Have you met Tracey Mollins, an AlphaPlus team member and our professional learning specialist in education and technology? Tracey is our internal lead for professional development and training. She’s the driving force behind many of the in-depth learning series and professional communities we facilitate for adult literacy educators.

Tracey and Guylaine Vinet (see our Q&A with Guylaine and Christine Pinsent-Johnson) are preparing to host a series of gatherings exploring information literacy in June. Check out this interview to get to know Tracey and learn more about what to expect from the gatherings.

Community of practice: Interview with co-lead Tracey Mollins

Tracey, how would you describe your role at AlphaPlus?

I’m here to support teachers looking to expand or enhance their practice in some way: by learning new things, reflecting on current practices, sharing ideas with others — or all three. I try to learn what teachers want to learn and how they like to learn it and then experiment to figure out what’s actually possible. In many ways, I bring my experience as a literacy instructor to the work I do now.

What’s your approach to creating learning spaces?

I aim to create an experience where teachers can engage in activities and reflect on them from a perspective they haven’t considered before. I try to create a shell for them — a guided process for reflection that will be helpful, allow for open outcomes and, hopefully, move their practice somewhere. I enjoy the balance of making the container tight enough that everyone has a good, supported experience but loose enough that surprising things can happen.

Why is it important to bring adult literacy educators together?

Any time you get adult literacy teachers together to talk about their practice, it’s an interesting time. They’re very thoughtful about their work and focused on creating good learning experiences for the huge diversity of people that come into their programs or our field as a whole. We want to encourage and make space for that to happen.

Why did you select information literacy as the topic for the upcoming sessions?

We know that adult literacy educators want to talk to learners about information literacy. But because the topic is constantly changing, it’s really hard to navigate and maintain your expertise on it.

We’ve discovered a suite of valuable online information literacy curriculum resources designed to support teachers’ work. We decided to offer an exploratory, conversational experience where Ontario adult literacy educators can examine the materials together and discuss how to use them.

How will the upcoming community of practice be structured?

First, participants will experience the information literacy curriculum materials as learners. Then they’ll step back and think as classroom teachers and instructional designers. We’ll reflect on questions like:

• How would I want to approach this topic with the learners I work with?
• Would these materials work for them?
• What would I have to do to make them work?

We’ll meet once a week over four weeks, with space between each session for the information to settle and gel, and for participants to reflect and think things through.

How will participants benefit from the experience?

At a minimum, participants will learn something new about information literacy, which will be fun. This will also be an opportunity to have a conversation with their peers about teaching — a chance they don’t often get. However, the biggest benefit we’re hoping for is for participants to return to these curriculum resources when information literacy questions arise. They’ll be ready to review specific topics as co-learners in the classroom. They don’t have to be experts.

Participants can attend for any one of these benefits. Come and see how it goes!

How will your expertise and experience shape these sessions?

Guylaine and I will be collaborating to deliver these sessions. Guylaine is a librarian at heart. She really understands information literacy as well as equitable access to good information that helps us understand and participate in our communities. She’s also an amazing facilitator. As a teacher, my excitement and energy come from being in a room where someone is learning something new or grappling with a challenge. With Guylaine’s librarian experience and my classroom experience with literacy learners, we’re a good complement to each other.

What else do you want participants to know about these upcoming gatherings?

These sessions will take place in June, when we’re getting ready for the summer. So come and spend these four weeks with us in a delightful atmosphere of thinking about something new or in a different way. Let’s share that space with each other and create something new for ourselves.

Get the full details and register for our upcoming community of practice: Exploring Information Literacy Curriculum Resources. If you have questions, contact Tracey or Guylaine directly — they’ll be happy to help.

Have you met Christine Pinsent-Johnson and Guylaine Vinet? They’re the AlphaPlus team members behind the open educational resources (OER) collection, an online library of resources that you may already be using.

The story of the collection began a few years ago. In response to the need for digital materials that adult literacy instructors could use with remote learners during the pandemic, Christine and Guylaine started exploring available resources. They discovered a range of free materials being developed and distributed, including open resources that could be modified for educational purposes.

Their exploration evolved into a project to build an online library of open resources. Tapping into Guylaine’s library science expertise and Christine’s background in teaching as well as co-ordinating and supporting educators, they collaborated with an advisory group of Ontario literacy professionals from community and school board programs, representing both urban and rural settings.

Today, the OER collection boasts over 200 educational resources for adult literacy teaching, many of which can be adapted to suit your needs. Read this interview to learn more about the collection and to meet the team behind it.

OER collection: Interview with the team

Q: How do you hope educators will benefit from using this collection?

Christine: Over the years, there’s been a significant change in publishing and resource access. As adult literacy educators, we used to receive a catalogue of resources from booksellers. You would simply search through it, and the work of curating, purchasing and sharing was handled. Today, all of that has disappeared, and finding resources, assessing their quality and building a personal collection is extremely time-consuming. We’ve taken on the searching, curating and organizing work to provide a tailored and ready-made collection specifically for adult literacy educators in Ontario.

Q: How did you decide what resources to include?

Guylaine: The working group confirmed our initial criteria to guide curation decisions and told us what they needed: modifiable and open resources focusing on the core domains of reading, writing, digital skills, mathematics and numeracy. We established that instructional resources had to be free, modifiable, reproducible and ready-to-use and had to include teaching tips and guidance.

At first, the open resources we found were mostly academic and didn’t meet the needs of our audience. So we looked at who might be publishing what learners need. Christine was very proactive, contacting the organizations directly. We discovered that valuable, relevant materials that instructors don’t have the time to explore and uncover are available. We reviewed and evaluated hundreds of options, but only select resources were included in our collection.

Q: What are some of your favourite resources in the OER collection and why?

Christine: Phonics — if you’re looking elsewhere, you might end up paying for a comprehensive package. But we found two completely free, open, comprehensive examples that we included in the collection. And the collection from Decoda in British Columbia [please verify] was a wonderful surprise: a comprehensive set of modifiable, open workbooks.

Guylaine: We’re also hearing that instructors are excited about the sections on basic math, empowering learners, literacy development supports, and resources to update educators’ skills and knowledge.

Are there any innovative or unique aspects of this collection that you’d like to highlight?

Christine: Two things stand out. Because websites change — for example, they move or are taken down — we’ve made modified resources available in a Google Drive collection. The other is the traffic light (red, yellow, green) system we developed to help users distinguish between copyrighted, shareable and modifiable resources.

Q: What are your plans for adding to or evolving the collection?

Christine: The collection is currently quite comprehensive. When we receive suggestions, we often find they’re covered. However, we recognize that many of the resources are PDF workbooks designed for pen and paper, so we’ve been considering making them more interactive to encompass learning and digital skills and support hybrid learning.

Q: What advice do you have for educators using the collection for the first time?

Guylaine: Make yourself a cup of coffee and browse like you’re flipping through a catalogue, starting with where your interest is. Start where your question is, for example, Is there anything for reading and intermediate learners? Begin with your most pressing question or issue and as you browse, you might find other helpful content.

Q: What else do adult literacy educators in Ontario need to know about the collection?

Christine: Access to good content is only one part of the AlphaPlus approach. We think a lot about how to help adult literacy educators use content and knowledge. This project aligns with our philosophy of leveraging technology and tools, modelling what can be done and supporting educators in integrating products into their programs. We’re here to support you further through our services.

Explore the collection: Sign up for the guided tour

Are you ready to explore the OER collection?

We know the collection is vast and you might need help getting oriented. That’s why we’ve created an email-based guided tour starting in March. Learn more and join us for the OER discovery series.

Did you see the Community Gabfest announcement in December 2022 and wonder what it was all about?

Why Community Gabfests?

We often hear that one of the ways that you learn best is during informal, ad hoc chats with other practitioners. Then we heard this:

CLN, a literacy support org in Alberta, now runs simple monthly “Community Cafes” for literacy practitioners. Just a simple online meeting, no agenda, where practitioners can chat, vent, brainstorm, etc. I just thought I’d tell you because if there was one organized in Ontario, I’d definitely attend it.

And the Community Gabfests came to be.

What is happening so far?

We’ve held four Community Gabfests and planned two more. At first, we invited a small group while we experimented with the format and the time. We had some amazing conversations and the response was positive. As a participant commented:

It was nice to learn about different experiences from literacy practitioners. The environment was safe and cordial to talk about your experiences with learners.

For 2023, we felt ready to invite the whole Ontario literacy field. We had a good response in terms of registrations. Actual attendance was light but the discussion was thoughtful, thought-provoking and inspiring. One participant said:

This isn’t gab, this is real talk.

What is happening next? 

We would love to learn from and with you at the next Community Gabfest and to hear your feedback about next steps for Community Gabfests. 

Our Virtual Showcase sessions are designed to feature innovative programs and instructors who are using digital tools and approaches to connect and work with learners and colleagues remotely. 

Why Virtual Showcases?

When we started, we were still in the pandemic mode, with many instructors and co-ordinators feeling isolated, frustrated and often unsure about using technology and digital tools to reach and inspire learners, or effectively share and collaborate online with team members. Since our coaching team has worked with innovative programs and amazing instructors over the years, we saw first-hand their interesting approaches, unique designs and exemplary uses of digital tools. This inspired us to shine a spotlight on some of these organizations through Virtual Showcases.  

What is happening so far?

We have now hosted eight Virtual Showcase sessions with 946 registrations. Many participants have returned over and over to explore and share their tips and stories, while others volunteered to be our next guest presenters. We grew and built a community that would gather around to share, connect and inspire each other during facilitated discussions and demonstrations. We also developed resource collections around each topic we discussed (presentations, video recordings and tips/links shared by others) that you can access via the past sessions menu on the website. 

I found that the speakers had great tools to use and that the sharing of those tools was great! There is a vast amount of knowledge out there and to be able to listen to how people are using the various apps/tools was very informative. Knowing the different organizations that are working with this kind of education to help individuals and having the ability to connect with them is great! 

What is happening next?

As we return to in person services, your needs and our services are evolving again. We all are more tech savvy, and many programs are planning to use blended learning and hybrid models in their practice. We noticed that some of you prefer more frequent and informal settings to connect (like our Community Gabfests) while others look forward to the future showcases. We are excited but wonder, what would you like to explore in the future showcases? 

Click here to share with us what would be helpful. How can we inspire you next?

Questions? Contact Monika

Ten months ago, I joined AlphaPlus as an educational technology coach to help adult literacy organizations across Ontario build capacity through the use of digital tools and technology-enhanced ways of working.

Coming into the adult education field with a background in human-centred design and a user experience (UX) lens, I’ve been particularly interested in exploring how these approaches can be used to support teachers and learners in communities and on the ground. I’ve also been keen to collaborate and create connections with other partners in intersectional spaces.

Here are three projects through which I’ve gotten to know my colleagues, our stakeholders and AlphaPlus’s work more.

1. Upskilling with the Coaching Team

In November 2020, three of us from the AlphaPlus staff took a course from International Society for Technology in Education (ISTE)’s SkillRise initiative called “Upskill with EdTech.”

We were the only Canadian organization in our cohort, otherwise made up of American adult education institutions including non-profits, state departments and community organizations.

Over the course of four months, my colleagues and I worked together to define an AlphaPlus tech coaching field guide that leveraged service design principles applied to our work in adult education. For our submission in this course, we earned the ISTE certification “Upskill with EdTech: Preparing Adult Learners for the Future of Work.”

Our field guide was an attempt to encourage staff to engage in reflective practice around our work in the adult literacy and EdTech space and, more broadly, on the mission and values of AlphaPlus as an organization.

2. Design-Thinking Workshops

Around the time we started the ISTE SkillRise project, part of the AlphaPlus staff also worked with a graduate researcher in the Ontario College of Art & Design (OCAD) Strategic Foresight and Innovation program to get hands-on experience with applying design thinking to organizational challenges.

Collaborating synchronously and remotely, these workshops pushed us to work together to identify organizational values, strengths and opportunities for service design improvements.

I was surprised that our executive director made time for all of us to attend these design-thinking workshops, and I feel fortunate to be able to socialize a UX approach in analyzing our internal processes and service models.

3. Service Design and Stakeholder Research

Building on the initiative of using human-centred design and research to improve our organizational strategy, we recently entered into an engagement with Endeavour Consulting for Non-Profits. We’re working with a team of professionals to help modernize our services — in doing so, speaking with customers, partners, staff and other stakeholders to get as much input as possible. This input from the field will drive the strategic reflection and analysis around AlphaPlus’s portfolio of services as we strive to provide as much value as possible to the LBS programs we serve.

I’m active on social media and I like talking about our team and our work because, as Cassie Robinson says, it’s about radiating intent: 

“There has been so much value in sharing what we’re working on, what we’re learning or thinking about so openly. It’s created community and interest around the work. It’s given the work more validation internally to be able to show the interest in it externally and I can’t tell you how helpful this is when you’re trying to do new or different things.”

In this field, where instructors, administrators and organizations are making an impact in adult literacy and digital inclusion, though often in less visible ways, it’s worth sharing our journey and our learnings as a team in supporting this very important work.

Curious to know who we are? Learn more about the whole AlphaPlus team!

Digital literacy is a tricky concept to pin down. It can mean many things to different organizations and people. Rather than interpret it with a static definition, we describe the more actionable consequences of an equitable, sustainable and effective adult learning system that provides learners with comprehensive digital literacy development opportunities.

To fully realize these opportunities, the same opportunities many take for granted, system-wide adjustments that address learners’ access to technology, integrated understandings of digital literacy and literacy in digital spaces, professional development and capacity-building, program infrastructure, service delivery design and accountability and performance measures need to be considered.

AFFORDABLE INTERNET AND THE RIGHT DEVICE

1. A reliable and affordable home internet connection and the device learners need for diverse, interactive and tech-rich learning opportunities
2. Initial digital literacy using their own devices (often a smartphone), and leveraging their device to support further learning

DIVERSE, RELEVANT AND WELL DESIGNED LEARNING EXPERIENCES

3. Transferable digital skills and insights that enable online participation and safeguard privacy, security and one’s digital footprint
4. Up-to-date and well-designed applications, platforms, tools and materials for enhanced learning opportunities with a focus on affordable options to support use outside and beyond the program
5. An approach to blended learning that incorporates online and in person spaces where technology rich literacy and numeracy practices are developed; and paper-based practices are integrated, depending on purpose, individual preference and accessibility
6. The regular use of assistive technologies and assistive features within applications to build a repertoire of communication strategies
7. The use of interactive and multi-modal materials and applications informed by evidence-based pedagogy and individual relevance for technology rich learning experiences

INCLUSIVE PARTICIPATION AND REPRESENTATION

8. Support in navigating fundamental services, businesses and institutions with online-only and online-first entry points; and understandings of the implications (both the benefits and potential negative impacts) of the interactions and transactions
9. Inclusive participation and contributions in relevant online spaces for social, economic and civic purposes
10. Engagement in public consultations, democratic forums and processes to ensure representation for themselves, families and communities.  

See – Questioning our ideas about inclusion – and asking for your input

AlphaPlus recently released a survey report that looked at how people working in Ontario’s Literacy and Basic Skills (LBS) system responded to COVID-19 shutdowns in the spring of 2020. Although we weren’t surprised by the main findings, we’re concerned about the inequities in the LBS system. Currently, it’s unable to ensure all learners have the same opportunities to develop digital skills to support their goals and to access vital services that have moved online.

A total of 368 surveys were completed from June 11 to 28 (332 English and 36 French). This is a convenience sample and can’t be used to make generalizations about the experiences and perspectives of all LBS staff and volunteers. However, the response rate for both the English and French surveys was very strong and supports the identification of consistent concerns, choices and priorities.

Learner Internet and Computer Access

Many adult learners didn’t have access to household connections or a computer. Respondents estimated that just under half of learners (45%) likely had household internet access. One-quarter (27%) had limited access, relying on cell phones and limited data plans. On average, only 13% of respondents stated they purchased data and/or laptops for learners.

Diverse Learners and Learning Challenges

In addition to a lack of digital access, respondents stated they most often worked with learners who had low incomes, learning disabilities and mental health challenges, were racialized and over 65. Intersectional challenges shaped by poverty mean LBS learners are particularly vulnerable to the direct and indirect impacts of COVID-19. Pointing to the challenges, one-third of respondents said they prioritized supporting learners over instruction, more so in community programs.

All respondents demonstrated their ability to adapt (on average, they used five different methods of communication and instruction) and respond to learners who likely encountered multiple challenges and stressors (on average, respondents indicated they worked with at least five different learner groups).

Readiness to Pivot to Remote Delivery

The readiness of sectors and delivery agencies to make a sudden shift to remote instruction varied across the LBS system. Uneven access to targeted and accessible professional training and educational technology tools, in addition to learners’ limited access, restricted the efforts of some programs to pivot to remote delivery more than others.

Respondents in community and school board programs encountered more challenges compared to their colleagues in francophone and especially college programs. They were far more likely to rely on paper-based instruction and phone calls. In addition, their tendency to access a higher number of professional supports indicates they had to piece together their own professional development from several sources.

College respondents, on the other hand, had institution-based access to dedicated teaching and learning centres. They were also far more likely to mobilize the use of comprehensive online educational technology tools, like a learning management system (LMS), and to continue the same learning program they had in place, using new tools and technology, before the shift to remote delivery.

Francophone respondents may have been better prepared to make the shift to remote delivery, being far more likely to have seamless technology integration before the provincial shutdown. This may be due to their more prevalent use of e-Channel (F@D).

The initial lack of communication, guidance and responsiveness from senior ministry officials exacerbated technology inequities. Respondents said their top priority was addressing issues such as registering and assessing learners and finding ways to get devices and data to learners, even more so than professional supports.

Acceleration of Inequities

While inequities were apparent before the spring, the need for digital access and skill development opportunities was accelerated due to the rapid shift to virtual services, supports and social connection. Digital access and skill development is now an imperative for LBS learners and no longer an enhancement or choice, as healthcare providers, government agencies, income assistance and community supports have moved primarily or entirely online. All of us here at AlphaPlus champion the use of technology in adult education to create equity and access to learning, and to enhance learning experiences. All learners need digital connectivity and devices for learning, and educators need more equitable opportunities to engage in curriculum and professional development that’s aligned with their sector, local priorities and learners. When educators and organizations incorporate relevant technology into adult education curriculum and program administration, they can increase relevance, responsiveness and reach.

This spring, our sector made a sudden shift to communicating, working, and teaching online. As LBS programs made the transition to remote delivery, we realized this was an opportunity to learn more about how our sector was working and adapting to this unprecedented and unplanned change.

What were their new priorities and how were those priorities identified? What challenges were LBS programs facing? In the last two weeks of June, we launched and administered a survey in hopes of answering these and other important questions.

Now, as COVID-19 numbers are more stabilized and many programs reopen, AlphaPlus is finalizing a full report detailing our survey’s results. But before the report

goes live, we’re sharing initial results based on responses from 368 respondents who provided information in both French and English.

● 45% of learners have a household Internet connection.

● 27% of learners have limited connectivity using cell phones.

● 13% of respondents said programs purchased additional data and/or devices for learners.

● 67% of respondents were able to focus on instruction; 33% prioritized communication and learner supports.

● Respondents used three to four different modes of communication and instruction, such as telephone, videoconferencing, emails, learning management platforms and printed materials.

● 66% of respondents stated the top priority going forward is adapted accountability and reporting processes.

● 53% of respondents said other priorities are ensuring Internet access for learners, professional development and training using ed tech and access to online assessments of literacy, numeracy and digital skills.

Look for the completed survey report on our website around the end of September. Contact Christine Pinsent-Johnson for more information.

Literacy has never been just about reading and writing, it’s also about access to information, civic participation, and opportunities. Digital access has become intertwined with literacy, especially during this public health crisis when so many of our activities and services have moved to online-only points of access.

The ongoing crisis has laid bare the digital inequities that have long existed in Canada where income, age, race, education level, and where you live impact digital connectivity, online engagement and opportunities to leverage expertise. It is not surprising that the same socio-economic categories align with less literacy proficiency. About 14-20% of Canadians are considered to have very low levels of proficiency across literacy, numeracy and digital problem-solving. Canada has a wider than average gap between the highest and lowest levels.

We are learning to use new technologies and meeting new and increasing online demands. But many Canadians lost the tenuous access and learning opportunities they had. While some targeted and mostly community led measures were introduced, we lack a comprehensive and coordinated approach to digital and literacy equity. As we continue to ignore issues of equitable connectivity, online engagement and opportunities, Canada’s digital divide and its literacy divide widens.

Universal and affordable access is a first step because many simply cannot afford it (42% of Canadians and 39% of Ontarians with the lowest incomes don’t have a household connection). Imagine if you had to decide which essential basic needs you cannot afford so you can pay for your internet access. Low-income households spend a higher percentage of their budget on internet access and sacrifice other basic needs to pay for it, particularly if they have school-age children.

They also rely more on cell phones and limited data plans, which are carefully preserved and supplemented with public WiFi. This means they work harder to get online and spend less time online. For many, the combination of limited connectivity and curtailed online activity means there are fewer opportunities to build comprehensive digital repertoires. Many are less able to meet new and more complex digital demands in their lives and at work.

The ripple effects of digital inequity reach beyond the individual. People are not able to take full advantage of online government services; they aren’t able to leverage skills and knowledge to adapt to major personal and economic changes; and they aren’t able to participate in consumer research or government consultations. Government initiatives are less effective, and businesses have incomplete understandings of their customers. Digital exclusion is also socio-economic and civic exclusion.

Despite declaring internet access a basic right in 2016, Canada still does not have universal and affordable internet access. In a United Nations ranking of digital access, use and skills, Canada is losing ground, from its highest ranking of 21st to 29th. The Brookfield Institute concluded in 2017 that “Canada appears to lag behind significantly in promoting it”. Open Media reminded us only a couple of weeks ago that the $1.7 billion Universal Broadband Fund was first promised well before the pandemic and has still not been opened.

The ways many people supplemented limited and precarious access disappeared when public spaces closed. Before the COVID-19 outbreak, hundreds of thousands of low-income adults – including newcomers, people with precarious jobs or social assistance, and those with disabilities – were accessing the Internet and developing digital skills in libraries and adult learning centres for language, literacy, secondary credentials, professional certification, and employment.

At the same time, the need for a broad range of digital and literacy skills dramatically increased. In a recent survey we conducted, Ontario Literacy and Basic Skills programs estimated that less than 50% of their clients have household Internet access during the ongoing crisis. Nearly all adult basic skills programs began offering remote learning in mid-March. Many relied on texting, phone calls and mail for instruction and outreach.

The shutdown demonstrated that patchwork programs without long-term policies that ensure all Canadians can fully engage in digital spaces, with household access and devices, simply don’t work. Digital access and literacy inequalities need to be addressed together to prevent the divide from widening farther. Now is the time to act on the big shifts in people’s understanding of what the digital divide looks like and what it means as a result of the crisis.

Read more about the digital divide and experiences of limited and seamless access: https://alphaplus.ca/download/the-impact-of-ontarios-digital-divide/  

Opinion written by Christine Pinsent-Johnson, Organizational Development Consultant with AlphaPlus and Matthias Sturm, former Senior e-Learning and Research Consultant with AlphaPlus and currently a PhD candidate researching digital equity at Simon Fraser University.