Report for Quarter 2, Program Year 1998-1999

Name of Organization: Center for Literacy Studies
Region:Southern LINCS
Reporting Period: Report for Quarter 2, Program Year 98-99
Project Director: Dr. Mary Ziegler
Report Prepared By: Mary Ziegler, Limin Mu, Wil Hawk, Donna JG Brian, Angela Rivera

I. Goals and Objectives for last quarter

  • Develop and award contracts for mini-grants.
  • Develop an Advisory Committee for the Special Collections.
  • Keep abreast with NIFL on LINCS redesign issues and participate redesign activities.
  • Continue to build the SLINCS/GTE LAB site.
  • Add resources to sites.
  • Continue technical support for Consortium members.
  • Continue to publicize LINCS.
  • Prepare staff change with the Hub team and conduct training programs for new staff members.

II. Activities planned for the quarter:

  • Update on workforce education special collection.
  • Continue to collaborate with the Virginia Literacy Resources Center on GTE project.
  • Continue to develop Learning Activities Bank (LAB) with the Virginia Literacy Resource Center as part of the GTE grant.
  • Publish state plan for states.
  • Present LINCS at state and other conferences.
  • Continue cataloging on-line locally produced materials with WAIS databases.
  • Register Southern LINCS with public search engines.
  • Set up anonymous FTP programs for Southern LINCS.
  • Provide technical support to consortium members in the areas of discussion lists, Web-based calendar, Web-based publishing, cataloging, Web site construction/maintenance, and data transferring management.
  • Participate in NIFL design group and selection criteria group discussions.
  • Contact workplace education experts to serve on Advisory Committee.

III. Major outcomes during the last quarter:

A.  Contracts for mini-grants

The Southern LINCS team at the Center for Literacy Studies developed a series of mini-grants for member states to help forward the goals of the LINCS project. States responded enthusiastically to the mini-grants and all states are conducting at least one project. Hub staff worked with individuals in each state to work out the details for finalizing the mini-grants projects.

Workforce Education Lab
The Workforce Education LAB activities will be written by practitioners in Arkansas, Georgia, Kentucky, Louisiana, Oklahoma, South Carolina, and Texas. We were really pleased with the plans that these states submitted. The idea was to populate the LAB site with exemplary activities so that when other practitioners visit the site, they have a wealth of activities to draw on and some good examples of how to incorporate workplace skills into their own lessons. We think other practitioners will be more likely to submit activities of their own when they see the high quality of the activities submitted by fellow practitioners. It should raise the quality of workplace education throughout the area and beyond. We had originally hoped to have projects submitted by four states and instead have seven. A listserv is to be established so that as the practitioners in these seven states are developing their learning activities, they will be able to provide feedback and share experiences with each other and the Center for Literacy Studies.

How States Use Technology
Alabama receives the grant on "Document How States Use Technology."

Integrating Technology into Teaching and Learning
Three states, Arkansas, Mississippi, and West Virginia had proposals funded for Integrating Technology into Teaching and Learning.

Technology-based Instructional Materials
Georgia Tech will design and conduct a project that will result in Technology-based Instructional Materials for Workforce Education.

Workforce Education Collection
North Carolina will support the work of a Workforce Development Communication Network and will redesign a site to encourage communication among workforce educators. This group will provide feedback on the Workforce Education Special Collection. Locally produced materials will be one result of this work.

The mini-grants are summarized in the table on the next page:

Summarization of GTE Mini Grant Proposals

GTE Workforce Education LAB Proposals









Submitted by Daisy Redding of the Russellville Adult Education Center. The center proposes to coordinate the efforts of the six different AR Adult Education centers in involving 12 practitioners to develop 20 learning activities, at least 30% of which will be geared to low-level LD learners. These practitioners would participate in staff development covering: learning to learn, competing in a global economy, how to be a responsible citizen and parent, and improving basic skills. The activities they develop will be applicable to persons working on GEDs, workers in industry and the unemployed. The activities will be submitted following the LAB template and will be catalogued as locally produced materials. The budget covers stipends for teachers, meals at in-service and internet set-up including a modem and ISP. Russellville I.S.D. will donate the installation work






Georgia proposes producing 20 high-quality workforce literacy lesson plans following the LAB template that can be matched directly to federal literacy levels and competencies. At least seven of the plans will be geared to low-level learners. Georgia will provide staff development sessions with statewide workplace instructors to introduce the project. The budget will be used to pay the expenses of the staff development.






Kentucky will select 5 or 6 practitioners based on their experience or interest in workplace education to develop 20 two-hour, reproducible, high-quality lesson plans that use actual job materials to teach higher-level thinking skills and applied basic skills to employees. The process will include visits to the work site to gather information and analyze the kinds of skills needed for employees, collaboration with the work site supervisor, and field-testing and revising the lessons as needed. Topics may include communication skills, locating and assessing information, computational and math skills for the workplace, analyzing samples and calculating averages, and reading schematics. Budget covers a small stipend per practitioner, travel and lodging expenses, and meeting room expenses. KYs regional training and development coordinator and their professional development coordinator will facilitate and guide the process and provide technical assistance to the instructors.


GTE Workforce Education LAB

A grant would be awarded to Dr. Rhonda Atkinson who will base her work on prior collaboration with LA SLRC in the production of work-and-life-skill related curriculum using an analysis of work-related materials and tasks. The grant will be used to provide direct instruction of learning strategies and activities in modular form through the use of specially designed text materials and Web pages for use with/by low literate adults. Possible workplace arenas suggested include workplace safety, Commercial Drivers. License, industrial construction trades, childcare, and workplace soft skills. Twenty workforce modules containing learning activities in the context of work specifically created for low-level readers will be produced. Related Web sites will be constructed and placed on the LA SLRC server for a portion of the activities. Access to the learning materials will also be provided to literacy programs without Web access.






Each of four practitioners (two adult basic education teachers and one ESL/ABE teacher who are also the state. s work-based education trainers, and one ESL director/teacher) will develop and implement a minimum of five new work-based education learning activities with both ESL and English speaking incumbent workers at their respective work sites. Activities for the lowest functioning employees in the work-based education classes will be selected. OK SDE will review the activities before they are submitted to SLINCS LAB, and the practitioners will be paid stipends when their activities are accepted.

South Carolina

GTE Workforce Education LAB

This project will develop a comprehensive manual to assist instructors in implementing workforce contextual training in the classroom through:

  • Conducting four, 20-hour statewide classes in applied contextual classroom methodology.
  • Site visits and/or film of various Master Trainers. classrooms to demonstrate proper contextual use in the classroom.
  • Utilization of EFF Role Maps, Performance Indicators and SCANS skills into instructor training to effectively assist instructors in understanding and implementing contextual workplace training, and incorporate nationally recognized programs that support this theory.
  • Preparation and demonstration of lesson plans utilizing contextual training.
  • Site visits to local industries and utilization of local SCETV tape productions of industries to familiarize instructors with various workplace environments.

The training to be developed will be catalogued as locally produced material in full text and submitted to SLINCS. A video of Master Instructors implementing training will be available. A minimum of twenty participants will submit video and written curriculum developed as a result of this training. Budget covers training and travel expenses and development of the manual.






TCALL will:

  • Identify 4-5 teachers based on recommendations of their Consortium of Professional Development Providers.
  • Provide an orientation including a review of related concepts (SCANS, EFF, etc.), an opportunity to develop curriculum ideas with input and feedback from peers and facilitators, and an overview of expectations and resources available to assist in meeting those expectations.
  • Provide ongoing opportunities for discussion and feedback via a listserv dedicated to this project as well as phone calls and face-to-face meetings as needed.

Teachers will pilot their lessons in their classrooms (some of which will be in workplace settings) and make revisions based on their findings. TCALL will submit at least 20 high-quality activities to the LAB and will make presentations at statewide conferences and local in-service sessions about the development and use of the LAB. The budget is for stipends to the selected teachers.

Integrating Technology into Teaching and Learning Proposals


Integrating Technology into Teaching and Learning

The Conway Adult Education Center proposes an action research project utilizing Internet lab instruction with a group of adult learners. The learners. use of the Internet sites will be documented as will their reactions to both the sites they use and using the Internet as a learning tool. Practitioners. perceptions of use of the Internet LAB as a learning resource will also be documented. Pre and post testing of learners using the TABE assessment will supplement the qualitative data. The product resulting from this project will be a report for practitioners published on the World Wide Web and catalogued in LINCS describing the design and background of the project, learners/ practitioners involved, how technology was attempted to be used, interventions and training related to use of technology, and results reported by learners, practitioners, and their supervisors. Grant money will be used for instructor salaries primarily and also for supplies.


Integrating Technology into Teaching and Learning


This project will identify how learners with low literacy skills effectively learn technology utilizing four MS local literacy providers. Technology to be used: internet as a research and writing support tool, desk top conferencing, e mail, word processing as a writing tool and a whiteboard. A WWW report describing the design of the project, learners/practitioners involved, background of the centers, how technology was attempted to be used, interventions and training related to use of technology, and results reported by learners, practitioners, and their supervisors will be published. Grant money will be used for salaries.

West Virginia

Integrating Technology into Teaching and Learning


This action research project will provide ABE instructors a means to enhance and encourage student writing skills at all levels utilizing technology as a primary instructional tool. Online instruction in basic word processing skills will be provided for both ABE practitioners and their students. Writing activities/instruction, word processing, and distance learning will be the focus for approximately 20 ABE students at three different ABE sites across the state. Instructors and students will maintain a log of their activities and reactions throughout the project and will complete a self-assessment skills checklist to aid in project assessment. A learning activity outline, sample logs, student writings, an on-line basic word processing professional development activity, a word processing skills checklist, and practitioner-developed learning activities will be posted on the WV ABE Homepage and catalogued as locally produced materials. Additional distance-learning professional-development sessions will be offered next fiscal year if this project is successful. Grant money will primarily purchase equipment but also pay for supplies and provide small stipends for practitioners.

Documenting How States Use Technology Proposals


Documenting How States Use Technology

A grant would be awarded to Dr. Jo Smith, Auburn University, who would contact state and regional LINCS partners through State Adult Ed. Offices and SLRCS to determine how technology is integrated into adult education programs, local and state, in the following areas: teaching, staff development, and program management. A written report will be published on state web site and catalogued in LINCS.

Other Proposals

North Carolina


This proposal will support the work of a Workforce Development Communication Network of community college workplace educators from basic skills and curriculum programs who have already developed a segment of NC LRC. s WWW site ( devoted to workforce education issues. With this grant, they will:

  • Conduct a needs assessment of workforce educators across the state to determine what kinds of information educators need and want
  • Search out or develop information that meets needs of workforce educators, and
  • Focus attention on uses of technology in workforce education and low-level learners where appropriate.

A redesigned WWW site segment including a mechanism to track "hits" on the site and to encourage communication among workforce educators will be produced. Network members and NC LRC staff will document the process in a brief report to SLINCS. Locally produced materials can be considered for inclusion in SLINCS special collections. Budget will pay stipends to committee members.

Web publishing

Web publishing activities this quarter focused on developing web pages for the new Workforce Education Lab. In addition, web-publishing activities were done for other states including publishing the Alabama state plan and an interactive calendar for West Virginia.

The following pages were products of this quarter:

  • (Welfare-to-Work Initiative Activities . WV)
  • (LAB discussion board -activated)
  • (Help With Learning Activities)
  • (Project-based learning)
  • (Frameworks for Planning Workforce Education)
  • (Introduction to the LAB)
  • (Frameworks for Planning Workforce Education: SCANS Commission (Secretary of Labor's Commission on Achieving Necessary Skills)
  • (Frameworks for Planning Workforce Education: Equipped for the Future)
  • (Frameworks for Planning Workforce Education: GED (General Education Development)
  • (About learning activities)
  • (Learning activity showcase)
  • (Alabama Adult Education Program State Plan cover page)
  • (Alabama State Plan Chapter I)
  • (Alabama State Plan Chapter II)
  • (Alabama State Plan Chapter III)
  • (Alabama State Plan Chapter IV)
  • (Alabama State Plan Chapter V)
  • (Alabama State Plan Chapter VI)
  • (Alabama State Plan Chapter VII)
  • (Alabama State Plan Chapter VIII)
  • (Alabama State Plan Chapter IX)
  • (Alabama State Plan Chapter X)
  • (Alabama State Plan Chapter XI)
  • (Alabama State Plan Appendices)
  • (Alabama State Plan PDF version)
  • (Alabama State Plan Feedback Form)

The Workforce Education Special Collection pages were enhanced or updated. LINCS information pages were also updated.

  • (Professional development)
  • (Approaches to Workforce Education)
  • (Evaluation)
  • (Models of skills interpretations)
  • (What's New?)
  • (Policy issues)
  • (News and Events)
  • (Organizations and Associations)
  • (Learner Page)
  • (Learning Materials)
  • (Southern LINCS directory page)
  • (Southern LINCS what. s new)
  • (Southern LINCS general resources page)
  • (Workforce Education Learning Activities Bank front page)
  • (About Learning Activities)
  • (Learning Activity Form)
  • (Find learning activities)
  • (Submit Learning Activities)
  • (LAB Discussion Board)
  • (Contact page for the LAB)

More work on GTE LAB construction

For the last quarter, Southern LINCS and Virginia Adult Education and Literacy Centers will be working together closely to develop the GTE LAB. Staff members from the two centers conducted two conference calls to coordinate their activities that continue to develop the Learning Activities Bank. Many changes have been made on the LAB site since it was launched a few months ago. The LAB has been enriched in content, content organization, general layout, and site navigation. New pages have been added to the site including introduction to the LAB, help with learning activity form, learning activity showcase, and a site map. The LAB discussion board has been activated also. Both the Southern LINCS and the Virginia Adult Education and Literacy Centers have started the evaluation process on the LAB site. A key activity has been to observe teachers as they use the site. As the project gets more and more feedback from end users, more changes will be made on all sections of the site, especially the learning activity form. The Southern LINCS and Virginia Adult Education and Literacy Centers will continue development of the LAB.

Special collections enhancement

The SLINCS Workforce Education special collection underwent substantial updating during last quarter. Among these changes were the Learner Pages, Showcase Pages, Professional Development pages, Approaches to Workforce Education, Models of skills interpretations, Evaluation, Organizations and Associations, Policy Issues, News and Events, and etc. These changes followed the guidelines for Special Collections established at the national meeting of the Hub site teams in October 1998.

Technical assistance

290 email messages (in and out) and 53 phone calls were logged for technical assistance during the last quarter. Topics covered by these messages and phone calls included WAIS databases, cataloging, discussion lists, Web-based calendar, Web-based list archive, Web-based discussion board, site search, site registration, LAB site construction, streaming video, file transfer, file conversion, images files, PDF files, Web site maintenance, server statistics, and server administration.

IV. Services provided to Consortium members:

  • Provided support to states in publishing literacy documents/materials online (Alabama. s state plan, Oklahoma. s newsletter).
  • Provided support to practitioners and adult learners who needed help for specific literacy information through the channel of phone calls, Southern LINCS Web site feedback form, and email.
  • Provided assistance to states in writing their Mini-grant proposals.
  • Provided support to states in cataloging locally produced materials and using WAIS databases.
  • Provided and maintained discussion lists for states and the region (list setup, sign on, sign off, list archives).
  • Forwarded timely information to states through the Hub2 listserv from workplace and women-lit listservs.
  • Posted general information to the Hub2 listserv.
  • Set up and maintained anonymous FTP service (on the Hub. s server) for states in the southern region.
  • Collected feedback and input for the new LAB site templates in general and particularly for the Learning Activity Form.
  • Conducted activities in Tennessee and Virginia to collaborate on the development of the Learning Activities Bank in order to leverage the GTE funds.
  • Provided presentation and publicity materials for Consortium members to use at conferences and in-service training.
  • Co-presented LINCS with state at state conference (SC annual SAS conference).
  • Provided daily technical support for Consortium members through email and phone calls.
  • Provided regular server maintenance, job control, system backup, and other technical services to the Consortium through the server located at the Center for Literacy Studies.

V. Use of Funds

Use of funds is proceeding well according to the plans outlined in Southern LINCS second project -year proposal.

VI. Barriers and concerns in meeting objectives

Get as many states as possible to use the new LINCS design for the state level. States may have time, technical, staff, and other concerns in using the new template on a voluntary basis. Our librarian, Wil Hawk, moved to NIFL in Washington, and many of the tasks that Wil did for Southern LINCS are being distributed among other staff. A new Librarian, Tommie Branscum, joined the LINCS staff in April.

VII. Collaboration with NIFL

Collaboration with NIFL is proceeding well. It is increasing as Southern LINCS works on additional important project/issues with national impacts, like the LINCS redesign, LINCS selection criteria, and the Learning Activity Bank. A key activity that is helping the collaboration is the monthly meetings with the NIFL staff and the other regional hubs. Through this coordination, a national meeting is being planned as well as a meeting in Minnesota at the Adult Literacy and Technology Conference.

  1. Goals for the next quarter
  • Work with states on implementing mini-grants contracts.
  • Establish listserv for practitioners working on learning activities for the LAB.
  • Keep close contact with NIFL and stay tuned on guidelines and schedules for LINCS redesign.
  • Work with (prepare for) states on using new templates for Web site construction.
  • Publish third issue of the Southern LINCS newsletter.
  • Continue to build the SLINCS/GTE LAB site.
  • Conduct an Advisory Committee meeting for the Workforce Collection.
  • Conduct a Southern LINCS Advisory Committee meeting.
  • Prepare for the possible conversion of the Hub level databases.
  • Cooperate with NIFL on the construction of the LAB databases.
  • Add resources to sites.
  • Continue to build partnerships.
  • Continue technical support for Consortium members as needed.
  • Present LINCS at state and various other conferences.

  1. Statistics:


  • Number of materials cataloged - 13
  • Number of Web-based materials produced and published . 23


  • Number of broad-based presentations and training . 2 (SC, ESL)
  • Number of targeted training events . 4 (for LAB and new staff)
  • Total people trained . 55

Technical assistance

  • Number of phone calls - 53
  • Number of emails - 290
  • Number of electronic discussion lists set up for field - to date 13