2. Divide the learners into small groups. If relevant, divide the learners by the type of literacy program they facilitate, by the type of students they have in their typical literacy programs, or by another common denominator.
3. Have each group discuss the benefits of each method and why it is or is not an effective method for recruiting students to their programs.
4. After this general discussion, have each group select the three methods they believe to be most effective for recruitment.
5. Ask each group to develop one of the methods they selected for presentation to the other groups. For example, if radio spots is a selection, learners should write the radio spot. If flyers in paycheck envelopes is a selection, the learners should design the flyer.
6. Finally, have each group identify their three selected methods to the class and present what they developed for others to review.
Estimated time
45 minutes
Effective environment
The physical environment should be comfortable and well lit, with movable chairs and tables.
Limitations
Learners will need to have knowledge of their learner market.
Evidence of effectiveness
Learners will have more success in recruiting students to their programs.
Required materials
Flip chart
Classroom arrangement
Circular or small rectangular tables with four to five chairs placed around each
Source
Adapted from Bingman et al. 1990, p. 9
Cross reference
3.1
2. Have the veteran small group learners speak to the one-to-one learners who are new to small group literacy sessions. Have them tell the benefits they have realized through small group learning.
3. Engage the veteran small group learners in a learning session typical to one of your classes and have new learners observe the learning process.
4. In conclusion, have all learners identify merits of small group learning and list these on the flip chart for review and discussion.
Estimated time
45 minutes
Effective environment
The physical environment should be spacious with movable chairs and tables, comfortable furniture, and good lighting.
Limitations
The program coordinator will need to have veteran participants interact with the new learners and recruit them to small group literacy.
Evidence of effectiveness
Learners will be enthusiastic about small group literacy and will participate in such programs.
Required materials
Flip chart
Classroom arrangement
Chairs could be arranged in a u-shape, circle, or semicircle to accommodate discussion.
Source
Adapted from Fretz 1993, p. 5
Cross reference
None
Before setting out on this venture, staff and students worked on a brochure that described their program from the students' viewpoint. They gathered bits of information from other students on their feelings about the program and how they felt their lives had improved since they began attending classes at the center. From this information, they created materials about the program that they believed reflected the opinions and feelings of the students who attended, including anecdotes and quotes in the students' own words. Location, types of classes, and their meeting times were included as well.
Pairs of students and/or tutors and students set out for local neighborhoods to talk with people and distribute information about the program. They also informally gathered information about the community, such as types of programs the people were interested in, convenient times and locations for classes, etc. This type of information helped to give the program a better understanding of the community's needs.
Estimated time
One day a week; 1-2 hours
Effective environment
Warm, informal, caring, supportive, informational
Limitations
Many tutors and students may not feel comfortable doing this; requires time commitment.
Evidence of effectiveness
Enrollment and involvement from local community increases.
Required materials
Tutors and students willing to donate time to do this; information about the program to leave with people
Classroom arrangement
Not applicable
Recommended plan for adapting the idea to Ohio
Tutor/student or student/student pairs should stay within neighborhoods with which they are familiar.
Source
Adapted from Ennis 1994, pp. 72-83
Cross reference
3.1
2. Have group 1 compile a list of directories of public service information and the telephone numbers of the agencies noted on the list.
3. Have group 2 compile a list of local and area news sources and their local telephone numbers and addresses.
4. Finally, have learners obtain from the agency or news source the name of the person who is responsible for public relations.
5. Discuss in class the importance of maintaining contact with these agencies and news information sources.
Estimated time
35 minutes
Effective environment
The physical environment should be well lit for reading telephone books/directories and contain at least two telephones.
Limitations
Learners should have telephone and communication skills.
Evidence of effectiveness
Learners will maintain contact with the public relations directors of agencies and news sources to ensure that information about adult education programs is promoted.
Required materials
Telephone books, agency directories
Classroom arrangement
Chairs should be arranged around two rectangular tables.
Source
Adapted from Greater Pittsburgh Literacy Council 1994, p. 6
Cross reference
3.1
