ProLiteracy Celebrates the 25th Anniversary of the National Book Fund
Posted by Jessica Gilmour on January 31, 2020 in categoryStudent Stories categoryAdvocacy

ProLiteracy is proud to celebrate the 25th Anniversary of the National Book Fund, a program that provides adult literacy and basic education programs with educational materials to help teach adults to read. For 25 years ProLiteracy has been able to provide programs that couldn’t afford to buy books for students and instructors with New Readers Press materials to empower learners with the resources they need to be successful.

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Discover your Career Path with Workforce Atlas
Posted by Jessica Gilmour on January 30, 2020 in categoryAdvocacycategoryMember Tips

Workforce Atlas is a free online career pathways platform that assesses your literacy, numeracy, workplace skills, and interests. The program will use the results of your assessments to direct you to recommended occupations, online resources, and local providers that can help you achieve you professional, academic, and personal goals.

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Important Data from ProLiteracy’s Annual Statistical Report
Posted by Jessica Gilmour on January 28, 2020 in categoryFacts & ResearchcategoryCEO DeskcategoryAdvocacycategoryMember Tips


Each year ProLiteracy conducts the Annual Member Survey of member organizations to gather important information about the activities of local adult literacy programs and analyze any implications. With these data, we are able to paint an accurate picture of our network’s student and instructor demographics, instructional practices, funding trends, and student achievements.

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How Do Practitioners Use Blended Learning in Adult Literacy, Numeracy, and Language Education Settings?
Posted by Jessica Gilmour on January 27, 2020 in categoryFacts & ResearchcategoryAdvocacycategoryMember TipscategoryBlended Learning

ProLiteracy asked the field to tell us how blended learning is being used. Blended learning affords opportunities for increased instructional richness and flexibility, social interaction, access to knowledge, personal agency, cost efficiency, and improved learner outcomes. 

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Response to Edith Gnanadass and Shantih E. Clemans
Posted by Jessica Gilmour on January 23, 2020 in categoryFacts & ResearchcategoryStories from the FieldcategoryAdvocacy

Stephen D. Brookfield responds to the articles presented by Edith Gnanadass and Shantih E. Clemans discussing their interest and critiques on “Why White Instructors Should Explore Their White Racial Identity.”

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