, government agencies, organized labor, and community
based agencies.
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Chase, N. D. (1990). Hospital Job Skills Enhancement Program: A
workplace literacy project (Curriculum Manual). Atlanta, GA:
Center for the Study of Adult Literacy, Georgia State University.
Provides insightful background information about the development of
the curriculum, including the steps in its development, examples,
and guidelines for implementing similar programs in other settings.
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Cheatham, J. B., Colvin, R. J., & Laminack, L. L. (1993). Tutor:
A collaborative approach to literacy instruction (7th Ed.).
Syracuse, NY: Literacy Volunteers of America, Inc.
Provides useful background information on adult learning and
teaching, and ideas, approaches, and strategies for teaching
reading, writing, and comprehension. Valuable resource for staff
development and curriculum implementation.
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Cheatham, J. B., & Lawson, V. K. (1990). Small group tutoring: A
collaborative approach for literacy instruction. Syracuse, NY:
Literacy Volunteers of America, Inc.
A practitioner's guide to using small group tutoring. Provides
background reading on the philosophy of collaborative learning and
suggestions for using the strategy. Good resource for workplace
literacy programs that wish to develop learners' group problem
solving, decision making, and communication skills.
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Chisman, F. P. (1989). Jump start: The federal role in adult
literacy. Washington, DC: Southport Institute for Policy Analysis.
Describes the fragmentation of service provision for basis skills
training. Argues for a national focus to provide leadership,
direction, and coordination. Makes specific recommendations for
executive leadership and legislative initiatives.
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Chisman, F. P. (1989). Toward a literate America: The leadership
challenge. In F. P. Chisman and Associates (Eds.), Leadership for
Literacy: The Agenda for the 1990s (pp. 1-24). San Francisco, CA:
Jossey-Bass.
Presents an overview of the current national response to the problem
of illiteracy, discusses barriers to program quality, and makes
recommendations for leaders to solve the problem.
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Chisman, F. P. (Ed.). (1990). Leadership for literacy: The agenda
for the 1990s. San Francisco, CA: Jossey-Bass.
Nine authors who have been instrumental in efforts to restructure
the literacy field provide an overview of the field. Good
background information for service providers as well as for
government, business, and community leaders.
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Chisman, F. P. (1992). The missing link: Workplace education in
small business. Washington, DC: The Southport Institute for Policy
Analysis.
A summary report of a two-year investigation of basic skills and
other training programs in small firms. An increasing number of
small firms are forming partnerships with local educators and their
workers to craft workforce literacy programs tailored to their
needs. The results are often dramatic in terms of productivity,
quality, and a shift in corporate culture from a top-down management
approach to a more cooperative relationship between workers and the
firm.
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Chisman, F. P., Wrigley, H. S., & Ewen, D. T. (1993). ESL and the
American dream. Washington, DC: Southport Institute for Policy
Analysis.
Comprehensive assessment of adult ESL service in the U. S. Presents
an overview of the need, the service system, program providers,
political implications, and future challenges of the field. Useful
resource for workplace literacy programs with an ESL component.
Collino, G. E., Aderman, E. M., & Askov, E. N. (1988). Literacy and
job performance: A perspective. University Park, PA: Institute
for the Study of Adult Literacy, The Pennsylvania State University.
Provides an orientation to information about literacy and job
performance. Also contains summaries of selected tests and an
extensive bibliography, which may be useful for orientation and in
preparation of grant proposals.
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Collins, S. D., Balmuth, M., & Jean, P. (1989). So now we can use
our own names, and write the laws by which we live: Educating the
new U. S. workforce. Harvard Educational Review, 59(11),454-467.
The authors describe a pioneering program in workplace literacy
begun in 1988 by two trade union organizations, the Central Labor
Council and the Consortium for Worker Education in New York City.
Authors argue that both programs were successful because they were
responsive to the learners' concerns, which included their jobs and
their families. Different methods of instruction, such as
student-centered approaches and computer models, are discussed.
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Commonwealth of Massachusetts, Department of Education. (1993).
Workplace education: Resource Series. Maiden, MA: Author.
Staff development and curriculum development resource series for
workplace literacy programs includes: Workplace Education Mentoring
Pilot Project Final Report; Workplace Education Sample Evaluation
Report; Agency and Partnership Based Orientation Program for
Workplace Educators; Workplace Education Mini-Course Pilot Project
Final Report; Transforming the Training Manual into a Learning
Experience; Math in the Workplace; Learning Differently in Adult
Education: Development of a Learning Disabilities Component at
Hampden Papers, Inc.; The Role of Counseling in Workplace
Education; and Educational and Career Counseling at New England
Medical Center.
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Cook, C., & Godley, V. (Eds.). (1989). Workplace literacy: A
curriculum development guide. Wilmington, MA: Altron, Inc. and
Lowell, MA: Cambodian Mutual Assistance Association.
Describes a program to design and implement a workplace literacy
program for ESL adults that used a participatory approach. Helpful
resource for programs with a similar philosophy.
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Crandall, J. & Peyton, J. K. (Eds.). (1993). Approaches to adult
ESL literacy instruction. Washington, DC: Center for Applied
Linguistics and Delta Systems Company, Inc.
Experienced educators discuss five successful approaches to ESL
instruction: competency-based approach, whole language approach,
language experience approach, participatory approach, and
learner-generated writing. Provides important background
information on the theory behind the approaches as well as sample
instructional strategies and activities and related readings and
resources. Should be useful for every workplace literacy program
with an ESL component.
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Cumming, J. (1993). Effective provision of literacy and numeracy
instruction for long-term unemployed persons. London: Adult
Literacy and Basic Skills Unit (ALBSU).
Summarizes major issues in workplace literacy in Australia. Found
that if a program focused only on the skills needed to do a job, the
students would have little opportunity of improving their general
literacy or numeracy abilities. Also found that effective
vocationally-oriented programs tried to balance the development of
skills that were specific to undertaking a job with the more general
literacy and numeracy needs of the participants.
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D'Amico, D. (1993). Worker, workforce and workplace literacy: New
York City programs and perspectives. New York: Literacy Assistance
Center, Inc.
Examines the issues and underlying assumptions of programs preparing
adults for entering and advancing in the workplace. The report
profiles selected programs within NYC to highlight different
philosophies, practices, objectives, and accomplishments of diverse
work-centered initiatives. Includes recommendations and
conclusions.
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D'Amico-Samuels, D. (1990). African-American perspectives:
Program guidelines for recruitment and retention. New York:
Literacy Assistance Center.
Report on a study to gain information about those processes that
encourage or hinder enrollment and retention of native-born
African-Americans in adult literacy programs. Workplace literacy
programs with a substantial population of African-Americans will be
interested in the Summary and Discussion sections of the report.
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Darling-Hammond, L. (Ed.). (1993). Review of research in
education. Washington, DC: American Educational Research
Association.
Excellent overview of recent educational research. Chapter by Sue
Berryman, "Learning for the Workplace," is especially relevant for
people interested in workplace education. Author reviews the
research and discusses implications of changes in the nature and
structure of work.
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Dertouzos, M. L. (1991, September). Communications, computers, and
networks. Scientific American, pp. 62-69.
Author states that the information age will be based on computers
and the networks that connect them. Business mail will reach its
destination in five seconds instead of five days. This article is
part travelogue to the wonders of the information age, and part
warning about the problems we may expect. For example, technology
may widen the gap between rich and poor. Author argues for a
communications infrastructure with flexible information transport
capabilities, common services, and common communications
conventions. Includes further readings.
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Dowling, W. D., Pritz, S. G., DeStefano, J. S., Imel, S., Puleo, N.
F., Girkins, M., Collins, J. H., & Connor, P. M. (1992). Workplace
literacy for world class manufacturing. Columbus, OH: Ohio State
University, College of Education.
Final report detailing the use of a whole language approach (with an
emphasis on higher order thinking skills) in a
union/education/business partnership to improve employees' literacy
skills at Inland Fisher Guide Division of General Motors (IFG/GM).
Provides extensive information on program implementation. Service
providers should be especially interested in the ideas included in
the appendices, such as sample lessons, materials, questionnaires,
and program checklists.
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Draper, J. A. (1991). Understanding values in workplace education.
In M. C. Taylor, G. R. Lewe, and J. A. Draper, (Eds.), Basic Skills
for the Workplace (pp. 85-105). Toronto: Culture Concepts, Inc.
This chapter begins by raising a number of philosophical questions
and examining some reasons to reflect on and articulate our personal
philosophy. This is followed by a description and discussion of
five philosophical orientations: liberal, behaviorist, progressive,
humanist, and radical. The relevance of each of these to workplace
education programs is illustrated. Author discusses how our values
are expressed in our daily behavior and language as well as some of
the words used in workplace programs.
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Draper, J. A., & Taylor, M. C. (Eds.). (1992). Voices from the
literacy field. Toronto: Culture Concepts, Inc.
Compilation of case studies from Canada, especially Ontario, that
reflect effective practice in literacy education. Some of the case
studies appear in French and English translations because of their
significance in understanding the concerns of cultural groups. The
book is organized into six sections: foundations, case studies on
community building, special needs, activating student participation,
language and culture, and workplace literacy. The workplace
literacy section includes chapters on collaboration and
partnerships, literacy training, and collaborative learning.
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Drew, R. A., & Mikulecky, L. (1988). How to gather and develop
job-specific literacy materials for basic skills instruction.
Bloomington, IN: The Office of Education and Training Resources,
School of Education, Indiana University.
Practitioner's guide for determining job-related basic skills by
providing guidelines and questions for gathering information about
literacy tasks on the job. Provides examples of literacy task
analyses and techniques for instructions.
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Droms, K. (1992). A guide to developing tools to evaluate adult
literacy courseware. University Park, PA: Institute for the Study
of Adult Literacy, The Pennsylvania State University.
This manual gives general guidelines for selecting good
computer-based training, as well as specific advice for adult
literacy training. Droms shows literacy providers how to analyze
instructional needs, critique courseware design and development, and
integrate courseware into existing programs.
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Education Writers Association. (1988). Can we stand and deliver?
Mathematical literacy in the workplace. Washington, DC: Author.
Looks at math literacy from the perspective of future workforce
needs. Authors explore the changing workplace and math tasks and
the scope of the problem of basic math skill deficiencies.
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Education Writers Association. (1990). Training for work: What
the U. S. can learn from Europe. Washington, DC: Author.
Part I provides an overview of a study to examine school-to-work
transition programs for youth and retraining programs for adult
workers in West Germany, Sweden, and England. Implications for U.
S. policy and practice are given. Part II contains 16 newspaper
clippings related to the topic.
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Education Writers Association. (1991). Is the story literacy,
decent jobs, or political will? A reporter's guide to emerging
adult literacy issues. Washington, DC: Author.
This report is based on actual case studies of adults seeking
literacy help in six communities around the country. Settings for
programs included communities, welfare programs, and employer-based
programs. Authors suggest that the following points should be
explored in the future: the successes of programs; the nature of
math requirements in the workplace; impact of support services;
coordinated service provision; coordination with community efforts;
and implications for policy.
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Education Writers Association. (1991). Myth #15: Management and
labor agree on literacy goals. The Literacy Beat, 4(3).
Washington, DC: Author.
Discusses the different viewpoints on workplace literacy efforts
held by labor unions and management.
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Enterprise Foundation. (1991). Words for life: A report on a
community-based adult literacy program. Columbia, MD: Author.
Describes a Department of Labor-funded project to develop a
workplace program which was community-based, rather than company- or
school-based. The program used a learner-centered approach, with
classroom instruction and a computer laboratory. The program also
used a case-management approach to provide integrated human services
to participants. Program staff felt that poverty and illiteracy
create a "complex web of problems with housing, health, and family
stability" and that a community-based program must maintain its
presence in the neighborhood for at least three to five years for
positive impact.
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ERIC Clearinghouse on Adult, Career, and Vocational Education.
(1991). Trends and issues: Vocational education involvement with
business/industry/labor. Columbus, OH: Author.
Print resources and organizational resources are provided for
vocational educators to develop partnerships with business,
industry, and labor.
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Faison, T. E., Vencill, M. P., McVey, J. W., Hollenbeck, K. M., &
Anderson, W. C. (1992). Ahead of the curve: Basic skills programs
in four exceptional firms (A Report of the Project on Corporate
Decision-Making and Basic Skills Training in Small and Medium-Sized
Firms). Washington, DC: Southport Institute for Policy Analysis.
Provides case studies of how four small manufacturing firms provided
basic skills training to their workers. Each study describes the
program's setting, the company and its workforce, forces of change,
the training program, its impacts and outcomes, and conclusions and
lessons learned.
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Fellenz, R. A. (Ed.). (1988). Cognition and the adult learner.
Bozeman, MT: Center for Adult Learning Research, Montana State
University.
Seven articles provide research background information on cognitive
learning theory. Workplace literacy programs may be interested in
chapters concerning problem solving and technology and adult
cognition.
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Fellenz, R. A. & Conti, G. J. (1989). Learning and reality:
Reflections on trends in adult learning. Columbus, OH: ERIC
Clearinghouse on Adult, Career, and Vocational Education.
Provides useful background information on real-life learning,
learning styles and strategies, memory, metacognition, critical
thinking, and the social environment and learning. Conclusions
provide thought-provoking reading about how programs can empower
adult learners.
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Fellenz, R. A., & Conti, G. J. (1990). Social environment and
learning. Bozeman, MT: Center for Adult Learning Research, Montana
State University.
Presents insights into adult learning in the social environment;
includes an interview with Miles Horton (founder of Highlander
Center) by Bill Moyers as well as an article by Horton on his views
on learning in the social environment. Other chapters explore the
way adults perceive the world, solve problems, interpret their
experiences, and aspects of culture that dominate our visions.
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Fingeret, H. A. (1989). Changing literacy instruction: Moving
beyond the status quo. In F. P. Chisman and Associates (Eds.),
Leadership for Literacy: The Agenda for the 1990s (pp. 25-50). San
Francisco, CA: Jossey-Bass.
Author discusses issues in literacy instruction, such as theories
and goals of learning, expanding roles for students, and control of
the system. Recommends that we create a pluralistic, high-quality
network system and that we integrate literacy development with other
social issues such as poverty, housing, crime, and health care.
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Fingeret, H. A. (1991). Meaning, experience, and literacy. Adult
Basic Education, 1(1), 4-11.
Argues that many literacy educators believe that mainstream literacy
work is not responding well to students' unique situations, cultural
backgrounds, or linguistic and cultural richness. Discusses why
literacy education and curricula must be about meaning and the way
culture shapes the meanings we attach to experience and to text.
Argues that students must become partners in curriculum development
and instruction because it is the students' backgrounds that make
the teaching and learning process effective and meaningful.
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Fingeret, H. A. (1992). Adult literacy education: Current and
future directions (An Update). Columbus, OH: ERIC Clearinghouse on
Adult, Career, and Vocational Education.
Thoughtful exploration of definitions and purposes of literacy and
power issues related to literacy education. Also examines current
issues (such as policy, literacy and work, literacy and women and
families, and assessment) from different perspectives.
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Fingeret, H. A., & Danin, S. T. (1991). "They really put a hurtin'
on my brain": Learning in Literacy Volunteers of New York City.
Durham, NC: Literacy South.
Comprehensive qualitative and quantitative study of the program
impacts of Literacy Volunteers of New York City. Researchers
examine changes in learners' literacy skills, self-concept,
attitudes and beliefs related to literacy development, and their
involvement in literacy tasks outside the program. Workplace
literacy programs may be interested in the evaluation design as well
as the findings, particularly the findings concerning learners'
involvement with literacy tasks outside the program.
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Fingeret, A., & Jurmo, P. (Eds.). (1989). Participatory literacy
education. New Directions for Adult and Continuing Education, No.
42. San Francisco, CA: Jossey-Bass.
Provides an overview of participatory literacy education, including
historical and conceptual background information and case studies of
participatory literacy education in practice. Recommendations for
future development of the participatory approach are given.
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Fitch, A. (1993, August). Workplace ESL literacy education (NCLE
Minibib). Washington, DC: National Clearinghouse on Literacy
Education.
Bibliography of ERIC materials pertaining to ESL programs in the
workplace. Contains annotations, ERIC numbers, and ordering
information.
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Fitch, A. (1994, August). Workplace ESL literacy programs (NCLE
Minibib). Washington, DC: National Clearinghouse on Literacy
Education.
Bibliography of ERIC materials pertaining to ESL programs in the
workplace. Contains annotations, ERIC numbers, and ordering
information.
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Flannery, D. D. (Ed.). (1993). Applying cognitive learning theory
to adult learning. New Directions for Adult and Continuing
Education, No. 59. San Francisco, CA: Jossey-Bass.
Eight chapters cover various aspects of cognitive learning theory
and practical applications. Topics include perceptual modalities,
global and analytical ways of processing information, affective
components of processing information, memory, learning style
instruments, learning how to learn, cognitive apprenticeship, and a
summary of major points.
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Forlizzi, L. A., Carman, P. S., & Askov, E. N. (1993). Project
Lifelong Learning: Five strategies for achieving national education
goal 5. University Park, PA: Institute for the Study of Adult
Literacy, The Pennsylvania State University.
Funded by the U. S. Department of Education, Office of Educational
Research and Improvement, Project Lifelong Learning informs
educators and the public about successful strategies which will move
the country toward achieving National Education Goal 5: Adult
Literacy and Lifelong Learning. This monograph describes the
framework of the project and provides supporting documentation for
each of the effective strategies identified by the project staff.
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Fowler, R. (1992). How to build a successful program in the
workplace. Adult Learning, 3(8), 17-18.
Describes a workplace literacy program in the Hampden Paper Company.
Recommendations include: 1) avoid calling the program a "literacy
program" as employees have a negative connotation of the word; 2)
make curriculum work-related; and 3) offer computers (their program
doubled the enrollment when they added this program component).
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Fox, T. A. (1990). Advancing, developing, and administering a
workplace literacy program: A Canadian case study. Adult Literacy
and Basic Education, 14(3), 243.
Discusses innovative strategies used to address the high incidence
of illiteracy in Canada. For example, one strategy is the
implementation of literacy peer tutoring in the industrial setting.
Laubach Literacy of Canada has coordinated a co-worker literacy
tutoring program in St. Catherines, Cape Breton, and Winnipeg. The
findings from a 3-year project relate to employer and employee
attitudes toward the program, problems in attracting learners, the
role of literacy coordinators in their relationship to learners and
company personnel, and recommendations for future programs.
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Gall, I. (1993). Issues and challenges in adult numeracy.
Philadelphia, PA: National Center on Adult Literacy, University of
Pennsylvania.
The numeracy issue has received little attention. This report
discusses the place of numeracy in adult education, examines
conceptions of what numeracy and numeracy provision might include,
and explores links between literacy and numeracy provision.
Questions pertaining to teacher preparation and instructional
frameworks are raised, and tentative implications for policy and
practice are discussed.
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Gallup Organization. (1994, June). Society for Human Resource
Management (SHRM) training and continuous learning (Survey Report).
Princeton, NJ: Author.
The Gallup Organization was commissioned by SHRM to conduct a study
of SHRM members on continuous learning and organization training.
5000 members were randomly selected and mailed a questionnaire. The
objectives of the research were to measure the types and extent of
training provided by organizations for various occupational groups;
explore the issue of new skills training, retraining, and remedial
training; and explore companies' use of outside training sources.
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Glennan, T. K. (1989). Education, employment, and the economy: An
examination of work-related education in greater Pittsburgh. New
York: The RAND Corporation.
Study describes the changing economy of the Pittsburgh region and
the education and the training system that serves the region's
needs. Provides recommendations to develop leadership and improve
and strengthen linkages.
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Gordon, E. E., & Askov, E. N. (1993). Workforce education:
Improving educational skills (Report). Washington, DC: American
Society for Training and Development.
Authors include suggestions for good instruction to prevent dropout
from training programs. Report also includes checklist for
evaluating adult literacy software and a summary of the Pennsylvania
state survey of technology use in programs.
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Gordon, E. E., Morgan, R. R., & Ponticell, J. A. (1994).
Futurework: The revolution reshaping American business. Westport,
CT: Praeger.
Authors present arguments and applications for using a cognitive
training approach to improve thinking, problem solving, and
comprehension abilities in workplace training programs. Authors
also discuss the importance of using the approach in a restructured
workplace that emphasizes total quality management.
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Gordon, E. E., Ponticell, J. A., & Morgan, R. R. (1991). Closing
the literacy gap in American business: A guide for trainers and
human resource specialists. New York: Quorum Books.
Documents the workforce literacy crisis and explains why current
programs fail to close the widening workplace education gap.
Provides business and service providers with effective and practical
ways to improve the literacy and productivity of employees which are
based on case studies of successful programs.
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Gore, A. (1991, September). Infrastructure for the global village.
Scientific American, pp. 150-153.
Gore argues for federal investment in the critical infrastructure of
the "information superhighway." Discusses funding; argues that the
development costs of approximately $390 million in federal funds
will greatly enhance the productivity and value of the other
research and education dollars that will be spent.
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Gowen, S. G. (1992). The politics of workplace literacy: A case
study. New York: Teachers College Press.
Ethnographic study of a workplace literacy program in which the
views of the different stakeholders (providers, directors, learners,
management) are described and analyzed. Provides an in-depth look
at the subtle complexities of a workplace literacy program in a
hospital setting in the south.
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Greenberg, E. R., Canzoneri, C., & Straker, T. (1994). 1994 AMA
survey on basic skills testing and training. New York: American
Manufacturing Association.
Report on the findings of the AMA's eighth annual survey
questionnaire on workplace testing of job applicants and employees
and the training provided. Clear, concise graphic illustrations and
short narratives illustrate the key findings.
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Grubb, W. N., Brown, C., & Bradby, D. (1991). Readin', writin',
and 'rithmetic one more time: The role of remediation in vocational
education and job training programs. Macomb, IL: National Center
for Research in Vocational Education, Materials Distribution
Service.
Authors argue for three policy directions centered on coordination,
program effectiveness, and effective teaching methods. Authors
recommend establishing a tracking system between remedial and
vocational education and job training, creating evaluation
mechanisms, and tackling the question of teaching methods.
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Grubb, W. N., Dickinson, T., Giordano, L., & Kaplan, G. (1992).
Betwixt and between: Education, skills, and employment in
sub-baccalaureate labor markets. Macomb, IL: National Center for
Research in Vocational Education, Materials Distribution Center.
The sub-baccalaureate labor market is defined as those who do not
have baccalaureate degrees but have a high school diploma. This
report examines the characteristics of the market and its
relationship with education providers and the employers who hire
that market. Workplace literacy service providers may be interested
in the section concerning education providers.
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Haigler, K. O. (1990). Building ties among literacy programs:
Achieving strength through cooperation. In F.P. Chisman and
Associates, Leadership for literacy: The agenda for the 1990s (pp.
51-71). San Francisco, CA: Jossey-Bass.
This chapter describes networking and collaboration to provide for
adults most in need of services. Barriers to and recommendations
for effective linkages are described.
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Haigler, K. O., & Stein, S. G. (1994). Workplace literacy training
in modernizing manufacturing environments: Using the principles of
cognitive psychology. Washington DC: National Governors'
Association, Training and Employment Program, Center for Policy
Research.
This report discusses the importance of encouraging and promoting
high performance organizations and continuous learning and
improvement. Includes specific examples drawn from case studies of
companies that have attempted to accomplish this goal. Authors
stress the importance of connecting what workers already know with
how they learn from one another in interaction with
the job environment and that such strategies are more likely to lead
learners to view workplace education as a continuous, lifelong
enterprise.
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Hansen, J. F. (Ed.). (1994). Preparing for the workplace:
Charting a course for federal postsecondary training policy.
Washington, DC: National Academy Press.
Explores federal role in four kinds of work-related post-high-school
training: 1) qualifying training to prepare future workers; 2)
skills improvement training for employed individuals to upgrade and
advance; 3) retraining for displaced workers; and 4) "second
chance" training to combine basic and job skill training. Concludes
that the most important task facing the federal government is to
help the nation focus its attention on linking the various pieces of
postsecondary training. Includes principles to guide and improve
federal training and guidelines to foster high-quality programs and
encourage systemic reform.
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Harlow, D. B., & Askov, E. N. (1994). Partners for employees'
progress (PEP) (Final Report). Roxboro, NC: Piedmont Community
College.
Final report of a National Workplace Literacy Project to replicate a
workplace literacy model (developed under a previous grant) in two
sites: Collins & Aikman Corporation and Burlington Industries. The
PEP project successfully involved all of the key players (educators,
employees, and employers) in curriculum development, recruitment,
retention, evaluation, and project management. Chapters include an
executive summary, a report on the external evaluation, site
reports, dissemination activities, and materials lists.
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Hart, K. D. (1991). Understanding literacy in the Canadian
business context: Conference board of Canada study. In M. C.
Taylor, G. R. Lewe, and J. A. Draper, (Eds.), Basic Skills for the
Workplace (pp. 21-32). Toronto: Culture Concepts, Inc.
Presents the findings of an important survey of Canadian corporate
experience of literacy problems among employees and their response
to the challenges this phenomenon presents.
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Hart-Landsberg, S., & Reder, S. (1993). Teamwork and literacy:
Learning from a skills-poor position. Philadelphia, PA: National
Center on Adult Literacy, University of Pennsylvania.
Describes a study of a literacy program for low literacy level
("skills-poor") workers in an automotive parts manufacturing company
that restructured into a "high performance" organization. Study
looked at company-wide emphasis on teamwork, the role of literacy in
the workplace, learning opportunities and limits, and experiences of
the workers.
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Hawrysh, B. (1991). How to identify workplace communication skills
in the British Columbia sawmill industry. In M. C. Taylor, G. R.
Lewe, and J. A. Draper, (Eds.), Basic Skills for the Workplace (pp.
203-215). Toronto: Culture Concepts, Inc.
In a jointly sponsored program, the council of Forest Industries of
British Columbia and the International Woodworkers Association of
Canada designed a research project focused on supervisory and
production workers in the sawmill industry. The study produced
information on how to initiate a research project of this kind. It
has also developed greater awareness on the inherent problems in
typical manufacturing settings and has stimulated discussion and
planning on how to address the problems of effective communication
in a changing workplace.
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HEATH Resource Center and National Adult Literacy and Learning
Disabilities Center. (1994). National resources for adults with
learning disabilities. Washington, DC: Author.
Valuable resource for any workplace literacy program concerned with
meeting the needs of learners with special learning needs.
Resources are organized into centers, education, LD organizations,
Attention Deficit Disorder (ADD) organizations, employment,
technology, life management, and publications.
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Henerson, M. D., Morris, L. L., & Fitz-Gibbon, C. T. (1987). How
to measure attitudes. Newbury Park, CA: Sage Publications, Inc.
Useful resource for program evaluators as well as service providers.
Acquaints readers with the major issues and tasks concerning the
design and use of instruments that measure attitudes, including
self-reports, questionnaires, and rating scales. Also discusses
validity and reliability, and summarizing and analyzing data.
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Herman, J. L., Morris, L. L., & Fitz-Gibbon, C. T. (1987).
Evaluator's handbook. Newbury Park, CA: Sage Publications, Inc.
Provides an overview of evaluation, procedural phases for conducting
formative and summative evaluations, a guide for conducting a small
experiment, and a sample evaluation report.
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Hirsch, D., & Wagner, D. A. (Eds.). (1993). What makes workers
learn: The role of incentives in workplace education and training.
Philadelphia, PA: National Center on Adult Literacy, University of
Pennsylvania.
Twelve chapters explore the values of incentives for adult learning
in the workplace. The book is organized in six sections: financial
incentives; legal incentives; work organization incentives;
incentives and learning methods; literacy and basic skills; and
comparing industrialized and developing nations.
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Hirschhorn, L. (1993). Organizational change and adult learning.
In D. Hirsch & D. A. Wagner (Eds.), What Makes Workers Learn: The
Role of Incentives in Workplace Education and Training (pp.73-86).
Philadelphia, PA: National Center on Adult Literacy, University of
Pennsylvania.
Discussion of organizational learning is often too general. People
equate organizational learning with the maturity, wisdom, and
intelligence of the organization's members. These discussions fail
to highlight how organizational life shapes learning. This chapter
explores organizational learning from the sociotechnical tradition,
and emphasizes how learning tools (the technical domain) and groups
(the social domain) interact to create learning opportunities.
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Hoachlander, E. G., Kaufman, P., & Wilen, E. (1990). Indicators of
education and the economy. New York: National Center on Education
and the Economy, Columbia University.
Reviews trends and issues concerning the effects of the changing
economic structure on skills requirements of jobs and the future job
market. Discusses the need for flexible production and flexible
workers with a wide range of skills and abilities. Research-based
report with statistics and charts illustrating changes in specific
occupations and demographics.
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Hollenbeck, K. (1993). Classrooms in the workplace: Workplace
literacy programs in small and medium-sized firms: Kalamazoo, MI:
W. E. Upjohn Institute for Employment Research.
Report on a study of workplace literacy initiatives in small and
medium-sized businesses in Wisconsin. Study used surveys and
on-site case studies of employers to explore need, incidence,
reasons why they offered programs, characteristics of firms with and
without programs, and program impacts. Some significant findings
include: 1) employers reported that 25-40% of hourly employees have
some basic skills deficiencies; 2) significant share of employers
responded to deficiencies by increasing hiring standards or by
reorganizing work; 3) firms offered programs because they received
subsidies and employees' well-being improved; 4) firms did not
offer programs because they said basic skills were not a problem or
they needed more information; and 5) firms with programs have more
employees, on average, than firms without programs and are more
likely to be from the manufacturing sector.
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Hollenbeck, K. (1993). The economic payoffs to workplace literacy.
Kalamazoo, MI: W. E. Upjohn Institute for Employment Research.
Discusses the results from two national surveys: the National
Household Education Survey (NHES, 1991) and the Current Population
Survey (1991). The author concludes from the data that participants
experience an 11-17% increase in earnings, although the increases
are not evenly distributed among participants. The author also
suggests that policymakers need to ensure that employers have
increased accessibility to capital and are aware of the potential
costs and benefits of programs.
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Home Builder Institute, The Educational Arm of the National
Association of Home Builders. (1989). Craft math: Basic math for
carpentry and building maintenance. Washington, DC: Authors.
Useful resource for workplace literacy programs concerned with math
instruction in the carpentry and building maintenance trades.
Publication is a hands-on learning program, designed to enhance and
be integrated with skills training; uses the traditional
apprenticeship model of "learning by doing."
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Howland, M. (1988). Plant closings and worker displacement: The
regional issues. Kalamazoo, MI: W. E. Upjohn Institute.
Reviews the current state of plant closings and explores patterns of
plant closings, job dissolution, and economic growth. Provides
policy implications and directions for further research.
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Hoyt, K. B. (1991). The concept of work: Bedrock for career
development. Future Choices, 2(3), 23-29.
Hoyt contrasts freely chosen work with "drudgery." Argues that
these definitions have implications for career development
professionals, such as to emphasize the importance of work values in
ways that protect the freedom of choice for the individual; place
emphasis on humanizing the workplace for oneself; and maintain a
high priority on the need to provide equity of career development
for all persons.
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Hull, G. (1991). Hearing other voices: A critical assessment of
popular views of literacy and work. Berkeley, CA: National Center
for Research in Vocational Education, University of California.
Presents alternative views of workplace literacy and the need for
programs to address workers' points of view.
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Illinois Literacy Resource Development Center. (1993). Learning
that works: Basic skills programs in Illinois corporations:
Programs and structures, Report #1. Champaign, IL: Author.
Provides background information on how and why basic skills programs
exist, describes the structure and function of programs at small and
medium-sized businesses in Illinois, and presents recommendations to
educators, business representatives, and policy makers.
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Illinois Literacy Resource Development Center. (1993). Learning
that works: Basic skills programs in Illinois corporations:
Programs and structures, Report #2. Champaign, IL: Author.
Outlines and interprets the policy interventions managers did and
did not favor to advance the growth of basic skills programs;
examines existing state policy strategies; and makes
recommendations to promote a coordinated statewide system.
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Imel, S. (1991). Choosing workplace literacy resources. In M. C.
Taylor, G. R. Lewe, and J. A. Draper, (Eds.), Basic Skills for the
Workplace (pp. 389-407). Toronto: Culture Concepts, Inc.
Practitioners need information in order to answer questions about
workplace literacy programs. A framework for organizing the
literature base in workplace literacy is proposed and described
using relevant resources. Twenty-three of the 36 resources
discussed were published either during 1990 or 1989. Some trends in
the development of the literature base are noted. A list of
organizations that can be consulted for further information
concludes the chapter.
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Imel, S., & Kerka, S. (1992). Workplace literacy: A guide to the
literature and resources. Columbus, OH: ERIC Clearinghouse on
Adult, Career, and Vocational Education.
Thorough guide to resources in workplace literacy. Provides an
overview of issues and trends related to workplace literacy; hints
for locating resources, references, and materials; annotated
bibliography of resources and references; resource organizations;
and ERIC information. Also includes ERIC Document numbers of
National Workplace Literacy Programs funded during the first three
cycles.
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International Masonry Institute and the International Union of
Bricklayers and Allied Craftsmen. (1990). Literacy and trowel
trades project: Evaluation report. Columbus, OH: ERIC
Clearinghouse on Adult, Career, and Vocational Education.
Describes a workplace literacy program designed by the International
Masonry Institute and the International Union of Bricklayers and
Allied Craftsmen. The three delivery systems used to deliver
instruction were videotape, individual tutoring, and
computer-assisted instruction. Computer-assisted instruction was
found to be an ineffective method of instruction until software
appropriate for adults and specific to the trades was found. A
sample individualized learning plan and a literacy assessment
instrument are included.
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Ioannou, M., Nore, G., Poulton, B., & Thompson, S. (1991). How to
assess learners and build workplace literacy programs. In M. C.
Taylor, G. R. Lewe, and J. A. Draper, (Eds.), Basic Skills for the
Workplace (pp. 131-146). Toronto: Culture Concepts, Inc.
This chapter describes Frontier College's method for determining
learning needs and developing programs within organizations to meet
these needs. Informing senior managers, carrying out organizational
needs assessments, and implementing volunteer tutoring programs are
described. Program evaluation is also discussed.
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Jackson, G. B. (1990). Measures for adult literacy programs.
Washington, DC: Association for Community Based Education and the
ERIC Clearinghouse on Tests, Measurement, and Evaluation.
Presents reviews of 63 instruments that are designed to measure
student outcomes. Includes information about each instrument's
purpose, description, administration, alternate forms, reliability
and validity, scoring and interpretation, comments, availability,
cost, and source. Useful resource to help programs compare and
select assessment instruments.
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Jackson, M. A. (Ed.). (1992). Wisconsin workplace partnership
training program. Wisconsin Dells, WI: U. S. Department of
Education.
Provides summaries of a meeting among project partners in the
Wisconsin Workplace Partnership Training
Program (WWPTP), including the Wisconsin Board of Vocational,
Technical, and Adult Education, the Wisconsin State AFL-CIO, and
Wisconsin Manufacturers and Commerce.
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Jasinowski, J. (1990). America's work force in the 1990s: Trends
affecting manufacturers. Washington, DC: National Association of
Manufacturers.
Reports on ten basic trends that pose significant questions for
human resource policy. Issues include maintaining an adequate labor
supply; resolving conflicting needs of work and family; fully
integrating minority workers; increasing employee involvement in
the work process; and improving the educational preparation of all
workers.
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Johnson, A. W., & Summers, A. A. (1993). What do we know about how
schools affect the labor market performance of their students?
Philadelphia, PA: National Center on the Educational Quality of the
Workforce, University of Pennsylvania.
Explores existing evidence on the effect of various characteristics
of the schooling experience on students' labor market performance,
especially students who enter labor force directly from high school.
Presents a detailed summary of the findings of research studies and
a section on what we need to know, specifically the labor market
performance of graduates who do not go on to college.
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Johnston, W. B., & Packer, A. B. (1987). Workplace 2000: Work and
workers for the 21st century. Indianapolis, IN: Hudson Institute.
Important publication for service providers to obtain background
perspective on the future workplace and workforce. Describes four
key trends that will shape the last years of the twentieth century:
economic growth, the growth of the service industry, the changing
composition of the workforce, and the skill requirements of jobs in
the service industry. Discusses the issues these trends raise for
policy and policymakers.
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Jones, P. C. (1991). Understanding basic workplace skills in a
changing business environment. In M. C. Taylor, G. R. Lewe, and J.
A. Draper, (Eds.), Basic Skills for the Workplace (pp. 33-49).
Toronto: Culture Concepts, Inc.
Explores the dimensions of the illiteracy problem in Canada,
particularly in the workplace. Addresses the
question of terminology by highlighting the current thinking on
minimum standards and situational definitions and depicts the need
for basic skills training in a changing business environment.
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Kaplan, D., & Venezky, R. L. (1993). What can employers assume
about the literacy skills of GED graduates? Philadelphia, PA:
National Center on Adult Literacy, University of Pennsylvania.
Report on a study that used a subsample of young adults from the
Young Adult Literacy Survey. Results suggest that employers can
assume that certain reliable differences in skills remain between
educational groups after taking into account differences in
demographic characteristics. The implication for employers is that
young adult applicants with a GED diploma are roughly equivalent to
high school graduates in literacy skills, and significantly better
than non-GED dropouts.
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Kinsey, P. (1991). Workplace ESL and literacy: A business and
education partnership. In M. C. Taylor, G. R. Lewe, and J. A.
Draper, (Eds.), Basic Skills for the Workplace (pp. 299-313).
Toronto: Culture Concepts, Inc.
This chapter explains how to initiate and implement a workplace
partnership between an education institution and business. The
partnership model featured is between the city of Scarborough Board
of Education (greater Metropolitan Toronto) and the Scarborough
business community. Scarborough Board's Workplace Classes program
has been in operation since September 1986, and in 1989
approximately 900 employees participated in classes.
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Kitzmann, R., Benson, J., Dignan, R., & Bethke, E. (1988). A guide
to curriculum planning in technology education. Madison, WI:
Wisconsin Department of Public Instruction.
Although intended for public school personnel, this guide may be
useful for workplace literacy programs that integrate technology
education into the program. Guide includes information about
philosophy, planning, influences, development, content, delivery,
and resources.
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Kizilos, P. (1990). Crazy about empowerment? Training, 27(12),
47-56.
Discusses empowering workers to work hard, help themselves, and feel
good about what they are doing. Gives suggestions for empowering
employees, such as encouraging information and resource sharing,
encouraging employees to examine their own values and belief
systems, and enhancing communication.
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Koloski, J. A. and Associates. (1993). Effective service delivery
in adult literacy programs: A policy review and recommendations.
Philadelphia, PA: National Center on Adult Literacy, University of
Pennsylvania.
New legislation mandated coordination between adult basic education
and the JOBS and JTPA programs. However, systemic problems in the
legislative and administrative policies surrounding these programs
have prevented public policy from achieving its intended goal of
fostering a more coordinated, effective, and enhanced delivery
system. This report reviews the policies and makes recommendations
for the development of an effective continuum of services.
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Koppel, R. (1990). Pennsylvania employers' perceptions of workers'
skills, abilities, and attitudes (Report to the Pennsylvania
Occupational Information Coordinating Committee). Harrisburg, PA:
Pennsylvania Department of Labor and Industry.
In a survey of a representative cross-section of 2,300 Pennsylvania
businesses, a majority reported discouraging deficiencies in the
skills, abilities, and attitudes of young workers. Employers'
ability to introduce new technologies is often limited by the lack
of workers with needed skills. Writing, reading, communication, and
problem-solving skills were reported to be a problem by about half
the firms surveyed. Provides suggested areas where education,
business, labor, and government working together can help to bring
about improvements.
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Krusemark, D. M. (1990). Workplace learning: Preparing the
workers of today for the workplace of tomorrow. New York: New York
State AFL-CIO.
Labor supply and demographic trends that have an impact on the
nation's workforce are explored. Report also examines training
programs and collaborative efforts from labor unions, public
education, and the business community. Includes brief summaries of
federal and New York state legislation and funding as well as
recommendations.
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Kutner, M. A., Sherman, R., & Webb, L. (1991). A review of the
National Workplace Literacy Program. Washington, DC: U. S.
Department of Education, Office of Planning, Budget, and Evaluation.
Presents an overview of the NWLP and other efforts to promote
workplace literacy. This study explored the following aspects of
the program: partnerships, needs assessment, relevant curriculum,
instructional and support services offered, recruitment and
retention, evaluation, and staff training. Workplace literacy
programs should be especially interested in the summary of the
findings.
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Kutner, M. A., Webb. L., Herman, R., Pelavin Associates. (1993).
Management information systems in adult education: Perspectives
from the state and from local programs. Philadelphia, PA: National
Center on Adult Literacy, University of Pennsylvania.
Adult education and literacy services are operated by local school
districts, community colleges, and community-based organizations
throughout the country. There is an expanding need to collect and
analyze data about these programs. This study examines the
operation of management information systems in 27 states and 21
local programs.
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Lajoie, S. P. (1989). Apprenticeship training in the workplace:
Computer-coached practice environment as a new form of
apprenticeship. Machine-Mediated Learning, 3, 7-28.
Air Force technicians who practice with SHERLOCK, a computer-based
coached practice environment, show marked improvement in difficult
troubleshooting skills. SHERLOCK's strategy is to provide holistic
practice in a realistic context, supported by tailored coaching on
request. This article compares the approach to other recent
cognitive apprentice proposals.
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Langenbach, M. (1991). Towards a workplace literacy curriculum
model. In M. C. Taylor, G. R. Lewe, and J. A. Draper, (Eds.), Basic
Skills for the Workplace (pp. 367-382). Toronto: Culture Concepts,
Inc.
Argues that curriculum models are useful devices for analyzing and
comparing a variety of adult education practices. Models can be
classified according to the primary purpose they serve.
Organizational effectiveness models are built around the purpose of
improving a product or service. Literacy models are designed to
promote more autonomous functioning of a person. A workplace
literacy curriculum model must accommodate the two purposes to be
successful.
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Laubach Literacy Action. (1994). By women/for women: A beginning
dialogue on women and literacy in the United States. Syracuse, NY:
Author.
Report on a nine-member focus group that met to discuss the barriers
and issues that make it difficult for women, in particular, to
achieve their literacy goals. The report discusses the many
barriers that women learners face, such as child care needs,
attitudes of men and family members, violence, class, lack of
self-esteem, and culture. Report may be useful for programs that
have a majority of women learners.
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Leach, L. N., & Harmon, A. S. (1988). Annotated bibliography on
transition from school to work. Champaign, IL: College of
Education, University of Illinois.
Although this volume specifically addresses workforce initiatives,
workplace literacy programs may also find valuable resources and
references.
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Lewe, G. R. (1991). Understanding the need for workplace literacy
partnerships. In M. C. Taylor, G. R. Lewe, and J. A. Draper,
(Eds.), Basic Skills for the Workplace (pp. 51-66). Toronto:
Culture Concepts, Inc.
Discusses the many key elements of partnership building, with a view
to helping potential partners forge effective new alliances and
assist those who have already done so to assess their own efforts
and gauge their success. A description of three workplace literacy
program models, based on differing partnership concepts, is also
discussed.
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Lewe, G. R. (1993). Reading, thinking, and problem solving
workshop: Facilitator's notes and workshop guide. New Westminster,
British Columbia: SkillPlan.
A print curriculum for the construction industry in Canada. Uses
critical thinking to teach reading, writing, and problem solving.
Good resource for similar programs or a good model for other
programs to adapt.
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Ley, K., Dauzat, S. V., & Lowery, B. (1992). Local needs
assessment for workplace literacy programs. Adult Learning, 3(8),
15-16.
This article examines how to solve a regional workplace literacy
problem by taking a community-based needs assessment and adapting a
needs assessment model to the regional problem.
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Lippert, J. (1992). British Columbia and Yukon Territory
construction industry: Basic skills needs assessment. Ottawa:
British Columbia Construction Industry Skills Improvement Council.
Describes the process undertaken to assess the basic skills needed
in a whole industry, the questionnaire to obtain theinformation, and
conclusions and recommendations. Workplace literacy programs within
this field should be interested in this report.
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Locke, D. C., & Parker, L. D. (1991). A multicultural focus on
career education. Columbus, OH: ERIC Clearinghouse on Adult,
Career, and Vocational Education.
Studies and theories that support a multicultural focus for career
education are presented, such as locus of control and locus of
responsibility. Appropriate intervention methods for specific
groups (including gender and ethnicity) are discussed. Report also
includes background census data illustrating diversity in the United
States.
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Lovell, M. G. (1993). Technology: How is it used in programs?
Adult Learning, 4(3), 7-9.
This article examines the way in which changes in technology will
increase program access, expand the range of instructional resources
available to meet diverse learning needs, and spur coordination
among programs.
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Lytle, S. L., & Wolfe, M. (1989). Adult literacy education:
Program evaluation and learner assessment. Columbus, OH: ERIC
Clearinghouse on Adult, Career, and Vocational Education.
Monograph provides current literature in the field related to
program evaluation and learner assessment. Reviews contrasting
perspectives on adults as learners, concepts of literacy, and
contexts of education to suggest ways in which decisions about
evaluation and assessment may be informed by underlying beliefs or
assumptions. Presents a framework for relating program evaluation
and learner assessment, for critiquing current efforts, and for
planning new directions that address issues of accountability and
improvement of practice.
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Malone, T. W., & Rockart, J. F. (1991, September). Computers,
networks, and the corporation. Scientific American, pp. 126-136.
Computer networks are forging new kinds of markets and new ways to
manage organizations. The result will be a major change in
corporate structure and management style. Article discusses other
new trends, such as increased difficulty in keeping a competitive
advantage, multilevel communication structures within organizations,
and new services based on the speed and ease of work.
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Manly, D. (1993). Workplace education evaluation design checklist.
Madison, WI: Center on Education and Work, University of Wisconsin.
An excellent tool to aid in developing, evaluating, and enhancing
workplace education. The checklist may be used to determine the
nature of recommended program components, program effectiveness
measures, and tools for use in the evaluation process. Author
suggests that checklist be completed by all members of evaluation
team, including management, labor, and education.
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Manly, D. (1994, October). Developing curriculum that works Ñ The
role of workplace educational skills analysis. Paper presented at
the 1994 National Workplace Literacy Program Partners Start-Up
Conference.
Describes the Workplace Educational Skills Analysis Method as
developed in Wisconsin. Includes an overview of stages, sample
interview checklists, summary report, detailed report, and summary
of skills. (Paper is from "Workplace Educational Skills Analysis
Training Guide Supplement.")
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Marsick, V. J. (Ed.). (1987). Learning in the workplace. New
York: Croom Helm.
Collection of articles that reflect the new emphasis on learning as
opposed to training or education. Authors argue that this emphasis
is consistent with the conditions of modern employment and
workplace.
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Marsick, V. J., & Watkins, K. E. (1992). Continuous learning in
the workplace. Adult Learning, 3(4), 9-12.
Argues that people gain an understanding of a situation through
previous experiences and by having reflective conversations.
Describes how reflective practice can also be used in the workplace.
Article gives eight ways that learning can be a reflective practice.
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Maxson, J., & Hair, B. (1990). Managing diversity: A key to
building a quality work force. Columbus, OH: Center on Education
and Training for Employment.
Includes an overview of work force issues, implications for
community and technical colleges, empowering learners, and plans of
action for diverse groups.
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MDC, Inc., Advisory Panel on Southern Workforce Development.
(1992). Greater expectations: The South's workforce is the South's
future. Chapel Hill, NC: Author.
Report on research concerning demographic trends, projected growth
of industry, and current public and private initiatives in the
South. Recommendations include that the South should: 1) increase
the quality and quantity of training; 2) place a high priority on
funding technical and community colleges for service provision; 3)
restructure school curriculum to reflect changes in workplace; 4)
establish and improve support systems; and 5) "break the grip" of
cultural bias.
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Meenan, A. L. (1991). Adapting workplace materials for teaching
ESL students. In M. C. Taylor, G. R. Lewe, and J. A. Draper,
(Eds.), Basic Skills for the Workplace (pp. 409-421). Toronto:
Culture Concepts, Inc.
Dramatic changes in the workplace have caused a tension between the
nature of job requirements and the skills of workers. An economy
once based on labor-intensive jobs has shifted to one based on
literacy-intensive jobs. As educational and skill requirements for
jobs increase, the largest influx of new workers is from
traditionally undereducated groups. One of the most challenging of
these groups to adult educators is the non-English speaking
immigrant population. Because this group needs immediate skills to
survive in the workplace, traditional methods of teaching ESL are
considered to be inappropriate. A more appropriate technique for
teaching English in an efficient manner is a functional context and
competency-based approach.
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Merex Corporation. (1991). Closing the skills gap: Impact of a
workplace literacy program. Tempe, AZ: Author.
Performance report on a collaborative effort between Merex and
Motorola to improve employees' basic reading and math skills and
their critical thinking, problem solving, communication, and team
building skills. Workplace literacy programs may be interested in
the project results as well as the section on a technical writing
component of the project.
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Merex Corporation. (1993). Breakthrough: A case study in
organizational transformation. Tempe, AZ: Author.
Describes a project to improve manufacturing processes and
employees' skills and attitudes in two Motorola groups. Project
impacts included improvements in basic skills and attitude and
behavior changes as well as productivity gains. Workplace literacy
programs may be interested in the conclusions and recommendations
included in the report.
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Merrifield, J., & Lemonds, M. (1989). An even chance: Education,
community, and work in Tennessee. Knoxville, TN: Center for
Literacy Studies, University of Tennessee.
This report looks at the existing pattern of education levels among
adults in all 95 Tennessee counties and at how social and economic
factors interact with education. The main findings include: 1)
education levels are very unequally distributed in TN; 2) income
levels are closely associated with education levels; 3) more rural
counties tend to have lower education levels; 4) distribution of
jobs may be the most important factor associated with education
levels; and 5) presence of high proportion of manufacturing industry
in a county on whole has negative implications for education. This
report may be especially useful for workplace literacy programs in
rural communities.
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Merrifield, J., Norris, L., & White, C. (1991). "I'm not a
quitter!": Job training and basic education for women textile
workers. Knoxville, TN: Center for Literacy Studies, University of
Tennessee.
Case history of a group of dislocated women textile workers.
Conclusions and recommendations may be useful for programs with a
majority of women learners.
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Mikulecky, L. (1993). Workplace literacy programs: Organization
and incentives. In D. Hirsch and D. A. Wagner, (Eds.), What Makes
Workers Learn: The Role of Incentives in Workplace Education and
Training (pp. 137-160). Philadelphia, PA: National Center on Adult
Literacy, University of Pennsylvania.
Workplace literacy programs range from well-established government
training programs to union-organized programs to less clear-cut
partnerships funded by federal, state, and local government in
conjunction with employers. Incentives for participation in
workplace literacy programs are also diverse. The most direct
incentives involve various forms of financial support for students.
A key form of this support is employer-paid time while training at
the work site. A problem central to providing programs and
incentives is determining who is to receive training. There are
often several groups who need different sorts of training. Some of
the more effective programs provide multiple strands of education,
that is, different instruction for different groups. This chapter
recounts the nature of effective workplace literacy programs,
examines the organization of current programs, and focuses a good
deal of attention on incentives for participation.
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Mikulecky, L., Albers, P., & Peers, M. (1994). Literacy transfer:
A review of the literature. Philadelphia, PA: National Center on
Adult Literacy, University of Pennsylvania.
A tacit assumption of much literacy learning is that literacy
learned in one situation will transfer to most other situations.
This report addresses the following three questions: What is the
nature of transfer? To what extent does literacy transfer exist?
and How can literacy transfer best be facilitated? Literacy ability
does transfer to a very limited degree, which is probably
attributable to the basic, automatic, internalized aspects of
reading (i.e., how to move eyes over a page, recognizing
letter/sound relationships, recognizing very basic vocabulary).
Learning to transfer mindful strategies (i.e., summarizing, problem
solving, studying, writing for multiple audiences, editing, etc.)
does not appear to transfer as automatically, but is still possible
Ñ at least to tasks that highly resemble the original learning task.
The limited nature of the literacy transfer suggests that educators
should place even more emphasis on the degree to which education
helps learners change their literacy perceptions and life-styles
along with their current skills.
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Mikulecky, L., & d'Adamo-Weinstein, L. (1991). Evaluating
workplace literacy programs. In M. C. Taylor, G. R. Lewe, and J. A.
Draper, (Eds.), Basic Skills for the Workplace (pp. 481-499).
Toronto: Culture Concepts, Inc.
A review of current research on workplace literacy programs reveals
few programs reporting rigorous evaluations. Assessments are often
limited to completion of questionnaires, surveys of program
participants, and anecdotal reports of effectiveness. Among
programs for which more rigorous evaluations have been performed,
the authors note the following trends: 1) effective programs
require significant resources in terms of learner time-on-task; 2)
effective private programs report learner cost figures more than
double those of average public programs; 3) effective programs
integrate basic skills training with workplace technical training.
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Mikulecky, L., & Drew, R. (1991). Basic literacy skills in the
workplace. In R. Barr, M. L. Kamil, P. B. Mosenthal, & P. D.
Pearson (Eds.), Handbook of Reading Research: Volume II (pp.
669-689). New York: Longman.
Review of the research in workplace literacy. Provides solid
research background information for service providers.
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Mikulecky, L., Ehlinger, J., & Meenan, A. L. (1987). Training for
job literacy demands: What research applies to practice.
University Park, PA: Institute for the Study of Adult Literacy, The
Pennsylvania State University.
Examines the status of literacy in the workplace; presents a series
of literacy theories and evaluates their applicability to job
literacy; concludes with a job literacy problem-solving model that
can be adapted for use in workplace literacy programs.
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Mikulecky, L., Henard, D., & Lloyd, P. (1992). A guidebook for
developing workplace literacy programs. Bloomington, IN: Indiana
University, School of Education.
Guides service providers in developing workplace literacy programs.
Provides practical advice and guidelines for: 1) assessing training
needs; 2) conducting literacy task analyses; 3) developing
custom-designed curriculum; 4) delivering instruction to target
groups; and 5) evaluating the program's effects. Report uses
examples from the Model Workplace Literacy Training Program for
Indiana State Employees.
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Mikulecky, L., & Lloyd, P. (1993). The impact of workplace
literacy programs: A new model for evaluating the impact of
workplace literacy programs. Philadelphia, PA: National Center on
Adult Literacy, University of Pennsylvania.
Describes a study to develop an impact assessment model at two
workplace literacy programs. The model focused on changes in
learners' beliefs, literacy practices, and goals. It also examined
changes in employer objectives such as improved safety, attendance,
productivity, and meeting corporate goals. Results suggest that
programs need to have clearly-stated goals and instruction must
address those goals if the desired results are to be achieved.
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Minskoff, E., Sautter, S. W., Hoffman, F. J., & Hawks, R. (1987).
Employer attitudes toward hiring the learning disabled. Journal of
Learning Disabilities, 20(1), 53-57.
326 employers from six states were surveyed about their attitudes
toward hiring the handicapped in general and the learning disabled
in particular. The employers expressed positive attitudes toward
making special allowances for handicapped workers as long as such
allowances did not involve reduced work loads or involvement in the
worker's personal life. Less positive attitudes were expressed
toward hiring the learning disabled. Only one-half of the employers
stated they would hire workers with learning disabilities. These
negative attitudes did not seem to be related to lack of knowledge
about learning disabilities, but rather seemed to relate to
prejudice against workers with learning disabilities.
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Morphy, L. (1991). Accrediting basic skills for the workplace. In
M. C. Taylor, G. R. Lewe, and J. A. Draper, (Eds.), Basic Skills for
the Workplace (pp. 439-453). Toronto: Culture Concepts, Inc.
Argues that the identification of standard requirements for
workplace communication and numeracy is a prerequisite for providing
accreditation for and in the workplace. Such standards need to be
transferable across occupations and across work roles if they are
going to be meaningful. They also require national credibility both
with employers and employees.
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Mrowicki, L. (1991). A basic skills core curriculum for the
manufacturing industry. Des Plaines, IL: The Center, Resources for
Education.
Report on a project to provide workplace basic skills instruction to
workers at 13 manufacturing sites. Includes an overview of
manufacturing industry, basic skills needs of the partners, and the
project model. Also includes the core curriculum, information about
designing lessons and assessments, and sample lesson plans.
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MSPD Evaluation Support Center. (1993). Alternative designs for
evaluating workplace literacy programs. Research Triangle Park, NC:
Research Triangle Institute.
This paper uses research on general training and education programs
for incumbent workers to describe program outcomes for evaluations
of the NWLP. Includes implications and recommendations for program
administrators and evaluators
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Nash, A., Cason, A., Madeline, R., McGrail, L., & Gomez-Sanford, R.
(1989). Talking shop: A curriculum sourcebook for participatory
adult ESL. Boston, MA: English Family Literacy Project, University
of Massachusetts.
A collection of stories about learning. This is a sourcebook
designed to stimulate other teachers to explore new possibilities.
All the activities are based on a belief that meaningful context
improves instruction. Topics covered include building curriculum
around immigration problems, addressing sexism in the workplace,
using oral history, and critical thinking.
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National Adult Education Staff Development Consortium. (1994,
September). Adult education staff development resource
bibliography. Washington, DC: American Council on Education.
Staff development bibliography (many citations are annotated) is
divided into