Nala Journal

National Adult Literacy Agency

June 2000

National Adult Literacy Agency,

76 Lower GArdiner Street, Dublin 1.
Tel: 01 855 4332 Fax: 01 855 5475
e-mail: literacy@nala.ie Website: www.nala.ie
 Nala Journal 2000
A big thank you all NALA members who contributed to this
journal.

I am always looking for reviewers of publications and software.

We usually allow reviewers to keep the material as a thank you for
their efforts. If you are interested in reviewing material for future
publications get in touch. I would appreciate any feedback on this
publication for next year’s journal.
My e-mail in NALA is jlynch@nala.ie
and my direct line is 8099195

Jennie Lynch
Development Worker

Contents

Literacy Features including 1 - 14

How the internet and e-mail is being used by
adult literacy and TEFL tutors
Media Tips for Literacy Awareness Week
Literacy through the Media

Submitted writings 15 - 19

Reviews of literacy material 20 - 27

N a l a J o u r n a l 1
 Features
Media Tips for Literacy Awareness Week
This year Literacy Awareness Week takes place from September 11th –17th.
We will be advertising this week on national radio and hope that RTE will
support us again with television advertising.

We are currently designing campaigning posters which we hope will be

helpful lobbying tools. As most schemes will have some dealings with the
media I have included a few tips which you might find useful.

Writing Press Releases

• Keep it simple and to the point.
• Preferable size for a press release is one page.
• Cut out all jargon.
• Use a catchy headline.
• Include a snappy quote from an official.
• Identify each person quoted by title.
• Put in a background paragraph in the release which will explain recent
developments in the area.
• Put contact numbers at the end of the press release – make sure people
are available to take media calls.

Photocall OR event notice

Don’t just organise an event and hope for the best on the day. Your local
media need notice. If you ring them up they will tell you what deadline they
are working to. Be sure to include:

Time: Date:
Venue: Event:

• Put in a headline.
• Include enough information to entice the news desk to send a
reporter/photographer.
• Include the sentence: You are invited to send a photographer and reporter to
this event.

2 N a l a J o u r n a l
• Send to newsdesk one week before event. At the very least send in two
days beforehand.
• Telephone the news desks a few days before the event to ensure they
know about it and are sending someone along.

Photocalls
• Make them interesting.
• Organise the event in a central location.
• The photocall should explain/suggest
the story immediately.
• Be innovative but not too clever.
• Simplicity works best.
• Children and animals work well – if you can work with them!
• Keep away from Grip and Grin shots – handing over cheques etc.
• Keep number of people involved to a small group – one or two work
best.
• Bring along your press release for distribution to media.
• Be prepared for the photographers to want to do their own thing.
• If your budget allows, employ your own photographer.
• Borrow a mobile phone in case the media want to contact you during the
event.

Interview preparation
• Never speak on an issue unless you are competent to do so.
• ALWAYS prepare for your interview.
• Ask three questions:
- What is my message?
- Who do I want to reach?
- How can I make it interesting?
• Write a list of three central points that you want to make.
• If you don’t know the answer to a question, say so. The public will respect
your honest.
• Avoid fudging the issue – you’ll sound like a politician.
• Answer the questions in a clear and direct manner.
• Avoid rambling sentences – people will loose interest in what you’re
saying.

N a l a J o u r n a l 3
 • Use human interest stories to illustrate facts and figures.
• Don’t speak too quickly or too slowly.

Radio Interviews
When you are approached to do a radio interview, you should
1) Ask the producer of the programme a number of questions:
- How long is the interview going to be?
- What angle are they going on?
- Will you be the only person speaking on the topic?
- If someone else will be on the show, find out what their position is on
the subject?
- Can you mention an event (fundraising/campaigning) that is taking
place soon?
2) Research.
- Look at the style of programme.
- Make sure you know the latest developments in your area.
3) Anticipate the questions and prepare answers.
4) Think of the hardest and most bizarre questions you could be asked and
have an answer for them. In this way, you won’t be thrown by any
question.

Key Points
• Think of someone listening to you that is supportive and keep that
person in mind while doing the interview.
• Avoid jargon and while you may use abbreviations in your work the
public might not be familiar with them.
• Don’t be afraid to give examples or tell stories.
• Use percentages and statistics sparingly.
• You can interrupt the interviewer but do it politely.
• Forget what mistakes you’ve made when you finish the interview.

Thinking of Rita
I last spoke to Rita on Tuesday, 12th December 1999. She was in St.
Vincent’s Private Hospital. For some days I had been trying to reach her.
She sounded so pleased when I rang and said she was longing to hear all the
news. There were people with her at the time so we agreed to talk later. We
never spoke again - she died the following Friday. The bewilderment, the

4 N a l a J o u r n a l
hurt, the sense of loss is still with me – what must it be like for her
family? During our lives we make a few true friends –Rita was a
friend. She was a participant on the NALA/NUI Maynooth course
“Tutoring in Literacy” when I first met her, but it was some years later
when she became Co-ordinator of the same course that I got to know
her well. During those few years through regular meetings with Pat
Bennett and myself a friendship developed which enriched us with
the enjoyment of shared interests, mutual trust and a stable working
relationship. As Co-ordinator, Rita prepared her work thoroughly and
made difficult tasks look easy – she inspired confidence and was a
source of constant support and encouragement to tutors and
participants alike. Reliability is rare and valuable quality – Rita was
totally reliable in all her undertakings.

Although Rita’s work as Literacy Organiser in the Blessington area was

on a part-time basis she was committed to providing the best possible
service. She kept abreast of all new developments and regularly
attended meetings of the South East Region Literacy Organisers
group and participated fully in discussions and activities of the group.
She will be sadly missed by all her associates in the region.

Apart from her involvement in literacy work Rita led a fully, happy and
varied life. She spoke often of her home life with her husband Stephen and
three daughters Alison, Juliann and Claire – their holidays and their idyllic
summer lifestyle in Brittas Bay. Her family were her pride and joy and always
in her thoughts. Rita also spoke with great affection of her parents and the
rest of her family. She was so happy to have spent the holiday in Lourdes
with the extended family group last summer- particularly she spoke of
sneaking out in the evenings for a drink with just her Dad while the others
were praying- that was a very happy memory for her. She loved her home in
Ballymore Eustace and even when she was ill in hospital last year, she
campaigned to preserve some lovely trees which were under threat by
developers near her home.

In the wider community Rita was involved in the activities of the Over 60s
club in Blessington and enjoyed this work immensely. She often
encountered tales of the wonderful characters she met within this group.
Her contribution and support will be a big loss to these organisations.

Rita Keane’s death is a salutary reminder to all of us of the futility of

worrying about everyday concerns - the future should have been so bright
for her but that was not to be. She is at peace. We are the better for having
known her and extend our heartfelt sympathy in their great loss to Stephen,
her children, her parents and all her relatives and friends.

Carrie Walsh Literacy Organiser in Athy Kildare

N a l a J o u r n a l 5
 Literacy through the Media
NALA, in partnership with Tipp FM developed a pilot project “Literacy
Through the Airwaves”, in co-operation with North and South Tipperary
VECs, sponsored by the Department of Education and Science. This pilot
project aimed to develop literacy and basic education tuition through a local
radio frequency and ran until June 1999.

The Independent Radio and Television Commission (IRTC) allocated time

on two specific radio frequencies to run this pilot programme in Clonmel
and Nenagh in Co. Tipperary.

Kildare Literacy Organisers Pat Bennett and Carrie Walsh developed the
necessary literacy materials. These folders were then sent out to people who
wished to participate in the project.

A temporary freephone line was established for enquiries. People used this
line to order a free pack and when they wished to speak to a tutor when the
programmes were broadcast. A consultant was employed to evaluate this
project during the summer and this report was launched in November 1999.

Here are a few interesting quotes from participants

If you’re listening to the radio, you know you’re going to be listening at whatever
time. If it’s tapes, well, that sort of makes it easier to put it off, you can say, oh I’ll
listen to them tomorrow. And you never do !
Some of it was a bit over my head, some of it was easy, you’d get something out of
it every week.
If a student was confident enough, they’d be able to use it.

The format of the programmes, which simulate a literacy session proved very
popular.

It was like the tutor was there in the room with me.
The format was excellent – you’d think the tutor was there.

In November the Minister of State at the Department of Education and

Science, Mr. Willie O’Dea, T.D. launched Literacy through the Media.
Following the success of the radio project Literacy through the Airwaves, the
Department wanted to develop literacy programmes for television for
broadcast with RTE.

A Steering Committee was established with representatives from the VEC

sector, including the Adult Literacy Organisers Association (ALOA), the
Department of Education and Science and NALA.

6 N a l a J o u r n a l
The Department of Education and Science commissioned the television
production company, AV Edge, to produce 12 literacy programmes. AV Edge
will film all around the country. Experienced literacy tutors are developing
material which will complement the programmes.

We are also in the process of developing a support structure to assist people

who decide to use the programmes. A freephone line will be set up for
people to ring in and order their pack. Tutors will be available at the end of
the phone.

In April we advertised for tutor support workers who will give phone support
to adults learners who are following the TV literacy series, as well as other
general administration duties.

Helen Ryan, NALA Development Worker.

Remembering Gregg Hickey

When asked to write something for the journal about Gregg Hicky I didn’t
know where to start. I wondered what were the right things to say about him.
How much did we know of Gregg the Literacy Organiser, community activist,
soccer enthusiastic? How little we know about each other outside of our role as
Literacy Organisers. With this in mind I thought I’d write a little on Gregg the
person.

Gregg became involved in literacy in the early 80’s as a voluntary tutor in

Mallow, Co. Cork. His interest and commitment to literacy grew and he
became a Literacy Organiser for North Cork. President Mary Robinson
acknowledged the enthusiasm and energy he gave to literacy when she
officially opened the Literacy Resource Room in Mallow in 1994 as locals
would say “he kept at her until she agreed”. And at that he didn’t stop. He
became the South West Representative of the Adult Literacy Organisers
Association and elected secretary of the ALOA’s executive committee.

Gregg often mentioned how much he enjoyed “being secretary”. Every group
he became involved with he willingly accepted the position of secretary. His
knowledge and experience in this role was held in high regard by his
colleagues, not to mention his understanding of constitutions, amendments,
voting procedures etc. If there were problems around such issues Gregg always
found a solution. All things were a challenge, never a problem!

Adult literacy was only one aspect of Gregg’s community activities. The
support given by Gregg to the local soccer team helped Mallow United AFC
become one of the biggest clubs in North Cork. In between managing and

N a l a J o u r n a l 7
 training teams, refereeing games, he continued to
encourage young people to take an active interest in the
sport. This limitless encouragement and assistance
extended to the local swimming pool where Gregg
worked as a lifeguard. And, he found time to write his
weekly column for the Mallow Star!

It must have come as no surprise then, when Gregg and

his family received the “Mallow person of the year award”
in 1996 for his commitment and contribution to the
community of Mallow.

Those of us who have met Gregg Hickey hold our own

personal memory of him. Mine is of Gregg walking
everywhere with his rucksack, lunchbox, open shirt and
telling humorous tales of his childhood in Mallow. I can’t
help but think wherever Gregg is right now he is as busy as
ever. Most likely, lobbying and campaigning the terms and
conditions for Angles and Saints. Arranging soccer
matches for the Pearly Gates Angles Club and writing his
weekly column for the Heavenly Star Scripture.

Marian Lynch, Literacy Organiser in Clondalkin, Co Dublin and new NALA

Executive member.

The Dental Health Foundation

The Dental Health Foundation was
established in 1978 as a charitable trust Dental Health Foundation
dedicated to raising the profile of oral Ireland
health in Ireland as an essential part of overall health and well-being. Its
establishment was initiated by the dental profession with the agreement and
support of the Department of Health and Children.

Mission
The Mission of the Dental Health Foundation is to promote oral health in
Ireland, by providing effective resources or interventions and by influencing
policy, through a multi-sectoral, partnership approach.

This mission will become a reality through:

Taking an inclusive approach that caters for the needs of minority groups, without
exception.
Using the Foundation’s independence from vested interests by providing resources
and advocating policies for the sole objective of effective oral health promotion.

8 N a l a J o u r n a l
 Investing resources in initiatives that are based on sound scientific research.
Taking a broad multi-sectoral approach to raise awareness of oral health.

Health through oral health

Background
Recent studies have shown that there is much to be concerned about, when
addressing the issue of Irish children’s dental health. The most recent
research contained in the international report of health behaviour in
schoolchildren, for example, shows that Irish children rank way below other
EU countries when it comes to dental care. Barely half of all Irish children
brush their teeth more than once a day, more than 75% eat sweets or
chocolate at least once in the same period and 63% consume a can of soft
drink every 24 hours. Compared to countries like Canada and Norway our
children eat almost four times more sweets and chocolate and drink three
times as many soft drinks.

The Dental Health Foundation was requested by the Eastern Health Board,
now called the Eastern Regional Health Authority, on foot of a
recommendation by the Principal Dental Surgeons, to develop an
intervention that would try to address the oral health imbalance that exists
amongst children from disadvantaged backgrounds.

Five year olds and their parents are the key target for the intervention because:
• It is the first formal official access to this age cohort. It is recognised that
dietary practices will be established, but an intervention can be designed
to modify any harmful practices.
• It provides access to the parents and carers of this group to gather
qualitative data on the oral health practices of their families and siblings.
This information will help formulate an intervention for parents of
younger children at some future stage.

Overall Aims of project

• Promote healthy nutritional practices
• Promote effective supervised brushing by parents with pea-size amount of
fluoride toothpaste
• Promote the wise usage of the dental services

We intend to develop a meaningful and effective oral health intervention programme

for 5 year olds. We invited NALA to participate as a key partner to help us meet this
aim. We will work with NALA to ensure our information is “literacy proofed”.

N a l a J o u r n a l 9
 We thought NALA members would be interested in hearing how other adult
education practitioners are using new technology such as the internet and e-mail.
This is an excerpt reproduced by kind permission of the Basic Skills Agency. The full
article is in the November 1999 issue of their magazine which is called Basic Skills.

Using Information and Communication Technology in

Basic Skills Work with Adults
The Birmingham Core Skills Development Partnership has enabled
organisations across the city to work together to develop a range of uses of
Information and Communications Technology (ICT) for adult literacy,
English as a foreign language (EAL) and numeracy learners. We did this to
enable adult learners to access generic ICT skills because of the increasing
need for IT skills for employability, further education and training.

Students also benefit from using stimulating and interesting activities. As

more and more information becomes accessible electronically, adult students
should have equal access. There have been a variety of different approaches
including:
• Open and Flexible Learning;
• Internet;
• E-mail.

Open Flexible Learning using ICT

A strong partnership between adult education, the library service and the
Economic Development Department has led to developing 17 varied Open
and Flexible Learning sites city-wide in Birmingham. Opportunities have
been provided for homeless people, people with disabilities, those seeking
employment, traditional adult education students, people who are on
probation and the general public who use libraries.

Adult education funds provide support for students’ individual initial

interviews and ongoing tutorials. This forms the basis of an agreed learning
programme and determines the core skills software to be used. In addition,
students book time for the use of computers at their centre, where they are
supported by on-site staff.

Each site has a range of software available for use by students. Tutors often
author these packages towards the needs of the student. For example,
simplified text is loaded onto the New Reading Disc in a topic that is of interest
to the student. To make the package more interesting, personalised pictures
can also be scanned in and speech recorded. Tutors and site staff have all
attended training on the use of that software.

This is just one of a range of options available to adult learners within

Birmingham, reaching students who wouldn’t normally access basic skills
tuition. It is bringing in an average of 10 regular users per week per site, plus
others who drop in and out as required.

10 N a l a J o u r n a l
We have found that students progress faster when:
• Specialist tutor support is provided;
• ICT can be used at times to suit them;
• Extensive on-site general support is available.

It is difficult for many basic skills students to be completely independent in

the use of ICT to improve their skills. However, the use of ICT increases
students:

Confidence
Independence
Esteem and
Motivation

The Use of the Internet in teaching English

The Internet is full of free and authentic materials for the EAL tutor to use.
The www pages contain not only text and pictures but also sounds, music,
animation and moves and are linked through the use of hyperlinks (by
clicking on textual or graphic links you are transported directly to a different
page in a different book).

Internet Hunts for Safaris

A typical example of an Internet safari will involve students getting a list of
questions that can be best answered by surfing the Internet. The focus in this
activity is on reading by scanning through web pages and using hyperlinks to
find the specific answers to their questions. Students examine pictures, titles,
headlines, menus and indexes for clues to find the answers. Students predict
where the answer can be found and what links to follow. Students are able to
access a much wider range of information and resources than are currently
available in most classrooms.

Web hunts can be quite easily linked to the wider vocational curriculum by
linking the theme of the hunt to the theme of the class. For example, hunts
from the Internet can be linked to themes such as care, textiles, media and
technology. Where possible students work in mixed language pairs or groups,
so they must communicate in the common language of English. Two or three
students work together on a computer, thus involving them in a co-operative
learning in order to find the answers to the questions by agreeing,
disagreeing, offering opinions and helping each other.

The teachers’ role is made far more difficult as they must become Internet
teachers as well as EAL teachers. The teacher has an essential role in
ensuring smooth running of the sessions by problem solving when students

N a l a J o u r n a l 11
 get stuck or lost. Technical problems with the internet happen regularly so
the teacher must also be able to do a little technical problem solving as well.
Lessons can be very exhausting for the teacher as they in effect relinquish
control of the classroom.

Tutors demonstrate the controls and procedures for doing the activity,
introduce the activity and explain the language goals for doing the activity,
each time. The teacher circulates among the groups observing their progress
and assisting where required when they get stuck or lost. Students work at
their own speed. The speed and ease with which students are able to get
through the activity is a measure of their progress. Students should have
opportunities for feedback and evaluation at the end of the lesson. They
acknowledge the value for their reading skills, but they also like improving
their Internet skills and appreciate the communicative benefits of co-
operative learning involved in this activity.

Using Online Newspapers

Accessing English language news from around the world on the www opens
up numerous possibilities for language teaching. Activities include
summarising and giving an oral report on a newspaper article. Students can
access the www to find their articles from different newspapers both in
English and their native tongue from all over the world. A central page for
newspapers from around the world can be found at:

www.websombat.com.au/intercom/newsprs/index.htm
Another is:
www.tcom.ohiou.edu/OU_Language/news/paper.html

Using the Internet to find a newspaper story rather than the local printed-
paper has a number of advantages.
1. The Internet provides free access
to hundreds of English language
newspapers.
2. Students’ presentation of their
reports helps build on their oral
presentation skills, pronunciation
and confidence in speaking
English in front of a group.
3. The access to world news enables
students to tackle issues with
information. For example, a
group of students looked at information about Kosovo in Urdu, Arabic
and Chinese, and various European language newspapers which
informed a full debate on the issues.

12 N a l a J o u r n a l
Some ways in which Web based language learning is different
from conventional classroom based learning
Traditional Language Learning Web-based Language Learning
• Linear presentation • Hypertext, Multimedia
• Initial motivation may disappear • High motivation sustained
• Receptive learning • Self-paced, Self-access
• High teacher control • Higher learner control
• One-to-many (teacher to students) • Individual and many to many
• Limited resources • Unlimited, update information

The use of e-mail in language learning

In conjunction with BECTA (British Educational Communications and
Technology Agency) Birmingham Adult Education has been one of 10
National Demonstration Projects looking at the use of ICT and EAL.
We used e-mail to enable intermediate/advanced level EAL students to link
with Bradford and Ilkey Community College (BICC) students.

Getting Started
Staff at the two sites communicated by telephone, fax and e-mail. It would
have been good to meet but at the same time it was a good learning exercise
for all concerned. We agreed on an E-mail address, who would be involved,
methods, paperwork and topics to be explored. There were problems on
both sides with the e-mail facilities which continued to cause frustration for
many weeks. However, it provided good learning opportunities for staff. All
staff were offered training. Accreditation opportunities were addressed and
recognition was then given to any criteria set by the awarding bodies.

The Action
Students discussed with their tutors how much information they would like to
give to BICC and it was agreed that they would give their title, name, age,
nationality, qualifications, hobbies and interests, country of origin and family.
Home addresses were not given. This information enabled students to be
paired via their tutors.

The theme chosen was tourism. In groups, students discussed what they would
like to know as a group and then decided on questions they would individually
ask. This enabled students to develop both their written and oral skills.

At first, it was necessary for a tutor to set with each student and give details of
each procedure, despite the use of a 20 point step by step plan. However,
after a very short time some students were able to give guidance to other
students.

N a l a J o u r n a l 13
 Both students and staff have gained a great deal from this project including
accreditation, but above all it has helped students (and tutors) to gain the
technical knowledge that prepared them for employment, higher education
and wider opportunities.

Norma Yates, Birmingham Adult Education Service and Chris Watts, South
Birmingham College.

NALA’s AGM
The following Proposals and Amendments passed at the AGM in Tralee 2000

1. That NALA would continue to lobby that adult literacy interests are fully
observed during the implementation of the White Paper on Adult
Education.
2. That NALA continue to lobby the Dept. of Education & Science on the
inadequate premises of many literacy services throughout Ireland
including the NALA national office.
3. That NALA should seek meetings with the Dept. of Education & Science
to discuss the appointment of full time tutors and resource workers for
Adult Literacy Schemes.
4. That NALA lobby to ensure that every
Adult Literacy Scheme can provide
intensive adult literacy programmes.
5. That those involved in adult literacy
work are eligible to apply for NALA
in-service training and
NALA/Waterford Institute of
Technology accreditation courses.

The following people went forward

to fill the five vacant seats on the
Executive Committee:
Liz Carolan
Mary Kett
Marian Lynch
Mary O’Donoghue
Brian Ó Foiréis
Michael Quinn Paudie Mulvihill who was an
Ordinaryy NALA executive member
Liz Carolan withdrew her nomination. As for the maximum years receives a
there were only five candidates for the five present from Mairin Kelly, NALA
seats, no election was necessary. Hon. Treasurer at our AGM.

14 N a l a J o u r n a l
Submitted Writings
TIME
Time is a mystery
Time is mine
Time is short even to the longest liver
Time is long it has spanned millions of years
Time is good
Time is sad
Time is lonely
Time is enjoyable
Time is healing
Time is a struggle for some people
Time and hour goes through the roughest day (Shakespeare)
Time is boring to the sleepless
Time is painful to the sick
Time is forgetful when we kneel to pray
Time is hopeless for those who have no food
Time is cold for the homeless
Time is double for those who do not communicate
Time is not kind to broken marriages
Time is delirious to a sick child
Time is not there for accident victims
Time ceases when we sleep
Time passes
Time and tide waits for no man (Shakespeare)
Time is plentiful
Time has no meaning for the depressed
Time is dark for the suicidal
Time has ended for those who have died
Time is a God-send when you are happy
Time is emotional to the unemployed
Time is restless for those who fear
Time is a challenge for our youth
Time is everlasting
Time will end in the Lord’s own time.

N a l a J o u r n a l 15
 The Winding River Feale
The winding River Feale in all its beauty and splendour. Rises in
Toher in Cork county and flows westward into Co. Kerry. Home to
the wild salmon, the white and brown trout and the rainbow too.
The swan, white in colour, swims about in the still water of this
river. The black little water hen has family within the thickets on
the banks and undergrowth. The working farmer takes a pleasant
bathe after a hard day saving day in the adjacent meadows. The
patient fisherman walks home in the evening with eight salmon
across his shoulders. A meal or two for the family table or a few
extra bits of cash from the local hotel owner. A swarm of bees in a
hot evening over the water are food for the shoal of fish within its
waters. Valley trails are enhanced with bluebell, primroses, the
fern and dark green broom with bright yellow flowers. Another
charm is its natural fish spawning ponds. The Feale Valley and
river and tall oak tree are really heavenly. In the evening as you
leave, the wild duck in flight dip their wings into the waters as they
go home to rest up-stream. The ell go under stone to sleep as
twilight sets in. Having reached the top of the hill on my way
home, looking down on the river and its valley, by now it was like a
silvery lagoon as the moon in the high heavens shines and fog has
blanketed the splendour of this river and its valley.

Mary O’Donoghue, NALA Executive

Committee Member from Kerry.

16 N a l a J o u r n a l
 My Present
The poor little girl was as sad as could be
She had no little present for under the tree
Oh! My mother and father work so hard for me
I have nothing to give them, to thank them you see.

But later alone on her small bed,

She took bright coloured paper and bits of thread.
She tied up a parcel with nothing inside,
She crept down the stairs when the parcel was tied.

When she woke the next day, she went down to the tree,
And saw her mother and father as glad as could be.
We got some presents as you can see,
But your present was special, you made it yourself.
And your bright little parcel, all tied up so small,
Was filled up with love, the best present of all.

Joan Dempsey, Ballyhogue, Co. Wexford.

Poor Country Girl (£2.50)

In 1998 Patricia returned to adult education at
the VTOS in Kilkenny and found new talents
within herself. This short story is the result of
combining these new talents and show that it is
never too late to learn. Patricia is now
employed in the area of contemporary arts.
Patricia hopes to sell as many copies as possible
in order to buy a computer so that she can
write a few more short stories.

Excerpt from Patricia’s book

A really good and funny memory I have of my school years was
when I made my First Holy Communion. The evening before my
communion I had to go out to the ditch and collect a bunch of

N a l a J o u r n a l 17
 white flowers to place around my candle for the next day but as I
reached into the ditch a busy bee came along and stung me over
the eye. It that wasn’t bad enough, the day of my Holy
Communion I sat beside a young traveller girl and just as I was
about to go up the aisle to receive my Holy Communion the girl
accidentally put my veil on fire with her candle. There was
pandemonium in the church and my father was slapping the head
off me trying to put the fire out, but eventually he sorted it out
and I got my communion in the end.

Patricia Cleere Downes

Our student trip to Athlone

We were invited to a weekend in the Prince of Wales hotel in
November. I felt nervous about going and meeting new people. I was
worried about the course, I did not know what to expect. I gave John
a lift; he was attending the course too. He was company for me.

We arrived at the hotel at 4.30 pm and signed the register. We

went to the room and left our bags there. We went for dinner and
there we met the other students. After dinner we all went to
another room to get to know one another and chat.

We talked about our experiences at school. The course leader

asked us what we were good at, we all spoke up confidently. We
broke for tea. In the afternoon there was more discussion and we
worked as a team. That night we had dinner and a few drinks with
our new friends. Our last morning we all went for breakfast and
talked about the experience of the weekend. Everybody enjoyed
the course and are looking forward to meeting up again. The
course in Athlone was a positive experience for me. I know I am
not alone in my difficulties. I recommend the course for anyone
who feels they need it.

Robbie

18 N a l a J o u r n a l
 Back to the future with Hewlett Packard
In 1986 I was made redundant in a constructive way. When I was
called in for my annual staff review, I was told that I had become
technically unsuitable for the position of supervisor which I held
for thirteen year.

This happened at a time when it was

impossible to get a permanent job at the age
of forty five. In the following years I did all
sorts of odd jobs. In 1998 I joined FÁS in a
back to work scheme with Palmerstown Social
Services under the guidance of Ronnie
Smith, which I found very enjoyable.

In September of the same year Peter McKay came into our centre
to ask would some of the participants be interested in doing a
back to work education course with NALA. Six of us agreed to do
the six month course and finished with excellent results.

In June 1999 I worked for the Leixlip Resource Centre for the
Unemployed under the supervision of Joan Kenny and her staff
and also with Marian Hannigan of Obair. Last October I applied
for a job in Hewlett Packard in Leixlip. It took four weeks for me
to get an interview. After the first interview, they gave me a second
one the following day which I found very encouraging. Two weeks
later they sent me for a medical and two weeks later I got a phone
call to start. It was a shock to the system to be able to get a job at
the age of 59, especially in one of the biggest computer companies
in the world.

I am enjoying my new career and the co-operation I am getting

from both management and staff I find very refreshing.

Christy Lynch from Lucan in Dublin

N a l a J o u r n a l 19
 Reviews
Working on Words: A Resource Pack CDVEC, £10
Working on Words was compiled by a CDVEC
working group drawn from the ranks of literacy
tutors and organisers. The editor is Pauline Hensey
and the assistant editor Heather Toomey.

Tutors will bless the arrival of ‘Working on Words’.

Most of us surround ourselves with banks of
materials but still end up relying on two or three
well-worn resources. This book is destined to join
that privileged group. I can state this with
confidence as, since getting my hands on this book,
I haven’t stopped using it and the results have been
very positive. Tutors often work in isolation, so this
book will also answer the question, ‘what are other tutors up to?’

The book is divided into three parts, Starting Points, Working on Reading and
Working on Writing. Starting Points offers tips on making materials and on
planning and reviewing a programme of work with a student. This section
could be used very effectively during tutor training.

Working on Reading consists of beautifully designed worksheets based on a

wide variety of topics ranging from the practical to the creative. The
worksheets cover a wide range of reading skills including skimming, scanning
and reading to infer meaning. The exercises encourage familiarity with the
alphabet, word attack techniques and use of context clues. Everyday reading
requirements are well covered with worksheets on reading menus, shopping,
drug labelling and reading large numbers. There is an excellent section on
the Euro, which probably ought to be made available to the general
population as it certainly clarified a lot of things for me.

The worksheets in Working on Writing provide practice in skills such as

sentence construction, use of adverbs and plurals, spelling and punctuation.
There are also loads of ideas for creative writing including the effective use of
a lovely poem by Paula Meehan which, reinforced my belief that literacy
students should be offered the very best of literature and art

Worksheets are arranged in order of difficulty, but the ebook is does not
necessarily have to be worked through systematically. Rather, the tutor is
encouraged to use the book as a kind of portable treasure trove from which

20 N a l a J o u r n a l
little gems can be extracted to either address a need, stimulate an interest or
open up a new area of knowledge.

I recommend to all adult literacy tutors that they run out and buy this book and
congratulations to the writers who have done a truly wonderful job.

Máirín Kenny, Hon. Treasurer of NALA Executive

This is the second review of this publication

This pack includes contributions from students, tutors and organisers from a
number of literacy schemes.

It’s a collection of worksheets with ideas an suggestions for reading and

writing. There are also notes to help in the making of worksheets and tape
recording of materials. Suggestions are also made for assessment of student
progress.

Reviewing the book from a rural base, I would find the topics urban and
Dublin based to some extent. However I would regard it as a very thorough,
comprehensive and well laid out book. I would love to see a similar type
book which would suit country lads.

The book does an excellent job at starting at basic level with lots of help
included to finish sentences and recognise words. The book did have a number
of exercises to suit all ages and they included such topics as shopping lists, the
United Nations, months of the year and menus. I found “my fathers hands” a
very moving piece of script which would certainly egg me on to read if I was a
slow reader. The notewriting and postcard writing was presented in a nice
unchallenging way. The exercises on spelling and capitals were also given in a
manner to encourage even the weakest literacy student.

I liked the Euro section best since

• I like to see numeracy included in ABE tuition.
• Since the introduction of the Euro is bound to be an added fear for
those weak in numeracy and literacy I would say the step by step
conversation, using a calculator, from £1 to Euro was a useful inclusion.

It is with great compliments to the authors that I recommend this resource

book. At £10 it is good value and individual pages can be photocopied for
class use.

Imelda Fitzgerald, Student Literacy/Numeracy Co-ordinator, Salesian Agricultural

College, Pallaskenry, Co. Limerick.

N a l a J o u r n a l 21
 Unscrambling Spelling by Cynthia Klein
and Robin Millar £37.50
This guide offers a spelling programme which is
pitched at well established learners rather than the
basic literacy student. It is also a form of reference
book for tutors and one that while it pertains to be
practical, is more likely to be a springboard to
selecting other readily useable material with students.

The use of yet another descriptive word in the title

unscrambling (as opposed to over-used words like
cracking, managing, handling or developing ) may be
misleading to the user, as the true direction of this
book is summarised very well on the back cover. If you
are keen to explore the notion that spelling is a part of the bigger world of
the English language, which in turn meshes into an understanding of the
individualised learning process, then you might consider this book. If you
want a book that provides next week’s class material instantly, this is not the
book for you.

The writer’s philosophy seems to be that establishing individualised spelling

programmes is the key to spelling competence. The book encourages
teachers to teach spelling, and most of the book’s content is a programme
based on this philosophy. The introduction outlines the relationship between
better spelling improving student self-confidence. But the third chapter,
Learning Styles and Preferences, is a stimulating read and clearly illustrates the
active role of the learner. However its accompanying resource worksheet,
Identifying Your Learning Style requires literacy of Junior Certificate level and
emotional maturity to answer honestly. Despite this, the notion of tuning into
learning preferences is a welcome addition to a spelling book.

There is a detailed analytical chapter on “Specific Strategies for Specific Difficulties”

which is very useful and would also act as a refresher to tutors who did some
training in specific learning difficulties. But a considerable weakness in the
guide is its breath of subject matter and so only manages to provide sketchy
cover in parts. For example the How We Write section, and the section outlining
how to use Individualised Spelling Programmes with a Class were disappointing.

As a reference book, it has a lot of potential because the focus is placed on the
learners’ use of their own writing and self-assessment techniques. The resource
sheets have been of some value to me on the NCVA Level 1 Communications
course. The book also provides a very comprehensive bibliography – always
useful for tutors pursuing special interest areas.

Gaye Enright, Prison Education, Shelton Abbey, Arklow Co Wicklow

22 N a l a J o u r n a l
The Oxford Essential Guide to the English Language £6.50
Written by John Ayto and published by Oxford University Press

This 316 page Guide is a very useful guide to the meaning, pronunciation,
spelling and grammatical use of some of the most common words in the
English language. All too often those commonplace words are the very
ones which are misspelt and misunderstood.

If you are confused over syntax or want to check how your cousins in New
York would spell, or misspell the word “armour,” then this well written
book by John Ayto is the essential reference for you.

Presented in large font, the author gives very simple explanations for words
and grammatical rules which have puzzled generations. What’s more, he gives
sound examples for the use of words or the application of these grammatical
rules. This is very helpful as it is usually easier to understand a rule by
following an example.

Have you been confused about the use of the term “you and I”. Mr Ayto
explains that it means the same thing as we and comes before a verb.
His example is “You and I shouldn’t quarrel about this.” However, after a
verb or a preposition, “you and I” means “us” and should in fact be changed
to the term “you and me.” His example: “They’ve sent you and me separate
invitations.”

The book is arranged in alphabetical order which makes it easy to access. All
you have to do is look up the word or topic that you need.

The book makes essential reading for someone who has returned to
education and is becoming re-acquainted with the conventions of the
language. However, it is also a good refresher book for communications
professionals who have to walk the tightrope between using everyday English
and more formal English for their job.

Of course, just because you apply the conventions of language to your

everyday writing does not mean that you understand the rules or could
explain the construction of your sentence with any grammatical assurance.

This book is about aspects of language and has a different purpose than a
dictionary. Therefore, do not expect an exhaustive list of words and topics as
you will be disappointed.

All in all, it made a very good read and is an essential reference for anyone
interested in language.

Caroline Lynch, Communications Officer in Trocaire, Booterstown Dublin 4

N a l a J o u r n a l 23
 The Jobsearch Reading Disc, CTAD £172
This disc offers a new concept in using
computers to help people in their efforts to find
employment and to improve their reading and
writing skills. Only a little knowledge of
computer skills is required, as almost all the
instructions are spoken.

There are many activities in the programme to

improve or practice reading and writing skills
and all the activities have been written with job
seeking and self-improvement in mind. These
stimulate discussion on issues such as speaking
up positively, answering difficult interview questions, using unemployed time
positively and writing letters of application.

Overview of programme
The disc contains three separate types of activity: writing activities and 2 kinds
of reading activities.
The three writing activities are designed to help learners compile their own
reading material, which they can print out. These include: writing an article,
having a debate and writing a letter. Learners can compile a full article, letter
or debate by choosing the sentences they agree with, or learners can type
their own material. Topics dealt with include: being unemployed, returning
to work, preparing for an interview, self-employed, work disciplines and work
after prison. The section on writing a letter deals with letters of application,
speculative letters, replying to a job advert and a covering letter.

The reading activities menu offers a choice of six exercises: sorting in

alphabetical order, words invaders, building up a sentence and key words
practice. The same menu offers a choice of three activities: using a dictionary,
reading signs and getting information from a table.

This software is of great value in that it promotes positive attitudes towards

being unemployed and towards looking for work, building the user’s
confidence. The case histories raise awareness around being unemployed as
well as being in employment situations. These case histories are gripping
drawing the user into real life situations. The expectation of potential
employers are also well illustrated in this multimedia package.

Brother Brian Molloy, Director of Adult and Community Education C/O CBS Francis
Street, Dublin 8.

24 N a l a J o u r n a l
 The Rough Guide to Head Wrecking Management,
Youthreach Co. Kildare £24

This is an information pack researched and written by young people, for

young people. It covers a variety of topics which stimulate interest and help
young people become more aware of social and health issues. This pack
covers topics such as health, drugs and alcohol, contraception and sexuality,
women, law and crime and homelessness. It includes sections on sport,
education and training, music, culture and heritage and accommodation.

To obtain an up to date and relevant information the authors used a variety of

methods such as interviews, surveys, video and visits. The emphasis on practicality
throughout this pack is designed to keep the young person interested.

It is visually attractive with the use of cartoon figures and relevant captions.
Key words are highlighted. The literature is well presented with clear print,
brief introductions and information divided into smaller sub-sections. This
allows the young person to obtain information according to their present
needs and interests without having to read through reams of material. The
language should appeal to young people. It is jargon free and young people
might find the use of slang makes the information easier to understand.

While there are few negative aspects to this resource, information may be
misleading in certain sections. In reference to the contraception section, I
doubt that sterilisation is easily available to young people. The section on
drugs tends to concentrate on hard drugs. The support groups listed at the
end of each section are primarily based within the Eastern Health Board
region. It would be a good idea to have a list from each Health Board of local
support agencies to accommodate readers from each region. However, these
are only minor issues and the pack can be easily adapted.

Overall, this publication is an informative and appropriate resource for those

working with young people, and for young people themselves. It deals with
many of the difficult issues that young people may experience, provides lots
of information, gives interesting and useful accounts of visits to different
organisations as well as interviews with counsellors. Through the provision of
information, this resource will help to increase young people’s confidence
and self-esteem. The young people of Youthreach in Leixlip county Kildare
must be congratulated for producing such a valuable resource.

Marie Rowland, Lifeskills Instructor at Southill Youth Training Workshop, Limerick.

N a l a J o u r n a l 25
 Not just for Christmas Open Door Series
by Roddy Doyle, £4.99
Danny and Jimmy Murphy are brothers. When the story
begins, both men are in their forties and have not seen
each other for twenty years. The reasons why, form the
basis of the story. They were close as children, although
Jimmy was the confident, outgoing one and Danny always
resented that. This resentment colours Danny’s memories
somewhat, and slowly builds to a climax when Jimmy
steals Danny’s girlfriend. The story is told in the present,
with roughly alternate chapters in flashback. This
reminiscing has a dual function, as it provides the reader
with a good background and in early chapters, helps
Danny to be (as he thinks) that all-important ten minutes late for
the meeting. When the brothers do meet, there is still the old mix
of affection and resentment but the story has a happy ending.
Like all books in the series, this is attractively presented, printed in large,
clear type with short chapters and a good storyline. There is just enough of
Roddy Doyle’s characteristically earthy humour to add a little spice to the
story without being excessive. The tone is simple and conversational, yet it is
an adult book and therefore ideal for literacy students.

Rosemary Phelan, literacy tutor in Youghal, Co. Cork.

Ripples, Open Door series by Patricia Scanlan, £4.99

My first reaction to this book was to take it in my hand to
feel and smell it. From the time I was a child I have always
been fascinated by the smell of books. The difference this
time is I can read, whereas as a child this luxury was not
open to me because of my learning difficulty. I have read
Ripples and enjoyed it. Its fictional story line reflects on
family life, the interaction of people, their dreams and their
nightmares.
What does this book have to offer literacy schemes?
It introduces a taste of the narrative, dialogue, punctuation,
short sentences and paragraphs. Its opening chapters are
short . A clear font improves legibility. The story moves
quickly thus stimulating the reader and holding their interest.
Howevr a person entering a scheme as a complete non-reader would find a
book of this standing quite daunting.

Pauline Breslin NALA Executive member and adult literacy student

26 N a l a J o u r n a l
 The State We’re Out by Brendan Deasy
This is a novel without words by Brendan Deasy. This A2 size book consists of
53 graphic images telling his father’s story of emigration from Ireland in
1951 and his subsequent experiences up to the present day.

The actual prints were exhibited last year at the Dunamaise Theatre in
Portlaoise. I spoke to Brendan and he talked me through the book and the
interesting thing about later visiting the exhibition was that I “walked”
through the book - my feet literally did the reading.

We often think of emigrants as an Irish problem but when the prints were
exhibited in Birmingham the artist was complemented by people whose
families originally emigrated from India. They said that the exhibition
helped them understand for the first time how their fathers felt when they
had to leave their country.

Therefore, I see the book as a fabulous alternative learning resource which

people can relate their own life experience to. I would imagine that the
experience of these prints would encourage others to write their stories. It is
so inclusive that any body can “read” this book. It reminded me of a film I
saw not that long ago which I laughed my way through an only later realised
that not a word had been spoken. Likewise I read the State we’re Out without
actually “reading” at all.

The book will shortly be available to buy. Brendan Deacy is also available to
visit centres or groups with his book. He can be contacted at 0502 46003 or
01 6364283.

Brian Carroll – Education Officer Portlaoise Prison.

N a l a J o u r n a l 27
28 N a l a J o u r n a l
National Adult Literacy Agency,
76 Lower GArdiner Street, Dublin 1.
Tel: 01 855 4332 Fax: 01 855 5475
e-mail: literacy@nala.ie Website: www.nala.ie