Renfrew-Collingwood Literacy Plan

Renfrew-Collingwood Literacy Plan

Fostering Community Literacy: From Our Strengths to Our Vision

From January to October 2008, the RenfrewCollingwood community worked together to create a vision for literacy.

Residents, community leaders and service providers—led by the Renfrew-Collingwood Literacy Plan committee— participated in a community-wide discussion on literacy.

This report brings together the results of our community discussion.

Here is a community profile, a summary of our process and findings, a vision for literacy that is common to us all and a plan for working together to move literacy forward in our community.

Inside This Report I.

Introduction, 1 Literacy Plan At-a-Glance, 2

II.

This Is Renfrew Collingwood, 3 A Community Snapshot

III.

Community Process and Findings, 7 A. The Renfrew-Collingwood Approach to Literacy, 7 B. Visioning Consultations and Findings, 7 C. Asset Inventory and Survey Findings, 9 D. Strategic Planning Session, 9

IV.

Renfrew-Collingwood Literacy Plan, 10 From Vision to Action

Appendices I. Participants, i II. Links between Community Initiatives, iii III. Renfrew-Collingwood Statistics, iv IV. Consultation and Survey Findings, v V. Strengths, Opportunities, Needs and Challenges, xiv

submitted by Julie Cheng on behalf of the Renfrew-Collingwood Literacy Plan Committee November 2008

Renfrew-Collingwood Literacy Plan | Introduction

I. Introduction From January to October 2008, the RenfrewCollingwood community worked together to create a vision for literacy that will help shape its future.

Led by the Renfrew-Collingwood Literacy Plan Committee, many residents, community leaders and service providers took part in a community-wide discussion on literacy. (See Appendix I for a list of participants.)

We hope that the report provides a framework for the Community members came out to visioning

community to plan, enhance and create literacy

consultations, filled out surveys and welcomed

programs that make the best use of our resources.

resident Julie Cheng, the Renfrew-Collingwood

To do this we continue to build on local strengths: the

Literacy Plan Coordinator, to meetings, programs

gifts and talents of our residents and the

and classes to talk about their literacy vision and

longstanding collaboration among service providers.

literacy needs.

The plan is a starting point for our community to What does literacy mean to Renfrew-Collingwood?

work together on such emerging initiatives as the

What kind of future do we want for children, youth

City of Vancouver’s Ideas Gathering, Collingwood

and adults? How can we build on our community’s

Neighbourhood House’s Early Childhood Planning

assets to achieve that future? We are indebted to

Council and the Vancouver School Board’s

the community members who shared their

Neighbourhoods of Learning. By bringing together

ideas, knowledge, hopes and even fears.

public, community and private services to coordinate and develop programs, we’ll be best able

This report brings together the results of our

to tailor programs for local areas of our community.

community discussion. It presents a community profile, a summary of our process and findings, a vision for

This report is a living document. Our next step is to

literacy that is common to us all and a plan for working

send it to the many people involved in the process

together to move literacy forward in our community.

and revise it based on their input.

Part of the Bigger Literacy Picture Renfrew-Collingwood is one of two communities in Vancouver who worked in early 2008 with the Vancouver Literacy Planning Support Committee on developing a community literacy plan. The Vancouver Public Library first received funding for the project through Literacy Now, an initiative of 2010 Legacies Now. Diana Guinn from the Vancouver Public Library and Valerie Overgaard from the Vancouver School Board were instrumental in moving the funding into the community.

Much of the activities described in this report have been incorporated into the Vancouver Board of Education Annual

Literacy Plan submitted to the BC Ministry of Education in July 2008.

1

Renfrew-Collingwood Literacy Plan | Introduction

Renfrew-Collingwood Literacy Plan At-a-Glance Vision A diverse learning community that encourages, challenges, supports and nurtures all residents to participate, master and share what interests them.

Mission To enhance and create lifelong literacy programs that are accessible, sufficient and sustainable for RenfrewCollingwood residents by building on the strengths of local programs, service providers and residents, connecting service providers and residents, and expanding capacity.

Values Renfrew-Collingwood literacy opportunities allow residents to be the best they can be. This means residents of all ages, cultures and abilities: Feel a sense of belonging Know they have a neighbourhood where they feel safe to express themselves Have lots of opportunities for learning and life experiences Have knowledge, appreciation and respect of cultures and talents Take care of each other and share and learn from each other Take ownership of their own learning Learn whatever takes them where they want to go Enjoy a culture where everyone wants to learn more Have the opportunity to participate fully in building a healthy and safe community for all

Strategies Know Our

Connect

Connect Service

Neighbourhood

Residents

Providers

Expand Capacity

Develop Programs

Action Plan Hire a community literacy coordinator

Identify resources and leadership

Expand

Develop communication strategies and networks

mapping of

Develop one

intercultural

programs,

to two new

social

services and

programs

development

resident skills

2

Build

and inclusion

Renfrew-Collingwood Literacy Plan | This Is Renfrew-Collingwood

II. This Is Renfrew-Collingwood: A Community Snapshot The success of the Literacy Plan activities to date has

We know where we learn

been largely due to the collaborative approach of the

Schools and the home are obvious places where we

community. Led by dedicated resident leaders and a

learn. The Collingwood Neighbourhood House has

network of service providers, including the

also mapped the services provided by 70

internationally award-winning Collingwood

organizations within Renfrew-Collingwood.

Neighbourhood House (CNH), Renfrew-Collingwood has a proud history of building strong partnerships

The mapping uses school catchment areas as a way of

and bringing diverse people together through

organizing a large and diverse community into

dialogue and action.

smaller neighbourhoods where residents can walk to programs and services. There is potential to expand

A focus on capacity-building and a belief that

the mapping to assess program needs within local

everyone has something to contribute provide the

areas around schools.

foundation for the community’s collaborative efforts.

See Appendix II for an illustration of the formal and informal links between community initiatives.

Map of Services in Renfrew-Collingwood

We are a learning community Learning is formal and informal. Residents of all ages learn art, gymnastics, basketball and more in recreational programs. At local libraries they surf the internet and find books to read in their own language.

Seniors learn about health and wellness through gatherings, outings and art projects.

Youth learn to take photographs and write stories as they report on community events. Learning in public and private schools is supported by after-school programs such as school-age childcare and youth-led programs where high school students teach elementary school students.

Parents and their infants and preschool children gather at family place. There, while parents expand

Collingwood Neighbourhood House’s community mapping project shows the types of learning opportunities found around local schools.

their social network, the children learn gross and fine motor skills and learn the English language through activities, songs and stories.

3

Renfrew-Collingwood Literacy Plan | This Is Renfrew-Collingwood

Renfrew-Collingwood Learning Opportunities

by Category

% of programs mapped

40% 30% 20% 10%

Ca re er

Pr ep Ch & il d Vo ca lu re nt ee & r Pr Ed Ed es u ca uc ch tio at oo io na ls na l l-E O ng th l is Fi Fa er rs h m tA La i ly ng id / Pa /E ua re m ge nt er in ge g nc & y EL Pr D ep ar ed ne M Re ss en cr to ea H rs tio ea hi n, lth p/ Ar Le t, So ad M cia er us sh lR ic ip ec an re d at D io an n/ ce Ga th er in gs Ho us in g

0%

The above chart shows the types of learning opportunities found in Renfrew-Collingwood, excluding Vancouver School Board programs.

The chart below compares the population by age with programs for each age group. It shows our programs serve more of one group than another, but not necessarily that the need is greater or less.

Renfrew-Collingwood Population versus Programs

70% Percentage

60% 50% 40%

% RC programs

30%

% RC population

20% 10% 0% Birth-6 years

Grades K-7

Grades 8-12

Age Groups

4

Adult

Seniors

Renfrew-Collingwood Literacy Plan | This Is Renfrew-Collingwood

We are a welcoming community

Population trends in Renfrew-Collingwood

We celebrate diversity through such events as the

reflect trends throughout the City

Harvest Moon Festival and continually strive to reach

Cultural diversity has increased. In Renfrew-

out to all cultures in such initiatives like the Cultural

Collingwood, 74% of the population speaks a mother

Connectors. There are settlement services for

tongue other than English.

Mandarin, Cantonese, Korean and English, different English classes specifically for refugee

Renfrew-Collingwood Languages Mother Tongue (%) 2006 Census

claimants, adults and women, and workshops for newcomers.

2.0% 2.5%

Notably the programs in Renfrew-Collingwood

6.0%

17.3%

Hindi Punjabi Tagalog

4.0%

are often intercultural and intergenerational— many cultures and ages participate together in activities, classes and gatherings such as All

25.5%

Nations/Multicultural Family Night, Parent-

Vietnamese English Chinese

42.7%

Other

Child Mother Goose Programs and Seniors Luncheon.

The number of older adults has increased.

We are a caring community

Between 2001 and 2006, the Renfrew-Collingwood

We bring people together from different backgrounds

population of people ages 40 to 64 increased by 3.2%.

and points of view to address problems such as drug

The increase for ages 65 and over was 1%. Together

and alcohol abuse and homelessness. As such, we

ages 40 and over make up 47% of the population

have learned to be compassionate and empathetic to

living in Renfrew-Collingwood.

those who are at risk or struggling in their daily life.

There are programs like the single moms’

Age Comparisons Renfrew-Collingwood, Vancouver and Metro Vancouver

support group, the Morning Star program for the homeless and safe community initiatives through the Collingwood

The 2006 census (see Appendix III, Renfrew-Collingwood Statistics) shows the average family income is $66,354, or

Percentage

Community Policing Centre.

100%

13.8%

13.1%

12.8%

80%

24.4%

25.8%

27.2%

65+ 45-64

60%

20-44 40.0%

43.2%

37.1%

17.0%

13.6% 4.3%

17.8%

40%

25.4% below the City average of $88,971.

20%

The proportion of low-income households

0%

4.9%

is 26.9%, close to the City’s 26.6%, and the

RenfrewCollingwood

proportion of single-parent families, 18.4%, is significantly higher than the City’s 16.2%.

5

Vancouver

5.0%

Metro Vancouver

5-19 0-4

Renfrew-Collingwood Literacy Plan | This Is Renfrew-Collingwood

The number of children has decreased.

In 2007-8, Renfrew-Collingwood had 3,672

For many years the Renfrew-Collingwood community

elementary school students (11.6% of the public

has worked collaboratively with schools, notably

elementary school students in Vancouver) and 2,926

through the Windermere Family of Schools. Schools

high school students (10.7% ). Projections to 2015

are a major resource in the community and are

show 255 fewer children (a decline of 7.4%) enrolled

strategically located within walking distance to most

in elementary schools in the neighbourhood.

residents.

Still, there is a significantly higher percentage of

Increasing population and density

children living in Renfrew-Collingwood compared

Between 2001 and 2006, the population in Renfrew-

to Vancouver.

Collingwood grew by 8.8% to 48,885, compared with a City growth of 5.9%.

In Renfrew-Collingwood child care services and preschools serve roughly 25% of the children ages 0-6

While many parts of Vancouver saw a decrease in

(Renfrew Collingwood Facts and Stats – EDI data).

total percentage of population, most of the census

Early Development Indicators data show low literacy

tracts in Renfrew-Collingwood show a significant

marks in physical, communication and social

increase. The Joyce-Vanness area increased 32.2%.

competencies (Human Early Learning Partnership ECD Mapping Project, Fall 2007).

source: Community Services Group, City of Vancouver, March 2007

6

Renfrew-Collingwood Literacy Plan | Community Process and Findings

III. Community Process and Findings A. The Renfrew-Collingwood Approach to Literacy The Renfrew-Collingwood Literacy Plan committee

computer literacy, cultural literacy, and social and

started with the broad definition of literacy from

civic literacy.

the Literacy Now Planning Guide and, through community consultation, intended to allow people to

By building on the strengths of local programs,

shape the definition.

service providers and residents—through a plan that mobilizes our collective resources—we would be

“Literacies are essential cultural, social and academic

better able to develop sustainable programs at the

practices and understanding that involve not only

neighbourhood level.

reading, writing and mathematics, but also other abilities such as understanding and using languages,

Given this approach, we decided to entitle our literacy

music, media, social skills and civic understanding.”

project Community Literacy: From Our Strengths to Our Vision.

The committee took an asset-based approach to literacy that builds on people’s knowledge, interests

B. Visioning Consultations and Findings

and social context for learning.

In early May, consultant Muriel Kerr facilitated two community visioning consultations, one held in

We wanted to identify the community’s literacy

the evening, with childminding, and another during

assets, such as Mother Goose programs, ESL classes

the day.

and First Nations programs, that are offered in local “I left feeling

schools, libraries, community centres, neighbourhood

More than 200 invitations were sent

houses, health centres, churches and more. We also

out using contacts from CNH’s

wanted to bring to light the literacy abilities of

community mapping list. About 85

residents, including reading and writing literacy,

participants in total attended the two sessions.

7

energized.”

–Resident

Renfrew-Collingwood Literacy Plan | Community Process and Findings

“That was fun!”

–Grade 6 student on the visioning session

Feedback gathered from the visioning consultations

Three major themes came out of the visioning

convinced us to do more community outreach,

consultations: programs needed to be accessible,

relationship building and information gathering from

sufficient and sustainable. See Appendix IV, Part 1,

key groups such as youth.

for a detailed analysis of the visioning consultations.

In late May and early June, further visioning sessions Accessible programs give community members

were held with school groups: •

every opportunity to take them, through different

Windermere Grade 10 Leadership class –

points of entry from a variety of institutions and with

30 students •

Grenfell Elementary Grade 7 class – 30 students

•

Nootka Elementary Grade 6 class – 30 students

“Thank you for the

Students were asked to finish

very well run and

these sentences:

interesting Literacy

“My ideal future for Renfrew-

Feedback evening.”

Collingwood would look like ...”

–Elementary School

interagency collaboration. Accessible programs are affordable and provide a safe and welcoming environment.

A program is sufficient if it meets the needs of those who take it. Visioning participants said programs should develop social literacy and language skills, provide program outreach including translated

and “I’d like to learn how to ...”

Principal

materials, provide community supports such as reading buddies and language tutors, and develop

Today’s students are concerned about the

multiple literacies such as artistic, cultural and health

environment and having youth-friendly places to

literacies. Environmental literacy and information

hang out. Students would like to see fish back in the

technology literacy are also important.

streams, more recycling and biking lanes and less pollution.

A program is sustainable when the community is

“No Garbije.”

The high school students are aware

–Grade 2’s vision

of transportation and food security

at Youth Celebrate Canada Day

able to keep it going. Sustainable programs make the best use of local resources. Residents are actively involved in program advocacy, implementation and

issues and see a role for themselves

delivery, which fosters empowerment and a sense of

mentoring elementary school

belonging. It is also important to develop programs

students, for example, showing them how to grow a

that build respect and knowledge amongst cultures.

vegetable garden.

8

Renfrew-Collingwood Literacy Plan | Community Process and Findings

C. Asset Inventory and Survey Findings

According to survey findings, residents, class

Three surveys were developed online on

participants and students thought the components of

SurveyMonkey.com: one survey for residents and

literacy included the ability to read, write,

class participants, one for students and another for

understand, communicate and learn. Appendix IV,

service providers. By October, 26 service provider

Part 2, describes the many ways survey respondents

surveys were filled out, 62 resident/participant

share their literacy skills.

surveys and 23 student surveys.

These components suggest that literacy allows The groups who were visited and filled out printed

people to participate successfully in

resident/participant surveys were:

mainstream social life.

•

Families Branching Out for Aboriginal and multicultural families – 20 program participants

Service providers listed a wide variety of literacy

ELSA Beginner 1 Class at the Warehouse, a PIRS

activities for new immigrants, school-age children,

program – 15 class participants

youth and families but fewer activities for seniors and

•

Family Place Drop-In – 20 families

young adults.

•

Two ELSA Intermediate classes at First Lutheran

•

Though they were concerned about the uncertainty

Church – 30 participants

and low levels of funding, service providers reported Online or printed student surveys were forwarded or

they were successful in developing partnerships and

given to:

that they met their program goals very well.

•

Youth Celebrate Canada Day – 20 youth

D. Strategic Planning Session

respondents •

youth with the Prevention Education program

Muriel Kerr facilitated a strategic planning session on

•

Windermere Leadership Students

July 30, 2008. Here committee members identified literacy strengths, needs, opportunities and

Committee members emailed the web link for the

challenges (shown in Appendix V) and worked

service provider survey to their networks, including:

toward developing a vision.

•

health care providers

•

adult education programs

•

ESL language programs

•

Collingwood Neighbourhood House programs

Observations around the literacy vision were all strength-based and related to quality of life and personal development. Literacy meant learning in many forms, and learning is integrated into daily life.

The results of the surveys combined with the

Later, the committee would create a vision, a mission,

mapping document contribute to a better

values and strategies as well as an action plan that

understanding of the literacy assets in our

further developed our strengths and opportunities

community.

and addressed needs and challenges.

9

Renfrew-Collingwood Literacy Plan | From Vision to Action

IV. Renfrew-Collingwood Literacy Plan: From Vision to Action What does the future for literacy in Renfrew-

Values

Collingwood look like?

Renfrew-Collingwood literacy opportunities allow residents to be the best they can be for

Vision

individual and community needs and aspirations.

A diverse learning community that encourages,

This means residents of all ages, cultures and

challenges, supports and nurtures all residents to

abilities:

participate, master and share what interests them.

•

Feel a sense of belonging

•

Know they have a neighbourhood where they

Mission

feel safe to express themselves •

To enhance and create lifelong literacy

Have lots of opportunities for learning and life experiences

programs that are accessible, sufficient and •

sustainable for Renfrew-Collingwood residents by

Have knowledge, appreciation and respect of cultures and talents

building on the strengths of local programs, service •

providers and residents, connecting service providers

Take care of each other and share and learn from each other

and residents, and expanding capacity.

•

Take ownership of their own learning

•

Learn whatever takes them where they want to go

•

Enjoy a culture where everyone wants to learn more

•

Have the opportunity to participate fully in building a healthy and safe community for all

10

Renfrew-Collingwood Literacy Plan | From Vision to Action

•

Strategies

providers who work together actively to create

Know Our Neighbourhood • •

Expand and focus community mapping around

and maintain programs and who have the

school catchment areas

training, skills and cultural capacity to build programs with community users

Link community mapping to transportation to •

and from programs and services •

Support programs with community service

Support resident leadership and ideas for sustainable lifelong learning

Map the gifts and skills of residents in a skills inventory

Develop Programs •

Connect Residents •

Connect residents to the right programs

•

Strengthen outreach using and expanding

and social skills to meet demand and for literacy upgrading programs for Canadian-born adults and new immigrants

community assets such as Cultural Connectors •

Identify and remove barriers to participation

•

Create a safe and welcoming environment that

•

Initial focus is on seniors, adults and immigrants

•

Sustain programs through concrete resources and in-kind support from public, private and

encourages residents to acknowledge and share

community organizations

their gifts and needs •

•

Create a culture that recognizes all residents have gifts and skills that they can contribute to the

Action Plan

community

•

Hire a community literacy coordinator

Acknowledge resident leadership and find ways

•

Identify needed resources under strategies and what lead organizations take

to empower them and build on their strengths Connect Service Providers •

•

Address expressed needs for literacy, numeracy

•

Develop communication strategies and networks

•

Expand mapping of programs, services and resident skills

Ensure all service providers within RenfrewCollingwood know about and have access to

•

Develop one to two new programs

community mapping information

•

Develop strategies and networks for intercultural social development and inclusion

Link service providers to resident gifts and skills

Expand Capacity

Evaluation

•

Work together to maximize the efficiency and

Will our actions result in programs that are:

effectiveness of existing resources; ensure there

•

Accessible

are no redundancies

•

Sufficient

•

Increase capacity based on identified needs

•

Sustainable

•

Develop an accessible, flexible and comprehensive set of program options

11

Renfrew-Collingwood Literacy Plan | Appendix I: Participants

Appendix I: Participants •

Renfrew-Collingwood Literacy Plan

(Filipino/Tagalog), Carleton Elementary

Committee •

Heather Brown, Constable, Collingwood Crime Prevention Office

•

Inness Campbell, Branch Head, Collingwood Library, *replaces Ann Martin

•

Paula Carr, Executive Director, Collingwood Neighbourhood House (CNH)

•

Julie Cheng, Renfrew-Collingwood Literacy Plan Coordinator

•

Helen Dempster, Regional Literacy Coordinator,

•

Anamaria Basic, Program Coord., Big Sisters

•

Jackie Bridge, Chinese Settlement Worker, CNH

•

Ross Cassie Principal, Renfrew Elementary

•

Donna Chan, Resident, Windermere PAC

•

Elizabeth Chan, Resident, Norquay PAC

•

Zeena Chopra, Resident and CNH staff

•

Carmen Contreras, Family Support Worker, PIRS

•

Carmen Correal, Recreation Coordinator, CNH

•

Kathy Coyne, Cultural Connectors instructor, Capilano College

*replaced by Sandy McKay •

•

Charito Gailling, Community Developer, Health

•

Naomi Fuchs, Resident, Cultural Connectors

Rania Hatzioannou, Resident and Board

•

Pat Furey and 8 students, Resident and ABE Instructor and class

Member, CNH •

Kulwant Kaur, Director of Operations, CNH

•

Andrea Little, Coordinator District Literacy Plan,

•

Lani El Guebaly, Prevention Education Coordinator, CNH

Evergreen Health Centre, Vancouver Coastal •

Rosalinda Barrientos, Settlement Worker

•

Juliana Graham, Bruce and Collingwood Annex Elementary Schools

Vancouver School Board

•

Ivory Ha, Resident, Cultural Connectors

Christine Macer, Community Schools

•

David Hanuse, Resident and former board member, CNH

Coordinator, Windermere Family of Schools •

William McMichael, Resident, President, CNH

•

Amal Kago, Resident, Cultural Connector

•

Rene Merkel, Basic Education, Adults, Vancouver

•

Daniel Louie, Pastor, Urban Church Village

Community College

•

Sharon Lowe, Resource Teacher, Collingwood

•

School

Diane Sugars, Executive Director, Learning Disabilities Association

Partners and Visioning/Survey Participants •

Belle Abbott, Resident

•

Rob Allen, Resident and Chair, CityPlan Visions

•

Norma-Jean Baptiste, Carnegie Centre Aboriginal

Amy Lui, Multicultural Liaison Worker, VSB

•

Sheri MacIntyre, Resident

•

Evina Mak, Resident, Preschool Manager, CNH

•

Sheri Martin, Community Capacity Building, CNH

•

Jeff Mazo, Resident and Teacher, Windermere

•

Alison Merton, Child Care Coordinator, Open Doors to Learning, CNH

Front Door •

•

Bill Barrie, Principal, Norquay Elementary

i

•

Trish Miller, Branch Head, Renfrew Library

•

Anshumala Nand, Resident, Cultural Connector

Renfrew-Collingwood Literacy Plan | Appendix I: Participants

•

•

Veena Nand, Resident

•

David Nelson, Principal, Grenfell Elementary

Church, Carmen Mancilla-Fuller and teacher

•

Tammy Do Nguyen, Resident, Cultural Connector

Lesley Sayer

•

Michelle Nguyen, Settlement Worker, VSB

•

Amaya O’Duir and son Shonyn, Residents

•

Regina Paniagua, Resident, Cultural Connectors

•

Judy Payne, Teacher, Windermere High School

•

Kristina Pikksalu, RN, Evergreen Health Centre

•

Paul Reid, Resident and Renfrew-Collingwood

•

Donna Reine, Leader, Urban Church Village

•

Nancy Reynolds, Community Recreation

•

Nootka Elementary Grade 6 class and teacher Eartha Ann Hanson

•

Windermere Grade 10 Leadership class and teacher Nicolle Mageau

•

Derek, Joleen, Paul and Scott, Residents; reporters and photographers, Youth Media

•

Coordinator, Renfrew Park Community Centre •

Grenfell Elementary Grade 7 class and teacher Diane Mezzaroba

Community News, CNH •

ELSA Intermediate classes at First Lutheran

Youth and residents at Canada Day Celebrations

Supporters

Suki Sandhu, PHN (0-5 Nurse), Evergreen Health Centre

•

Terresa Augustine, Mount Pleasant Literacy Plan

•

Rob Schindel, Principal, Windermere High School

•

Karl Chan, Resident and IT Coordinator, CNH

•

Heidi Sinclair, Renfrew Collingwood Food

•

Denise Dhalian, Resident, Girl Scouts of Canada

Security Coordinator, CNH

•

Susan Fisher, Resident, Cultural Connector

Pat Steiner, Resident, Pacific Immigrant

•

Sharon Gregson, Director of Child & Family

•

Development Services, CNH

Resource Society •

•

Georgina Sue, Library Resource Centre Teacher,

Youth Services, Vancouver Public Library

Nootka Elementary •

Diana Guinn, Director of Neighbourhood and

•

Lori Walker, Project Manager, Literacy, 2010

Sanjeev Karwal, Resident, Youth Services Coordinator, CNH

Legacies Now •

Keri Wallin, Principal, Nootka Elementary

•

Jas Mahal, Director, Tiny Bubble Preschool

•

Heather Weber, Resident, Windermere PAC

•

Jean Maloney, Executive Director, PIRS

•

Zoe Welch, Roots of Empathy, c/o VSB

•

Michael McLenaghen, Director of Community

•

January Wolodarsky, Resident and Director of

Services, CNH •

Community Development, CNH

Valerie Overgaard, Associate Superintendent – Learning Services, VSB

•

Peter Woo, Vice-Principal, Renfrew Elementary

•

Huang Xiaolan, Cultural Connector

•

Hyewon Park, Korean Settlement Worker, CNH

•

CNH Family Place Participants, Satinder Singh

•

Carmen Rosen, Resident, Still Moon Arts Society

•

CNH Families Branching Out Participants, Nancy

•

Emanuela Sheena, Resident, Program Coord., CNH

Sweedler

•

Satinder Singh, Family Services Coord., CNH

ELSA Beginner 1 Class at the Warehouse, a PIRS

•

Catherine Sinasac, Planner, City of Vancouver

program; Pat Steiner and teacher Susan Bonham

•

Ryan Vernon, CILS, Information Services

•

Librarian, Langara College

ii

Renfrew-Collingwood Literacy Plan | Links between Community Initiatives

Appendix II. Informal and Formal Links between Community Initiatives

Source: RenfrewCollingwood Visioning Forum, November 27, 2007.

Compiled by Evergreen Health Centre.

NOTE: This illustrates many of the existing committee linkages in Renfrew/ Collingwood but is not a complete representation.

iii

Renfrew-Collingwood Literacy Plan | Appendix III: Renfrew-Collingwood Statistics 2001 and 2006 Census

Appendix III: Renfrew-Collingwood Statistics from 2001 and 2006 Census

Population

2001 Census RenfrewCity of Collingwood Vancouver 545,671 44,950 (8.2% of City)

2006 Census RenfrewCity of Collingwood Vancouver 48,885 578,041 (8.5% of City) (+5.9% 2001)

% Change RenfrewCollingwood 8.8%

Age 2,480 5.5% 5,320 11.8% 2,830 6.3%

12,020 4.3% 48,845 8.9% 29,005 5.3%

2,385 4.9% 5,245 10.7% 3,060 6.3%

24,725 4.3% 49,195 8.5% 29,490 5.1%

-3.8% -0.6% -1.4% -1.1% 8.1% 0.0%

19 and under 20-39 40-64 65 and over Language – Mother Tongue English French Chinese Vietnamese Tagalog Punjabi Hindi

23.6% 33.6% 29.9% 12.8%

18.6% 36.6% 31.9% 12.9%

21.9% 31.2% 33.1% 13.8%

17.9% 34.5% 34.5% 13.1%

-1.7% -2.4% 3.2% 1.0%

27.3% 0.5% 43.6% 4.4% 4.2% 3.9% 2.4%

49.4% 1.7% 26.4% 2.2% 2.4% 2.7% 0.9%

25.5% 0.5% 42.7% 4.0% 6.0% 2.5% 2.0%

49.1% 1.7% 25.3% 2.8% 1.8% 2.7% 0.7%

-1.8% 0.0% -0.9% -0.4% 1.8% -1.4% -0.4%

Mobility: Population who moved since previous census Number of families

44.7%

51.7%

43.2%

50.2%

-1.5%

12,285 (9.1% of City) $49,625 (28.3% below City average) 27.3%

134,380

145,605

9.3%

$88,971

33.7%

27.0%

13,430 (9.2% of City) $66,354 (25.4% below City average) 26.9%

26.6%

-0.4%

17.0%

18.4%

16.2%

-0.3%

0-4 5-14 15-19

Average family income Population in lowincome households Single-parent families

18.7%

$69,190

Sources: City of Vancouver Community Web Pages and Renfrew Collingwood Facts and Stats – EDI data

iv

Renfrew-Collingwood Literacy Plan | Appendix IV: Consultation and Survey Findings

In This Appendix 1. Visioning Consultation Findings

2. Asset Survey Findings

1.1 Accessibility

2.1 Definition of Literacy

1.2 Sufficiency

2.2 Language Proficiency

1.3 Sustainability

2.3 Literacy Skills 2.4 Service Provision

1. Visioning Consultation Findings In early May 2008, two community visioning

Figure x. Accessibility Concerns

Elements of Accessibility

consultations were held, one in the evening, with childminding, and another during the day. A total of 85 residents and service providers took part. In

21

addition, three student visioning sessions were

48

held in May and June 2008 and involved 90 students from local elementary and secondary schools.

25

Three major themes emerged from the consultations:

Opportunity Affordability Safety Welcome

28

accessibility, sufficiency and sustainability.

1.1 Accessibility The lack of opportunity for many to benefit from

Programs should be available for such groups as

literacy programs emerged as the major concern of

refugees, pregnant mothers, isolated seniors, young

participants in both community consultations. They

parents, the developmentally challenged, school

noted that entitlement barriers denied access for

dropouts and those on probation.

many groups, a situation that could be resolved if there were more interagency collaboration to support

Translation was of particular concern for seniors

a “fluidity of services and access” in a variety of

programs to ensure that all community members

institutions including prisons, group homes and

knew what opportunities are available.

homes for the mentally ill. One group noted that Affordability was a key issue in both consultations,

there should be “formal relationships between “There should be a

libraries and community

especially for programs targeting the youngest (0-6)

Starbucks in every

groups. More libraries

and oldest participants (seniors). Ideally, programs,

library or perhaps a

should be more accessible.”

materials and daycare would be free, cultural events

library in every

would be subsidized, cheap transportation would be

Starbucks!” —Resident

provided to the location of the program and income support would be provided to families in need.

v

Renfrew-Collingwood Literacy Plan | Appendix IV: Consultation and Survey Findings

The need for safe environments was reported in

Figure x. Sufficiency concerns

Elements of Sufficiency

both consultations: “kid-friendly spaces, safe, enjoyable, fun ways to connect.” Libraries could be more welcoming for youth by providing opportunities and resources for “oral, written and graphic” skill

7 5

development and spaces for young users, including

5

39

25

children with disabilities, to chat. Most importantly, the libraries needed to be accessible outside of school

33

28

hours and on the weekends.

33

Social Literacy Outreach Language Skills Community Support Multiliteracy IT Literacy Assessment Environmentalism

One group in the student visioning sessions offered, “We want solar-powered lighting in the parks so we can feel safe (to hang out) there at night.” Programs

1.2 Sufficiency

at community centres needed to be supervised by

Sufficiency refers to the ability of a program or

older youth so that all participants would be

policy to adequately address the needs of those whom

respected and heard.

it intends to benefit.

Participants in both community consultations

Consultation participants said an ideal program

commented on the importance for cooperation,

would provide a wide range of community supports

respect and support in order to address negative

and focus on developing multiple literacies,

social attitudes to ESL learners and the growth of

particularly social and language literacies and, to a

anti-intellectual attitudes in the community.

lesser degree, environmental and information technology literacies. By participating in programs,

Opportunities for “mutual reciprocity, where

community members would be literate to the level

everyone has a role as both teacher and learner” were

they aspire, be sensitive to the relationships that exist

seen as important to this effort as was the

between language and culture and be interculturally

development of “family places” where families with

competent.

special needs would feel welcome.

Social literacy, the ability for each of us to interact There was a call for expanded intercultural learning

easily with our neighbours in a multicultural society,

opportunities for members to learn about their

was the most important program outcome of

community and the community to learn about its

participants. In order to achieve it, programs would

members.

require teaching materials “that help us learn from “Stigma and fear keep some people

different cultures or nations.” Sometimes those

hidden––people feel that they can’t

different cultures include one’s own, as was noted by

meet expectations when they can’t do

one group’s call for “topics that interest First Nations,

something. We need to focus on

that they can relate to.” Social literacy needs were

strengths.” —Service Provider

viewed as “specific to needs of different groups (that

vi

Renfrew-Collingwood Literacy Plan | Appendix IV: Consultation and Survey Findings

must) meet needs of individuals as well.” It was

transportation and, second, for social integration and

important that learning activities be fun and involve

pursuing careers that were in line with their skills.

opportunities for newcomers to meet long-term residents, for celebration and the opportunity to

Progress assessment was a concern for K–12

share stories with one another.

students, according to adult participants, who called for teachers to document progress so that learners

Suggestions emerged on how to build social literacy

could monitor their progress, and help teachers to

into the school curriculum. One group suggested that

remember “where the learner is at.” One group

students work together in a coffee bar or a school

suggested that at the

library, where there could be magazines available in

beginning of the year, the

other languages. Field trips promoting intercultural

teacher send home his or

literacy were reported in most consultations, as were

her expectations for the

anti-bullying and assertiveness training. Two groups

child so parents could

suggested that simply learning how to greet one step at bridging cultural divides. Social literacy skills

apparent, promotion of family literacy opportunities

culture and language classes in the top-10 languages

and addressing specific needs related to mental

of the neighbourhood and First Nations languages,

health.

perhaps culminating in field trips to such places as Chinatown and Little India.

the languages of the target groups was identified by both service providers and residents.

training in schools that market access was

and provide the necessary

mentioned most often in

support to make this

both consultations,

happen.” —Resident

The need for promotional materials to be provided in

The need for language

using their qualifications

school.” —Service Provider

programming that would move to where the need was

schools. Suggestions for adults and seniors included

was specific for labour

and encourage you to finish

discussed, touching upon the need for mobile literacy

for activating “respect, reaching and caring” in the

opportunities, get people

to check in where you’re at

Program outreach to marginalized groups was

were viewed by many participants as opportunities

with real job

forget about who you are,

track his or her progress.

another in different languages was an important first

“We need to link training

“Teachers (should) not

For preschoolers, the needs for family involvement, support for different learning styles and an early start for literacy training were identified. For elementary and secondary students concerns for sufficient

beginning with the

remediation and support for those with learning

completion of application forms (“they don’t

difficulties emerged. Participants commented that

understand the jargon”), continuing to orientations to

such concerns might be addressed by viewing the

different trades and tours to trade schools and then to

learner as a whole person, building self-esteem and

writing for different purposes. For preschoolers the

providing a welcoming learning environment for

prime purpose for language training was so as to not

the child.

fall behind their peers. For adults and seniors it was, first, to provide survival language skills necessary for emergency responses, shopping, public

vii

Renfrew-Collingwood Literacy Plan | Appendix IV: Consultation and Survey Findings

For adults there were concerns for marginalized

One group suggested the children have a role in

grandparents, overworked parents, job seekers and

educating adults about environmentalism.

newcomers who were facing challenges related to social integration. There were needs expressed for

Students participating in the school visioning

“facilitating emotional transition to literacy,” linking

sessions expressed concern for environmental

training to “real job opportunities,” connecting

literacy on issues related to recycling, transportation,

people from different cultures, increasing supports

food security, stream restoration and waste

for parents working multiple jobs, speech therapists,

management and reduction.

psychological support and general personal development. One group noted the importance of

Information technology literacy was important

“working from an assets perspective,” rather than a

for adults so that they may be able to “interface with

deficit model of the needs of marginalized groups and

technology and see it as a creative and

to “tailor learning opportunities” by using the

communicative tool.” One group suggested using

“untapped resources” that learners bring with them.

computer-based learning programs to provide technical training in such applications as word

Consultations emphasized the importance of

processing; another to use voice recognition software

providing opportunities for developing creative

such as “DragonSpeak” to access the technology. A

literacy skills in preschool and school settings that

service provider summarized the benefits as “We can

would lead to multiple literacies upon which they

use technology (such as DVDs) to pass on skills and

could call in their adult lives. In preschool there was a

learning of people who may not be able or want to

call for the use of a “variety of mediums—art, books,

leave where they are comfortable.”

technology and spoken word” in self-expression and the delivery of instruction. In elementary and

There is a need for community supports and the

secondary school settings, these broad categories

ways neighbours might support literacy development

were expanded to include theatre, improvisation,

as reading buddies, program organizers and

emotional, critical thinking, art, literary, dance and

coordinators, tutors, personal

health literacies, offered across the school

literacy trainers for seniors,

curriculum.

heritage language teachers and outreach assistants.

“Literacy starts with connections between people—it must be a bottom-up approach.”

—Resident

Environmental literacy was the most important for preschoolers in order to increase the children’s

Intergenerational connections were seen as helpful

awareness of “the natural environment in the

for preschoolers, especially such involvement of

community.” Participants suggested the children

grandparents and caregivers as evident in the Mother

have opportunities to interact with animals such as

Goose program. Ideally adults would be organizing

communal pets, to “touch dirt and bugs and enjoy the

workplace literacy programs and seniors would be

natural environment” in addition to learning about

reading with children, both having been trained by

the benefits of bicycling and public transportation.

other volunteers in their community.

viii

Renfrew-Collingwood Literacy Plan | Appendix IV: Consultation and Survey Findings

The importance of school-based peer support in the

support would receive it. All community members

form of homework support groups and mentorship

would then be empowered to take ownership of what

learning was mentioned as was the need for “one-to-

one participant termed “a social movement.”

one attention and time” for special needs children so “they will be ready for Kindergarten.”

The importance of community inclusion was mentioned in all consultations. Ideally, it would take

The high school students in the student visioning

the form of actively involving residents in all aspects

sessions perceived a role for themselves mentoring

of program implementation and maintenance, while

elementary school students, for example, showing

“maintaining their own cultural identity.” Activities

them how to grow a vegetable garden. Local youth

included literacy fairs, block parties, multicultural

teaching local adults, local adults teaching local

celebrations and, most importantly, multilingual

youth, peer support groups both in and out of

communication to ensure that all members of the

school—all would serve to help improve the quality of

community are aware of literacy events.

life in their communities.

The community could be used much more by schools

1.3 Sustainability

as a site for learning. Participants made many

Sustainability refers to the ability of the community

references to the need for involving seniors in literacy

to continue its literacy development initiatives by

development as mentors, homework helpers, first

putting its local resources to best use.

language teachers, translators and cultural ambassadors for school-age children. The potential

Elements of Sustainability

for high school students to offer similar supports for seniors was also frequently mentioned.

6 20

41

There was strong enthusiasm expressed in the

Community Inclusion Program Development Family Support

consultations for stronger coordination between home, school and community-based literacy development. One consultation noted that this could

Empowerment

22 34

be achieved by actively involving local volunteers in

Program Advocacy

the schools, but that it was the responsibility of the school system to permit such involvement.

Program development that focused on building

By taking “ownership” of the initiatives, residents

positive attitudes toward intercultural relations,

help ensure their overall survivability by reducing the

making it “cool to be ethnic” and to respect other

need for external supports. Participants said an ideal

ways of knowing emerged in all consultations. It was

program provides opportunities for community

important that services, for the sake of efficiency and

members to participate in program advocacy

sufficiency, not be duplicated and that this outcome

development and delivery. Those families in need of

ix

Renfrew-Collingwood Literacy Plan | Appendix IV: Consultation and Survey Findings

could be realized by more effective volunteer “Programs need to be expanded beyond traditional delivery of ESL, to focus on

is relatively close to home and in which they can

involvement of local

make use of the skills they possess.

experts in program

Unfortunately, for many newcomers this is not the

delivery.

case. As a result there need to be opportunities outside normal working hours (while they are trying

opportunities to access information/news on what’s

A student noted that

to establish themselves) for them to participate in

going on in the community—to

this could happen if the

program planning and development activities, as well

schools fostered the

as the willingness of training providers to adjust their

development of

own working hours accordingly. Advanced language

different clubs for

training was also seen as a crucial element of

become involved and to mix with different groups and opportunities.” —Resident

different subjects, where students could continue to

empowerment. Current training is provided to

develop their literacy skills in specific areas of study.

immigrants and refugees in BC up to the beginner level of proficiency in reading, writing, listening and

To encourage more residents to take part in literacy

speaking. This level was considered insufficient for

initiatives, they may need some family support. For

workplace entry by participants, who suggested that

example, workshops to teach parents how to access

the level be increased substantially.

library resources and read with their children, “Welcome to Kindergarten” programs for seniors who

Finally, the important role of social advocacy

are caring for grandchildren and discussions on ways

emerged in two consultations. If literacy development

to promote multiliteracy in families through the use

is to become a social movement, participants said we

of written texts, graphics, cartoons and movies. Other

need more people talking about it, promoting it and

supports included more education videos accessible

reminding others that illiteracy is alive and well in

to families, more family nights at education centres,

our community. There needs to be more

honour system book

communication within and among community

have a library card

exchanges at community

members, in their many languages, and schools

mailed with his or her

centres and coffee shops and

(because “schools are most aware of the needs of

birth certificate.”

educational video games in

their students”), health service providers and

—Resident

libraries.

community organizations.

“Every child should

“Literacy is a shared

The empowerment of individuals and families to

The need for continuing

connect and reconnect with their communities at

support from the three

continuing government

different levels and in different contexts was

levels of government to

presence will be needed to

considered to be especially important for adults and

provide for intercultural

be effective in the long

seniors. It depends on financial stability, which

programming that brings

allows parents and grandparents to become more

people together and for

involved in family life. Ideally, all would have equal

raising literacy awareness was seen by participants in

access to the labour market, be employed in a job that

both consultations as being essential for improving literacy in the community.

x

responsibility and a

term.” —Service Provider

Renfrew-Collingwood Literacy Plan | Appendix IV: Consultation and Survey Findings

2. Asset Survey Findings Between May and August 2008, three surveys were

Twelve respondents identified the ability to

given out at classes and gatherings and made

understand language in its written, verbal and non-

available through SurveyMonkey.com: one survey for

verbal forms as an important component.

local residents and literacy class participants (62 responses), one for service providers (26) and one for

The ability to communicate competently in order to

students (23).

better access and use social resources and to express oneself clearly was reported by 10 participants.

2.1 Definition of Literacy Local residents and students were asked to describe

Eight respondents viewed the ability to increase and

what the term “literacy” meant to them.

apply one’s knowledge of language and communication as being important.

Five key components emerged from the responses.

The ability to read comfortably at a level of ability

Findings suggest the majority of respondents would

matching one’s peers was indicated by 23

agree to a broad definition of literacy:

respondents, including 14 students.

Literacy is an ability to read, write and A similar level of ability in writing was indicated by 14

understand language in its verbal and non-

respondents, equally divided between residents and

verbal forms at a level that allows residents

students.

to participate successfully in mainstream social life.

Components of Literacy

8 Reading Writing Understanding Communicating Learning

23

10

12 14

xi

Renfrew-Collingwood Literacy Plan | Appendix IV: Consultation and Survey Findings

2.2 Language Proficiency Residents reported some degree of proficiency in 18

languages other than English was consistently lower

languages; high school students in 12 languages on a

than that of the residents. Their ability in English,

scale where “0” indicated no proficiency and “4”

however, was on average comparable to that of native

advanced proficiency.” Student proficiency in

speakers.

Language Proficiency

Vietnamese Taiwanese Tagalog Spanish Somalian Sign Language Punjabi Portuguese

Students Residents

Mandarin Korean Japanese Italian Hindi Hebrew German French English Cantonese 0.00

0.50

1.00

1.50

2.00

2.50

3.00

3.50

4.00

4.50

2.3 Literacy Skills Students reported their strongest literacy skills

preparing and editing reports, conducting meetings,

included reading and interpreting music, interpreting

public presentations, listening, interpeting visual

art, analyzing lyrics and short stories, communicating

texts, translating, interpreting and communicating in

through visual media, oral storytelling, writing

multiple languages and communicating through

narratives and dialogues, and being able to use

music.

electronic media effectively for communicative purposes.

Students shared their literacy skills by helping others with homework, working together with others in

Residents described their strongest literacy skills as

study groups, tutoring others, translating and writing

businesss communication, computer literacy,

for parents, proofreading others’ writing and asking

storytelling, dramatic performance, reading maps,

them to do the same, writing for the school

xii

Renfrew-Collingwood Literacy Plan | Appendix IV: Consultation and Survey Findings

newspaper, story telling and generally engaging

constant staff turnover due to low wages. Additional

others in conversation. Residents shared their

funding needs were identified in staffing,

literacy skills by socializing with neighbours,

coordinating volunteers, increasing programming

explaining documents, organizing classes,

space and producing learning materials.

community dialogues and projects, volunteering to tutor and teaching ESL, math and computer literacy

Other concerns included long waiting lists for English

classes, teaching children with learning disabilities,

language training courses, access for women with

editing others’ writing,

very young children and student access to

feel comfortable within a group,

preparing advocacy

information technologies. One provider saw a need

no matter the age or

materials and

for parent involvement in the learning process,

differences, and allow them to

arguments and doing

create their own atmosphere of

noting that the times the organization encountered

research.

serious barriers to success in its tutoring had been

“I use my skills to make people

friendship, understanding, and confidence to work together as a team to get the job done.”

—High School Student

when parents were uninterested or unable to become

2.4 Service Provision

involved in any way. Another identified a need for facilitators to keep students motivated. The need for

Service providers

culturally sensitive

described a wide variety of literacy development

programming was

activities, including helping new immigrants

mentioned by two

integrate into Canadian society, helping school-age

providers.

children with reading and math, health promotion

“The main successes are when students and their parents start to see a difference. Once they or their parents start to see the progress being made they are so

and disease prevention, and helping youth at risk and

Despite these

happy, and that makes us

families. There were fewer activities listed for seniors

challenges all the

happy.” —Service Provider

and young adults than there were for children and

organizations

adults under 65.

indicated that their programs had enjoyed many

“The tutoring takes place

successes. Over 66% of organizations reported they The uncertainty and low

were quite successful or very successful developing

levels of current funding

partnerships with other organizations. Over 69%

the summer. All of our

were their primary areas

reported that their programs had met their goals

tutoring is individualized to

of concern. One provider

“very well.” Most felt they had made a positive impact

each student's needs and

commented that the time

on the lives of individuals by helping them access

spent chasing funding

information they needed and enjoy success in their

dollars and reporting on

school studies. They felt their services contributed to

funding grants was a

building capacity in the community, supporting

before, during and after school, as well as throughout

goals, which are determined during the diagnostic process.” —Service Provider

children and families, and helping newcomers

major obstacle to the efficient operation of the

integrate successfully into the mainstream society.

service. Another reported that the chronic lack of funding resulted in poor quality of supplies and

xiii

Renfrew-Collingwood Literacy Plan | Appendix V: Strengths, Opportunities, Needs and Challenges

Appendix V: Strengths, Opportunities, Needs and Challenges Strengths

Opportunities

Diverse community

Leadership

• very diverse community – multi/intergenerational

• we have our Literacy Now Committee • we have large multilingual volunteer populations

and cultural • friendly welcoming atmosphere at CNH

• we have Cultural Connectors, Community Schools,

• post-racial community – no bars of race

Buddy Programs, Food Security Institute,

• this is a neighbourhood that finds ways of

Leadership Institute and community celebrations to use and add onto

celebrating our diversity • not NIMBY”s – more MOBY’s

Programs and facilities

• we have a lot of languages and skills

• lots of early childhood development opportunities Strong networks and programs

and facilities that we can use to add adult literacy

• community is well-connected, lots of networks to

programs for adults • sense of partnership that we can add to and make

tap into • we have lots of services and they are mapped

stronger to deal with family literacy programs and

• effective, proven reading, literacy programs

smooth out duplication

• Mother Goose – intergenerational learning

• schools with empty rooms at times

• service providers in the area are committed to

• lots of programs that people find useful • opportunities for mentoring – there is youth

finding out the needs of people in the area rather

interest, ability, a culture of doing this already and

than imposing programs and services

an infrastructure

• CNH takes a different approach to community

• arts and culture provide opportunities

development – strength-based

• Strong Starts are being set up in the community

• buy-in from major stakeholders to raise literacy

and the Ministry of Ed plans for earlier K

levels

programs will have an impact

• lots of volunteer opportunities for people to become

• have a number of libraries open to people in the

involved in community

community – Collingwood, Renfrew, school

• strong youth leadership component/culture

libraries may open to the community and Langara’s braille and audio library facilities

Other • relatively cheap housing – makes for a diverse

Funding

community –families; not homogeneous

• Ministry of Education is funding literacy initiatives

• Renfrew-Collingwood has a low profile, is not

• The United Way’s plans for 211

trendy so less interference

• The Office of Literacy and Essential Skills (federal

• transportation network is pretty good

government) has plans with funding

xiv

Renfrew-Collingwood Literacy Plan | Appendix V: Strengths, Opportunities, Needs and Challenges

Needs

Challenges

Programs • more programs to meet demand (literacy,

Local • languages

numeracy, social skills)

• availability of staff versus the times that people

• upgrading for adults – more and accessible, e.g.,

want services/programs

programs in the summer

• convincing schools and dealing with their issues

• programs need to be free and have child care

around opening schools to public

available in order to adults to participate

• sharing vs. owning attitudes

• literacy upgrading programs need to be available

• ongoing recruitment/retention of volunteers,

for Canadian-born adults and seniors

keeping them interested

• more settlement services

• resource issues – time in having to constantly

• make sure to keep people from falling through the

write grants and the admin involved, burnout, etc.

cracks

• “customers” – if people don’t come?

• provide literacy services in various ways (times,

• Not being able to find new leaders

correspondence, technologies, mentoring, etc.)

• Not delivering the message of the

• programs to teach writing in English and advanced

services/programs correctly

English

• The word “literacy” – a lack of understanding of the concept can block participation

Outreach

• If partners are apathetic or don’t see relevance it is

• multi-media facilities to create multi-media

hard to get buy-in – work places, for example.

tools/spaces • outreach to isolated individuals

Regional, Provincial, National

• an online presence/capability

•$

• awareness/education about what is already

• if policies, politics, focus changes can be a block

available

• can remove programs, support etc.

• a community literacy listserv

• there can be “strings” attached that don’t fit with

• an umbrella organization to refer and hold the

what the community wants/needs

information

• if the various governments have separate agendas • if there is interdepartmental lack of

Resources

communication

• a comprehensive and cohesive plan for literacy in

• when accountability takes over

the area (all working the same direction)

• too many hoops, too much bureaucracy can stop

• resources – $ and people

learners from participating

• physical space for classes, socializing, meetings

• funding and policies need to see this work as a

• buy-in from government stakeholders

beginning of a long continuum of service and

• service providers who are multilingual and

transition

appropriately trained

xv

For more information on the Renfrew-Collingwood Literacy Plan contact Julie Cheng at jcheng@cnh.bc.ca.

The Renfrew-Collingwood Literacy Plan is funded by 2010 Legacies Now www.2010legaciesnow.com and supported by residents and community organizations.