Staying on top of a new trend - Proliteracy takeaways

October 25, 2019

Like any good conference, the pre-conference sessions, presentations and special events offered topics of interest for the large number of participants who were attending from across the country.  Every title appealed to professionals in different levels of experience, administration, and goals for their learners.  


Flipping through the program book, the most discussed topic during this year’s conference focused on digital Literacy. This was of special interest to me and the adult learners in the ESOL and Adult Literacy Program for Catholic Charities as we have introduced the use of Chromebooks, phone apps, and distance learning concepts into our classrooms. The fact that digital literacy was so prevalent, solidified the notion that now, more than before, our learners need to be digitally competent.  The conference itself was heavily digitally infused. Every session room was equipped with computer access, speakers, microphones, and a projector.  All conference participants could download the conference app. The conference evaluations could be submitted on-line.  The “cloud” was not just a beautiful formation in the ski, but a tool that we needed to access. The fact that the ProLit conference was heavily digital, emphasizes the current trends of living in a digitally saturated era.  The present and future of adult learner education is clear: they must become digitally literate, and we can help them get there.  

There were several choices of presentations focusing on utilizing technology to work with learners.  For example, I attended a session on “Using Online Learning to Prepare Adults for the Workplace”. The presenters shared the importance of employees to have the skills to enter a changing workplace.  ProLit created an easy to use (and free) set of educational resources to help learners navigate topics regarding employment. The on-line resource covers four basic topics: setting career goals, tailoring a resume, acing the interview and communicating at work.  Each topic comes with easy to use navigation instructions, designed for learners with basic literacy skills, with colorful icons and both audio and written instructions.  Each learner may create an account ™and work towards completing the series.  There is also an instructor module to provide support to the learners.  The resource is available after creating a free account at www.proliteracyednet.org/workforce. 

Another session focused on helping Spanish-speaking learners to learn to read, write and become digitally literate.  The program “Leamos”™ is also a self-paced, lesson by lesson, comprehensive course for learners who never attended school or only attended up to the 2nd grade level.  This course requires a bit more administrative involvement and there are basic needs to run the program: access to WiFi, computers or laptops, headphones, and a workbook.  The administrator for “Leamos” must create an account to manage all learners’ progress. It’s a good resource to introduce learners to this new era of learning.  The information for the program is available at www.proliteracy.org/Leamos.

These are just two of the many examples of programs designed to incorporate digital literacy to the adult learners.  It is clear that our learners must become comfortable in a digital world.  From creating an account to visit a doctor’s office, to receiving information about children in school, to applying for a job, all of these require a level of comfort with the use and navigation of technology. The need is great, and we have a responsibility to assist our participants to get there. Easier said than done as each session also highlighted the barriers to utilizing technology.  We heard from different colleagues across the country about issues on the lack of internet connectivity, the fact that not all learners have access to computers, and the cost of internet access. And we also heard about solutions: utilization of library resources, reaching out to companies that provide support to low income families to get access to reduced cost or even free internet connection, or programs that assist individuals and families to get computers in their homes. Thinking and working with colleagues about the solutions to the problems reminded me of the importance of attending a professional conference: I got to connect with others who have similar goals and can share their experiences so I can learn something new and bring it back to my community. 

I look forward to implementing some of what I learned.  Especially around employment and language learning.  

Laura Irwin
ESOL Supervisor
Catholic Charities
 

Picture of WUMCO Help's location in Poolseville, MD.

MCAEL Partner Spotlight: WUMCO Help, Inc

By Kayla Savoy • November 1, 2024
On Friday, October 25th, the MCAEL staff had the privilege of visiting WUMCO Help's facility in Poolesville, MD. What began as a quick journey to distribute our Adult English Language Program Directories turned into an insightful tour of WUMCO’s expansive ESOL classroom, designed for local residents, and their food pantry, where they provide shelf-stable goods and fresh produce to the community. Supported by a dedicated team of volunteers, community members, and local Boy Scout troops, WUMCO is committed to addressing food, language, health, and financial insecurities in Poolesville and the surrounding areas. We are proud to partner with WUMCO Help , which began with MCAEL as a Start-Up Grant recipient in 2023 and then grew to become an Access Small Grant recipient the following year. To learn more about WUMCO and the good work of all of our current Grant Partners, click here.

Leadership Change at MCAEL

By Kathy Stevens • August 29, 2024
Dear MCAEL Community: I am writing to share with you that I will be leaving MCAEL as of early October. I have accepted a position as President and CEO at the Healthcare Initiative Foundation. After 12 years of stewarding and growing the coalition, our team, and the organization’s role in the county, it is time for me to pass the torch to new leadership and pursue some new challenges of my own. MCAEL is a strong organization that has proven the value of having one entity coordinate the work of the coalition to build a diverse network of adult English language learning opportunities. With the partnership of Montgomery County government, dedicated coalition organizations, and incredible supporters and volunteers, MCAEL continues to provide much needed and much desired English classes. With an incredible staff, the organization is well positioned to continue to meet the needs of our community. I am incredibly grateful for the opportunity to have served as MCAEL’s Executive Director. It has been rewarding to work alongside such a remarkably talented team, engaged Board members, dedicated program staff and instructors, and committed funders and supporters. While I'll miss MCAEL, the people I've worked with, and most especially the thousands of adult learners we have been able to support, I am excited to see MCAEL continue its growth and leadership in the county. The Board of Directors is meeting to identify the search process and timeline for a successor leader of MCAEL and that information will be shared as soon as practical. I will be working with the staff, board, and coalition to ensure a thoughtful and smooth transition. Thanks to you and the many other people who support MCAEL’s work, I am confident that the organization will continue to be strong and impactful. With gratitude, Kathy Stevens

Uber Impact

By Kathy Stevens • July 30, 2024
I’ve had to use Uber more in the last month than the entire last year while my car was out of commission. As you may know, the app offers you the option to indicate your comfort level with conversation. While I was trying to lean into just relaxing on the car rides and not talking much, I couldn’t help myself and quickly started conversations with my drivers. Many of my drivers were non-native English speakers, and they shared their experiences adjusting to a new country while not being comfortable with the language. Their stories echoed an all-too-common experience among immigrants in our community, who often work at jobs below their training levels. We discussed how to find English classes, should they be interested, and I was even able to connect one of my drivers to a workforce development opportunity. ๏ปฟ Sure, it would have been more convenient to have my car in working order so I could drive myself to work. But I never would have made these rewarding connections.
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