LBS Practitioner Training

Professional development support for Literacy and Basic Skills educators in Ontario

1. LBS 101

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This course provides an introduction and orientation to the Literacy and Basic Skills Program of Ontario.

Understanding why literacy training has become a national priority, and learning more about the Ministry’s vision and plan for literacy reform in Ontario, will give you added perspective as you work in the program and will help you to appreciate the overall priorities and services the LBS program has set in place. It will also help to explain why particular program features have the emphases that they do.

Hopefully, as you work through this course and think about the kinds of learners we serve, you will appreciate the common sense practicality of this particular approach to literacy training and see why we can promise learners that LBS will help them achieve their goals and change their life.

Adult literacy learners in Ontario have options for how and where they would like to receive literacy training. LBS is offered in colleges, school boards or community-based agencies across the province and adults can choose a location that best meets their needs as a learner and best suits their goals for training.  This course has a particular focus on LBS within the School Board Sector.

About this Course

Literacy and Basic Skills 101 contains seven short units. In each unit you will find course notes, hotlinks to other readings from a variety of sources and opportunities for reflection. Guided self-reflection through journaling will help you examine the impact these materials have on your own thinking, and what implications follow for your teaching practice. Here are the units:

1.1 The Need for Literacy Training in Ontario
1.2  What is LBS?
  • LBS Program Guidelines
  • another point of view
  • provincial structure of Ontario’s LBS Program
  • LBS within the broader Employment Ontario system
  • services provided by the LBS Program
  • approaches to program delivery
1.3  LBS in the School Board Sector
  • the unique look and feel and purpose of LBS programs in school board environments,
  • a few particular challenges that school boards face
1.4  LBS Primary Documents
  • the Ontario Adult Literacy Curriculum Framework (OALCF) documents
  • Working with Learning Outcomes, Validation Draft
  • the OALCF Implementation Strategy Resource
1.5  LBS Instructors and Information Management
  • an instructor’s introduction to keeping records and reporting statistics
1.6  The LBS Learner's Journey
  • the LBS program and services from the learner's point of view

1.7  The Changing Role of the Instructor
  • a look at how the move from skills-based programming to task-based/outcomes-based program delivery affects a practitioner’s work


Objectives and Outcomes

The goal of this module is to put the Literacy and Basic Skills Program into context primarily for practitioners who work in school board programs. The assumption is that as you gain additional background knowledge and see the role that school boards play in adult literacy training, you will be better equipped to appreciate your own role and to understand the significant contribution you make as a literacy practitioner. The outcomes of this training then, are related primarily to gaining new knowledge and not to skills development. Upon completing this module, you can expect to be able to demonstrate:

awareness of:

  • the need for literacy training in Ontario
  • the vision and purpose of the LBS program
  • Ministry expectations of LBS program delivery
  • the role of LBS within Employment Ontario

knowledge of:

  • services that the LBS Program provides to adult literacy learners
  • programming within the school board sector
  • key LBS program documents, resources and supports

appreciation and understanding of:

  • the importance of record-keeping and documentation
  • the learner’s journey through LBS
  • the changing face of literacy instruction
  • the scope of the instructor’s responsibilities in LBS


JOURNAL REFLECTIONS: What do you think?

An important part of this training involves stopping at various points throughout to reflect upon what you have read, and to consider what implications there may be for your work and practice. We suggest you keep a journal for this purpose.

You could either

1) keep a notebook handy, or
2) create a Word file and keep it open on your toolbar for easy access.

As you come across each Journal Reflection in the Course Notes and Readings, take some time to respond to the prompt questions, write your ideas, or pose a few questions of your own. If you are working with a mentor, the Journal Reflections might help you get started on some interesting dialogue...


The Need for Literacy Training in Ontario

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