KAELI Task 6

Kentucky Adult Educators Literacy Institute
"A WebQuest Adventure in Literacy"

Generative Themes: The Learner Leads the Way

Vella (2001) defines generative themes as "those ideas and issues, problems and joys that people talk about, worry about, and celebrate" (p. 65). Vella goes on to explain that "these ideas, problems, joys, and issues generate energy" (p. 66). The purpose of Task 6 is to give the adult literacy educator experience allowing adult learners to:

	be in charge of their own learning
	select their own topics of interest and importance in their lives
	select their own methods of text synthesis
	set their own goals and work at their own pace
	increase their technology and research skills
	decide how to share or use what they have learned

To accomplish these goals, we have prepared a general outline of how you will conduct generative themes with adults. These adults can be in the same group investigating a topic of similar interest and importance or they can be individuals pursuing topics very different from each other. The instructor and the students should work together to develop a timeframe for how long the generative themes will last. This timeframe can be amended at any time by either party based on student progress - probably a minimum of 6 sessions would be the shortest timeframe to fully experience the benefits of this type project. In other words, if the interest turns out to be not so "interesting" after all, the generative theme would end and another begin. Other scenarios might also arise that would cause a generative theme to end before the agreed upon completion date, (i.e., lack of appropriate reading materials on the selected theme, student experiencing frustration, etc.).

Ready? Here we go!

WKU students may submit these materials:

	Electronically through Blackboard (Drop Box) - Microsoft WORD documents ONLY
	Electronically by email attachment (pamela.petty@wku.edu) - Microsoft WORD documents ONLY Cannot open WordPerfect, WORKS, etc.

Task 6: Take 1 or more adult learners through the process of generative themes.

Step 1: Use literature, conversations, interest inventories, questioning to determine topics of interest for each adult learner participating in this task. The interest inventories used in Task 5 might serve you well in helping these adult learners identify important topics they want to learn more about.

Step 2: Ask adult learners to make notes on 3 x 5 cards about topics that interest them and that they would like to research. These topics can be ANYTHING, but they must come from the LEARNER, not the instructor.

Step 3: Ask the adult learners to select one topic that they have an intense interest in and to complete the following chart: KWHL Instructor should provide any support that adult learner needs during the completion of the chart. (Alternate version of KWHL)

Step 4: Work with the adult learners to make lists of "key words/terms" related to their topic. These terms will be used for Internet searches to locate information. The information to be located will help to answer the "W" (What I want to know) section of the KWHL chart. The following search engines are user friendly and provide fairly accurate responses:

http://www.ixquick.com

http://www.dogpile.com

Step 5: A list of other types of information sources should also be generated and added to as sessions take place. These sources might include: books, newspapers, magazines, etc.

Step 6: In addition, the instructor and learner(s) need to set target dates and outline how the research will go forward. Specific goals for each session will keep all parties on track.

Step 7: Each session would include the instructor providing direct instruction (mini-lessons) on some type of reading skill/strategy that will enhance the learner's success and provide support for the learner. Many of these direct instruction segments will include comprehension strategies introduced at the 3-Day Seminar in July and "Comprehension Strategy Resources" found in Task 2.

Step 8: Instructors need to keep a file going on each student participating in the generative themes. These files should include documentation from each session and observation notes relating to the students' progress, problems, and how those impact future instruction.

Step 9: Follow-up sessions (spring 2003) will allow adult educators to SHARE these files and experiences. Each participant will be asked to highlight ONE of the adults who participated in the generative themes and then to SHARE their overall impression of the generative themes method of literacy instruction/development.

Step 10: A data response form should be prepared for each adult learner participating in the generative themes. These forms should be included in the files kept for each adult learner and brought to the spring 2003 follow-up session.

On-Line Resources:

Think Tank (added to this list on 8/25/03)	Think Tank is designed to help students (leveled for grades 3-8) develop a Research Organizer (a list of topics and subtopics) for reports and projects. Based on the subject assigned, the students can refine it by choosing from a variety of suggestions and by using a random subtopic generator. This helps students learn how to refine a subject so that it is more manageable for Internet research.
Note Star	Companion to Think Tank - for project based learning! Outstanding resource.
How to Effectively Organize a Paper	This website takes you through seven simple steps in organizing a paper. Excellent way for learners to share what they have researched in the generative themes task.
The Inquiry Page	The Inquiry Page is more than a website. It's a dynamic virtual community where inquiry-based education can be discussed, resources and experiences shared, and innovative approaches explored in a collaborative environment. Here you can search a growing database of inquiry units, and you can also build your own inquiry units. You can see pictures of inquiry-based activities and learn more about some of our partners who use inquiry methods. Learn how to assess and evaluate inquiry-based education or look for more inquiry resources to support what you're doing. Or you can simply find out more about what inquiry and The Inquiry Page are all about.
OnLineNewspapers.com	Thousands of the world's newspapers all on-line.
California Distance Learning Project	California Distance Learning Project. This is an amazing project that brings together authentic text and materials WITH a built-in support system for adult learners allowing them to work independently from any on-line computer. This might have a nice link with the Generative Themes application ... adults would be able to search the databank of high-interest, easy read texts to facilitate their own research/learning. Built-in audio files provide read-aloud text capability for those adult learners who need that support.
Western/Pacific Literacy Network	Each module includes the full text of each story and interactive activities to test comprehension. The learner can choose to read the text, listen to the text, and view a short video clip of the story. Each module is designed for ease of use so the learner can use it independently. The instructor can also incorporate any story into class activities and lesson plans.
Jumping off the Page: Content Area Curriculum for the Internet Age	Reading Online article. Supports the use of the Internet in "generative themes."





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