• 4 in 10 Canadian adults, 16-65, do not have the minimum literacy skills needed for coping with everyday life and work.
• Among working age Canadians, 3 million (15%) struggle with very serious literacy challenges. They have difficulty with even the most basic written materials. Another 5.8 million (27%) can work with print information but not well. Their literacy challenges limit their potential for success in today’s information based economy and society.
• Many young adults do not score the minimum literacy level (a Level 3) required for working effectively in the workplace. Though the International Adult Literacy Skills Survey states that "the majority of youth have prose literacy proficiency at Level 3 or above," the reality is that, province to province, those 'majorities' range anywhere from 62 per cent of youth, aged 16 to 25, to 82 per cent. When Level 3 is the minimum score one should attain to deal with the complexities of life and work, this range means that there are many youth who are ill-prepared for success, both in terms of meeting challenges in the workplace and in realizing their potential at work, at home and in the community.
• More than half of Canadians (55%) do not have the minimum numeracy skills necessary to meet the information demands of today’s world..

(Source: Statistics Canada, Building on our Competencies: Canadian Results of the International Adult Literacy and Skills Survey, 2003. Publication #89-617-XIE.)

How can you help?

Become a volunteer tutor. Tutoring is important work. An entire life may be changed through your efforts.

The Adult Literacy Program advocates an approach based on the learner's goals. Tutoring focuses on the learner's needs and interests rather than teaching a pre-set curriculum. Reading, writing, and math are taught within the context of everyday experience.

When the learner enters the program, skills are assessed and short-term and long-term goals are documented in a training plan.

Staff prepare support packages for tutors and learners to use during their weekly meetings. These resource packages consider learners' goals, skills and areas requiring work.

The tutor uses the training plan as a guide when planning lessons and uses the resource packages during tutoring sessions.

Learners are asked to keep dated samples of their work and tutors document weekly progress. Staff review these files as part of the ongoing assessment. During ongoing assessments, the program coordinator asks the learner to demonstrate acquired skills.

When learners leave the program, achievements are acknowledged and suggestions for education referrals are provided.

How do I volunteer to be a tutor ?

To find out more about volunteering call 416-395-5555

Volunteer Job Description - Literacy Tutor

Position Title: Volunteer Tutor
Reports to: Program Coordinator
Position Description: Tutor an adult learner for a minimum of two hours once a week.

Qualifications:

• 19 years of age or older
• Fluency required in written and spoken English
• Demonstrated ability to communicate effectively
• Ability to work well with people of different backgrounds
• Ability to work in harmony with others

Responsibilities:

• Attend all sessions of tutor training. Training covers program philosophy, tutor responsibilities, program procedures, library resources and methods and techniques for tutoring learners.
• Planning, conducting and reviewing lessons
• Maintaining written weekly reports on the learner's progress and the methods and materials used
• Participating with staff in an ongoing evaluation process to determine if the learner's needs are being met

Time and Place:

• The tutor and learner meet for a minimum of two hours once a week at a literacy office or library meeting room during program hours under the supervision of library staff.

Commitment:

• A minimum six-month commitment is required, which begins with the first tutor/learner meeting.

Benefits to the Volunteer:

• Overdue fines are exempted for current volunteers with six months or more of active service.

Location and hours

To find out more about volunteering call 416-395-5555

Volunteers tell us:

Edith takes special joy in the moments when her students reveal to her that they understand the material and feel confident enough to use the information independently in their own lives.

After retirement, Oscar decided to volunteer. He feels that the experience has made him a more tolerant and patient individual and he enjoys the challenge of helping learners gain independence in their daily lives.

Beryl says, "I feel that I contribute something to my country by helping to equip a citizen to participate more fully in our society."

Lillian volunteers as a tutor because she knows that helping someone to develop reading and writing skills will enable that person to become self-sufficient. She believes that her role as a tutor is one of the most significant experiences of her life.

In the past five years, Lillian has worked with six learners. One learner increased her self-confidence along with her literacy skills and as a result, found a job on her own. This was a long-term goal that seemed impossible to the learner when she first joined the Adult Literacy Program.

Lillian continues to tutor because she recognizes positive changes in her learners as they learn to read and write. She cannot think of another volunteer position that could be so important to others.

Updated on: February 13, 2009