7 Things That Make Me Want to Unfollow You on #Twitter

May 2, 2011

I’ve been on Twitter for just over 2 years now. I had my account for well over a year before I actually got “into” it. For the longest time, I wasn’t really sure what it was all about or why anyone would Tweet. I’ve made a concerted effort over the past six months to learn more about Twitter and to engage others in conversations. It’s been a fabulous way to discover amazing work being done by people! I find Twitter to be a fountain of inspiration and great resources. There, however, a number of things that make me want to “unfollow” others…

1) Tweets that are trying to sell me stuff – all the time.

I don’t mind the occasional sales pitch now and then. But really, if there’s no content there and your tweets are just a barage of “buy my stuff!” it’s a turn-off.

2) Tweets that try to get me to your website – all the time.

Like a sales pitch, I can see that you’re trying to drive traffic to your website. Everyone wants website traffic. I’m OK with Tweets that share new blog posts or offer resources, but messages that just tell me to visit a website for no reason? Yawn… I’m more interested in real content. And there’s plenty of that on Twitter.

3) Tweets that are trying to get me to donate to your cause – all the time.

Much like the Tweets that try to sell me stuff, I get tired of the messages asking me to donate money. I follow a lot of non-profit organizations. I’ve worked with clients in the non-profit sector for the past decade. I believe in the causes of the organizations I follow… and I may already donate money to them. Really, I’m more interested in finding out about the good work you do… Share some success stories. Tell me about that latest grant you just got. Share a news article about something interesting in the non-profit sector or your particular cause.

4) If you follow me… and I follow you back… and then you promptly unfollow me.

Hello?! Do you think people don’t notice that you’re just trying to stack your following that way? If you’re really not interested in my tweets, that’s cool with me. It’s a personal choice that I reciprocate when people follow me. But stacking your followers, meh… Not a game I’m interested in. I will unfollow you back. 🙂

5) Direct messages (DMs) (especially the automated kind) trying to sell me you stuff or get me to your website.

Really? You think you can send me an automated direct message telling me to buy something and I’m really going to rush to your site and do that, just because you DMed me? If you think that, you’re DuMb… and annoying… and it makes me want to unfollow you for presuming I’m that gullible.

6) Foul language.

It’s not that I’m a prude. I’ve been known to make the air blue with my words on occasion. But there’s a time and a place. (You know, like when you get a flat tire in -40 Celcius and your cell phone battery is dead and you have no idea how to change a flat tire.) Twitter is not that place. Take your #%^&( foul language elsewhere.

7) Tweets that are you, pontificating. Incessantly.

There are a few people who can legitimately pontificate. The Pope. The Dalai Lama. But really, if you’re more or less just like me… I’ll probably like you more if you share other interesting stuff you find, too. I am interested in your opinions and what you have to say, but if all you ever Tweet about are your own pearls of wisdom, your own little sayings and your own bits of advice… I will probably lose interest at some point. If you never re-Tweet others or have conversations, you’re not really engaging… Though I do follow the Dalai Lama, overall, I’m not here to be a virtual disciple… Basically, if you’re interested in others, I’m more likely to find you interesting, too.

This post is dedicated to all my wonderful Tweeps… the ones who engage me, inspire me, feed my brain, make me laugh and make the Twitterverse a joy to be part of. You know who you are. 🙂

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Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.


What is the International Adult Literacy Skills Survey (IALSS)? A Canadian perspective

May 1, 2011

IALS was a ground-breaking, trans-national survey of adults “designed to profile and explore the literacy distributions among participating countries. It was a collaborative effort involving several international organizations, intergovernmental agencies, and national governments.” (Kirsch, 2001).

Known as both the International Adult Literacy Survey (IALS) the name used by the Organisation for Economic Co-operation and Development (OECD) and Human Resources Development Canada (HRDC), 1997),  became later known as the International Adult Literacy and Skills Survey (IALSS) (Statistics Canada, 2005b).

They were, in effect, two different surveys. The first was developed in the late 1990s and the second in the early years of the new millennium. Both have been used extensively in literacy research, both at the provincial and federal levels in Canada. We find references to them in documents dating back to 1998:

  • Ministry of Training Colleges and Universities (Ontario), 1998
  • Yamamoto & Kirsch, 2002
  • D. Willms, 2003
  • Statistics Canada, 2005
  • J. D. Willms & Murray, 2007
  • Murray, 2009 and Murray, et al., 2009

IALSS offers 5 general benchmarks for literacy:

Level one – Basic identification of words and numbers. Basic decoding.

Level two – Identifying words and numbers in a context and being able to respond with simple information e.g. Being able to fill in a form.

Level three – Identify, understand, synthesize and respond to information. Be able to match given information which corresponds to a question. This level corresponds roughly with high school completion levels.

Level four – Have sufficient skills to decode, comprehend, synthesize and interpret information and respond accordingly. Higher level skills in understanding and interpreting information, responding and problem solving.

Level five – Understand and verify the sufficiency of the information, synthesize, interpret, analyze and discuss the information. Sophisticated skills in handling information.

Adapted from: Kirsch (2001) and Statistics Canada (2005) and Alberta Advanced Education and Technology (2009)

The 2003 version of IALSS “tested more than 23,000 Canadians on their proficiency in four domains: prose literacy, document literacy, numeracy and problem-solving.”

IALSS is an asset-based framework. It measures what people can do, rather than what their deficiencies are. The Statistics Canada website says:

The IALSS did not measure the absence of competence. Rather it measured knowledge and skills in the four domains across a range of abilities. Consequently, the results cannot be used to classify population groups as either “literate” or “illiterate”.

Put another way, IALSS is not intended to classify people as either illiterate or literate, but rather to conceptualize proficiency along a continuum that denotes “how well adults use information to function in society and the economy” (Statistics Canada, 2005a).

IALSS allows us to understand literacy in a functional way.

“The 2003 International Adult Literacy and Skills Survey found a clear link between proficiency in literacy and an individual’s employability. People with low proficiency in literacy tend to have lower rates of employment, and they tend to work in occupations with lower skill requirements.” (Statistics Canada, 2005b)

Because of IALLS we can start to correlate what literacy skills mean in economic and employability terms.

IALSS has become such a common way of understanding literacy skills that often when researchers and other experts talk about “literacy scores”, what they are referring to is IALSS. For example, T. Scott Murray and his team of researchers assert that “Literacy is economically and socially important to individuals, with differences in literacy score explaining a significant proportion of social inequality in a range of outcomes.” (Murray, et al., 2009, p. 3).

IALSS offers a breakthrough approach, gives us a way to understand literacy in a broader context. Because of its scope and the fact that it values skills rather than pointing deficiencies, it’s applicability extends beyond literacy itself.

References

Alberta Advanced Education and Technology. (2009). Living Literacy: A Literacy Framework for Alberta’s Next Generation Economy.

Kirsch, I. (2001). The International Adult Literacy Survey (IALS): Understanding What Was Measured: Educational Testing Service (ETS).

Ministry of Training Colleges and Universities (Ontario). (1998). Adult Literacy in Ontario: The International Adult Literacy Survey Results.   Retrieved October 18, 2009, from http://www.nald.ca/library/research/ontario/cover.htm

Murray, T. S. (2009). Understanding  literacy markets in  Alberta: What a segmentation  analysis reveals.

Murray, T. S., McCracken, M., Willms, D., Jones, S., Shillington, R., & Stucker, J. (2009). Addressing Canada’s Literacy Challenge: A Cost/ Benefit Analysis.   Retrieved October 20, 2009, from http://www.nald.ca/library/research/cost_benefit/cover.htm

Organisation for Economic Co-operation and Development / Organisation de Coopération et de Développement Economiques, & Human Resources Development Canada. (1997). Literacy Skill for the Knowledge Society: Further results of the International Adult Literacy Survey. Paris and Ottawa.

Statistics Canada. (2005a). International Adult Literacy and Skills Survey.   Retrieved November 20, 2009, from http://www.statcan.gc.ca/daily-quotidien/051109/dq051109a-eng.htm

Statistics Canada. (2005b). International Adult Literacy and Skills Survey: Building on our competencies.   Retrieved November 15, 2009, from http://www.statcan.gc.ca/daily-quotidien/051130/dq051130b-eng.htm

Willms, D. (2003). Literacy proficiency of youth: evidence of converging socioeconomic gradients. International Journal of Educational Research, 39(3), 247-252.

Willms, J. D., & Murray, T. S. (2007). Gaining and Losing Literacy Skills Over the Lifecourse.   Retrieved October 20, 2009, from http://www.nald.ca/library/research/gaining/cover.htm

Yamamoto, K., & Kirsch, I. (2002). Scaling TOWES and Linking to IALS. Calgary: Bow Valley College.

To learn more about asset-based frameworks, check out these related posts:

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Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.


How ESL and other Language Schools Can Use Webinar Technology

April 30, 2011

The word webinar is being used today to refer to all kinds of online training and virtual presentations.

More and more literacy and language schools are adding a component of e-learning to their programs. It’s the 21st century way to learn!

Webinars are relatively easy to put on. Some of the language is a bit different from face-to-face environments, so it’s helpful to know that instructors, facilitators and teachers are mostly referred to as “presenters” in the webinar environment. Students, learners and clients are generally called “participants”.

Both presenters and participants need to have basic technology and computer literacy in order to take part in a webinar. This may mean that your current teachers and facilitators require some training before moving into an e-learning environment. Your participants may benefit from an orientation prior to the content to familiarize them with how webinars work.

Assuming that both parties have the technology literacy to move forward, here are some ideas on how you can make the most of webinar technology in your organization.

For Participants

Online group classes

Bring participants together in an e-learning class not only to teach them new content and skills, but also to learn how to work together in an online environment.

Online tutoring

Do you have learners in rural and remote areas? Or single parents who find it hard to get a sitter? Online tutoring provides a way for otherwise isolated learners to connect with tutors from the comfort and convenience of their own home. This is a super way to reach out to people who might otherwise not engage with learning.

Information sessions

If you offer information sessions about your programs in a live setting (your office space, a public library or elsewhere), you can adapt your content and host virtual information sessions. Information sessions are for prospective students and have a slight marketing component. A word of caution though… don’t try to “sell” in a webinar. Instead, demonstrate your expertise and what makes you unique.

Orientation sessions

When you bring new students into your organization, do you give them an orientation on  what to expect and how things work there? Photos, maps, and other materials can also be used in an online environment to give a virtual orientation. Though I’m a big fan of doing live webinars, this is one that you could record and use over again.

Pre-arrival workshops

If you offer classes for international students coming to learn English as a Second Language, an online pre-arrival workshop can be very helpful. Using photos, you can demonstrate what kind of clothes to bring (e.g. warm sweaters and winter boots), photos of the airport and what it will look like when they arrive, photos of what a typical airport arrival day looks like, and whatever other information you’d like them to know before they get to the program.

Follow-up workshops

Webinars are a great way to keep relationships going once the opportunity for face-to-face interaction has passed. A value-added webinar one month after the course ends is a super way to stay connected. Use the next upcoming holiday as a theme for your class and have everyone learn about it in the virtual classroom. In cases where participants already know one another, the online interaction is usually fun and very dynamic.

For staff and volunteers

Volunteer information sessions

Do you like the idea of having virtual teachers or tutors? Then set the stage by offering online information sessions for prospective teachers and volunteers about your organization. Review the programs that you offer, the opportunities you and the benefits of working with your organization. This is a great time to have current staff members and volunteer tutors chime in with what they love about working with you!

Volunteer training

Do you train your staff in intensive sessions that jam in loads of information? You can break it up into a series of online training workshops. The material is easier to absorb if you divide it into “chunks”. If you have ongoing workshops, your volunteers get ongoing training, which keeps building their skills. As an organization, ongoing training for them means you give offering them something back for their time and expertise.

Staff development workshops

Do your staff currently get all their professional development at an annual conference? I love conferences because of the chance to connect with old friends. But wouldn’t it be great to offer ongoing training and development for your staff throughout the year? The cool thing about this is that you don’t have to organize all the sessions yourself. Check out the Centre for Interactive Learning and Collaboration (CILC). They specialize in  offering online PD for educators. They have literally hundreds of programs to choose from, ranging from free to expensive.

For the community

A Virtual Open House

Share what you do with the community, your stakeholders and donors through a virtual open house. Include photos of your facilities and your staff. A video that uses digital storytelling to celebrate the success of your learners makes it even more dynamic.

These are just a few ideas for literacy and language programs to use webinars in their organizations. I’m a big fan of using this technology in the non-profit and educational sectors. It offers a lot of value for everyone – staff, volunteers, learners and students, as well as community stake holders. How many non-profits still lag behind when it comes to their own technology literacy? Implementing the use of webinars positions your organization as a leader in terms of technology. You lead by example, showing others how virtual and online learning is an important part of 21st century of education and professional capacity building.

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Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.


My Calgary Includes Both Official Languages in Schools

April 27, 2011

School girl on stairsI was astounded when I saw the headline tweet from the Calgary Herald: “French classes no longer mandatory in Calgary schools“. I read the article and astonishment turned to dismay.

It used to be that in Calgary, children in grades four to six had to learn French, Canada’s other official language. It seems that the Calgary Board of Education has now made it the choice of each individual school whether or not they choose to teach French to their students. The school may make its decision based on demand and interest. This decision comes just days after another announcement that the school board will cut hundreds of teaching jobs this year.

Is this a coincidence? I hardly think so.

While there is ample research that demonstrates the benefits of language learning on overall cognitive development, including math and problem solving skills, our local public school board has effectively said “if there’s no demand, there’s no reason to have these classes.” Just because I personally had no desire to take math in school, that didn’t make it optional.

Canada is a bilingual country. While many of us may never achieve full bilingual fluency, leaving cultural and linguistic exposure up to “school choice” and “student choice” won’t help us build a twenty-first century global citizenry. Nor will it help those children later in life if they ever want a job with the federal government. A job with the feds requires functional fluency… and our students won’t even get exposure to our country’s other official language.

The idea of making language learning choice-driven is akin to making it market driven. I’m all for marketing of language programs and promoting second language learning. I literally did a PhD thesis on marketing of language programs. In fact, I’m not even a huge proponent of mandatory language learning.

If it was really about “choice” or “market demand”, the board could have hired a market research firm to determine what classes would be among students’ first choice… Would the sciences be among most students’ favorites? Or phys ed? The answer is… no one knows. Because no one in Calgary has actually done any research to find out what students want now… and what skills they will need for their jobs later in life.

But this isn’t really about market demand or choice is it? This is about finding ways to cut programs, cut costs, cut jobs. It’s about balancing a budget in the short term… and doing it slyly and indirectly by making mandatory classes optional. No one’s thinking about making sciences optional here… just our country’s other official language.

And it’s gob-smackingly short sighted.

We don’t ask children if they’d like the choice to study math or English or science when they’re in grades four to six. It’s part of our job as responsible adults, parents and community leaders to provide them opportunities for learning that will serve as the foundation for more learning into the high school years… and later as the foundation for skills that will get them jobs and provide them with critical thinking skills as they then become the guardians of the next generation. It’s our job to get them excited about learning, keep their minds open and their motivation levels soaring so they engage in learning in new and innovative ways.

In Calgary, we seem to have forgotten that. Mon dieu…. Père, pardonne-leur car ils ne savent pas ce qu’ils font.

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Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.


How to Get a Spectacular Speaker for Your Next Literacy or Language PD Event

April 26, 2011

Sarah Elaine Eaton - Ontario Literacy Conference speaker 2010I’ve had some conversations recently with colleagues looking for speakers for conferences, professional development (PD) events or workshops. They’ve said that they don’t really know where to start looking and find themselves in that classic quandary… “We need someone good… Really, really good… And we have a limited budget!” Where to start?

In 2010 I was inducted into the Canadian Association of Professional Speakers (CAPS) and I realized that there’s a big gap, a chasm almost, between the world of corporate meeting planners and the non-profit volunteer conference organizing committees. I talk to dozens of professional speakers who are aching to speak at more non-profit and educational events… and volunteer organizers who just don’t know where to find great speakers. There must be a way to get both groups connected!

Here are some tips that may help…

Decide on your budget

Whether you’re working with an entire committee or you’re one person charged with the responsibility of finding an amazing speaker, you’ll want to figure out how much you have to spend. Your budget will generally include two parts:

  • Speaking fee
  • Travel and accommodation

Some speakers have an “all in” fee that includes travel, meals and accommodation. Keynote speeches for non-profit events start at about $500 and go up to $10,000. The fee is often a combination of what the organization can afford and the speaker’s rates. $5000 for a keynote speaking fee is about average, but there is a great deal of variance.

Prospective clients sometimes ask me if I will speak for free. The answer is yes, but there are some rules.

Have a clear idea of what kind of speaker you want

Every event wants someone “good”, but what does that mean to you? Do you want your speaker to entertain, educate or both? Usually, it’s a good idea to get someone who is knowledgeable or an advocate of your subject area. Don’t get in a mechanics expert for a group of literacy practitioners. Make sure your speaker has either worked in the field or is a champion of it.

Beware of the “I need to work” types who will claim to be a supporter of your cause just because they need a gig. A quick Google search can help you figure out who’s really in your corner.

Use your networks to find good speakers

Ask your colleagues, teachers and others for recommendations. Keynoters often get work due to referrals and word of mouth. Don’t be afraid to ask people around you who comes to mind when they think of an engaging presenter. Use professional listservs, Twitter and other social media to get recommendations, too.Auditorum seats

Put out a call for keynotes or plenary speakers

Conferences put out calls for presenters, but don’t often do the same for keynotes or plenaries because they fear that the quality of those who might apply would be lower than if they conducted the search themselves. That’s kind of like saying that a university only accepts students they seek out and they don’t accept applications. Putting out a call for keynotes is a great way to find high quality speakers who are building a reputation – particularly if your budget is very limited. Do an RFP (Request for Proposals) and be clear in your call what fee range you’re looking for, then speakers who are working in that range are likely to apply.

Check out your local professional speaking organization

Really, professional speakers are not as expensive as you may think! There is a stereotype about professional speakers that they have a certain approach (a la Tony Robbins, for example). While it’s true that there are many motivational or inspirational professional speakers, there are also hundreds who specialize in speaking to non-profit and educational audiences.

Professional speaking organizations are usually national organizations. Members must meet a strict set of professional criteria (such as a minimum number of paid speaking engagements per year, letters of reference, etc.) before being inducted into a major national organization. These big organizations are often divided further into state or provincial chapters.

Look for evidence of past success

Good speakers have a track record of success.

In the United States, it is pretty much de rigueur that speakers will have a demo video in the form of a CD, a DVD or a YouTube video. In Canada this may be true for corporate speakers, but has yet to fully catch on for non-profit and philanthropic speakers.

At the very least, a speaker should have testimonials and a list of past clients. Ask for recommendations. Check for a calendar of past or upcoming events. With or without a video, a good indicator of success is a full speaking schedule.

Travel and Accommodation

If there’s one thing that is non-negotiable, it’s travel and accommodation. Your speaker may have traveled all day to get to your event. A hot shower, a clean room and a good meal are a relief after a long day of travel.

Having a greeter at the airport is a nice touch that many non-profit conference organizers overlook.

If you’re trying to save on costs, here’s a tip: Hotel food is often high in calories and not very interesting. Many speakers will appreciate a home cooked meal at the home of a conference organizer. This gives your speaker a chance to get to know you and enjoy some social time.

Allow speaker product sales

I’m baffled by conferences that require speakers to rent a booth in order to sell their products. I suspect that thousands, if not tens of thousands of dollars a year are lost at non-profit events because the conference has a policy against product sales. Unless the speaker travels with an assistant, they likely won’t have the time to set up a booth and sell product.

An experienced speaker will likely be busy reviewing their notes or doing other preparations before the presentation – as they should. Once a speaker factors in the cost of a booth, plus the cost of an assistant to set up that booth and sell the product, most, if not all of the revenue they would have made is gone. So, speakers abide by conference policies and leave their books, workbooks, CDs and DVDs at home.

A better option: Set up a table at the back of the room where the speaker is giving his or her presentation. Have a conference volunteer work at that table in exchange for a percentage of the gross sales (20% to 30% of total sales is common). If a speaker sells $500 in books and splits the revenue 70/30 with the conference, then the conference makes $150. The speaker takes away $350, from which he or she will need to pay the costs of production (book printing), packaging and shipping. In the end, it works out to a pretty fair split.

Develop a relationship with your speaker

Don’t think of this as one-time gig. This is your opportunity to develop an on-going relationship with someone. Your speaker may help to promote your event by posting about it on Twitter, Facebook or other social media. They may mention you on their blog or find other ways to drive traffic to your website and positive attention to your organization. Non-profit speakers usually have a deep emotional attachment to their field. They want to get to know you and those you serve. If you develop a relationship, that same person may join you again for future events. Figure out how you can help each other succeed and I guarantee you that you’ll get quality speakers that your audiences will love.

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Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.