Emily’s interests revolve around Heritage + History + Museums. When we talked recently, she mentioned she’s not sure what she’ll do next, however she has various options and exciting decisions ahead. Emily offered to share her thoughts on the process of transitioning from school to whatever comes next in her journey of lifelong learning.

Q - How do you see your learning path unfold over the next few years?

A – It’s very hard to say at this point and although I have several ideas I’m not 100% sure of any of them. As a result of my lack of direction, I think it may be a good time to travel. One of the main things that I am considering is going on a working holiday for a year. It is something I have considered for a long time and I think it would be a good learning experience on many levels. I hope it will help clarify what I might do next. I can see myself moving back to Ottawa for a couple of years, or eventually returning to school to pursue a Masters in Art History. However this is my first year out of school and as much as I enjoy school I am not ready to return unless I feel strongly that is what I want next. School is a wonderful way to learn and broaden opportunities but unfortunately it can be very expensive. At this point, I would like to pursue learning opportunities that enable me to both learn and pay back some of my student loans.

Q – You mention a working holiday. What does that mean and how do you prepare?

A – A working holiday refers to travelling to a new country and working while experiencing a new culture. This enables you to travel to nearby destinations on weekends or holidays and experience the culture more personally. I imagine that my chances of finding a job are much higher in a country where I can speak the language but I’m not sure if I would like to continue improving my French in France or maybe go to the UK. In terms of work, there are quite a few things to think about and there are programs that help you navigate the possibilities. I would be ecstatic if I could find something in my field, but I want to be open to different types of work. To prepare I am looking into different programs, as well as looking at different countries, and attempting to narrow down the possibilities. I’ve discovered that looking at people’s blogs is a great source for travel information and to learn about personal experiences.

Q – Young adults your age (24 years) who are fresh out of school appear to have many options. The saying goes “The world is your oyster”. Does it feel like this to you?

A – I do feel this way and I also feel now is the time to take advantage of these opportunities. The options seem almost limitless when it comes to working or interning while travelling internationally. The main limit is finances. I think that if you really want to experience something that may help shape you and what you want to do, then you should never let money stop you. This is why, if I do a working holiday, I really want to make sure I do my research and find an option that is right for me.

Q – What does  ’lifelong learning’ mean to you?

A – Lifelong learning can mean a multitude of things. I tend to immediately think of school because even if I do not return for a Masters, I often think that once I am a little more settled I would like to take university courses from time to time. There are so many subjects that interest me that I didn’t get a chance to take yet. Aside from academic studies, there are recreational activities that are a key part of lifelong learning like cooking, yoga, and dance. It’s also about pursuing new opportunities and trying new things. I believe that a lot of learning occurs when you are outside your comfort zone but it can be hard to appreciate those times and get the most out of them.

Q – The Eastern Townships Resource Centre offers opportunities to learn about regional history and genealogy. How may a person benefit from this free learning service?

A – The ETRC is a resource centre to learn about the Eastern Townships. In my role as archivist I am in charge of the historical records in our collection. These records are archives from organizations and people who have donated them, and they make great historical primary resources for researchers. Although these types of documents may be of more use to people interested in local history or writing a thesis, there are quite a few requests from people researching their family history. In the Old Library at Bishop’s University there are numerous indexes of birth, marriage and death dates that can help people piece together their ancestors’ past. We also have the United Church and Presbyterian Church records so it is possible to get a physical copy of the records. I believe genealogical research is an interesting aspect of lifelong learning but it is often only pursued once people reach retirement. I think more young people should consider it. The more I learn about it the more intriguing it becomes and it is not difficult or costly to take the first step.

People underestimate the importance of their own archives. The ETRC Archives Department is interested in historical records from people or organizations as long as they come from the Eastern Townships. We then organize and process the records and make them available for consultation by the public. You never know what might become helpful to a researcher and it is important to preserve the region and its population’s past as well.  If people are interested in doing research at the ETRC, it is best to email or call first. On our website there are links to resources to help you get started on your research, photographs, and an option to search our archives.

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Thank you Emily, for sharing your thoughts about lifelong learning. Emily has provided me with many useful links for planning a working holiday – to be shared in our next post!

You will be surprised to learn in 1954: Mickey Mouse comics were banned in East Berlin because Mickey was said to be an ‘anti-Red rebel’. Do you know about Quebec’s government 1937 Padlock Act? Imagine, in the 1980s during its examination of school learning materials, the London County Council in England banned the use of Beatrix Potter’s classics The Tale of Peter Rabbit and Benjamin Bunny from all London schools. The reason: the stories portrayed only ‘middle-class’ rabbits.

We are a funny lot aren’t we? In fact, most of us have a ‘challenged’ book on our shelves. Here are just a few examples of books that have been challenged in Canada:

• Margaret Laurence, The Diviners
• J.D. Salinger, Catcher in the Rye
• Rosamund Elwin, Asha’s Mums
• Alice Munro, Lives of Girls and Women
• Elizabeth Laird, A Little Piece of Ground
• Mordecai Richler, The Apprenticeship of Duddy Kravitz
• John Steinbeck, Of Mice and Men
• Harper Lee, To Kill a Mockingbird
• J.K. Rowling, Harry Potter
• Mark Twain, Huckleberry Finn
• Margaret Atwood, The Handmaid’s Tale

Literacy in Action has signed up to the Freedom to Read mailing list in order to receive news and updates on current censorship issues in Canada. You can too. Send your name and e-mail address to publicity@freedomtoread.ca, with “Sign up for the Freedom to Read mailing list” in the subject line.

Freedom to Read Week, February 26 to March 3, is an annual event that encourages Canadians to think about and reaffirm their commitment to intellectual freedom, which is guaranteed them under the Charter of Rights and Freedoms.

Annis lives and works in the Eastern Townships. She is an artist, journaler, and holds the position of General Manager of the Student’s Representative Council at Bishop’s University.

Annis is a busy woman with a full life. Recently, in January 2012, she returned to school. Without giving up her job and other interests, she has become an MFA student in Interdisciplinary Arts at Goddard College in Vermont. Her blog, The Heron Chronicles, shares that experience.

While lunching with Annis this week, I was inspired by her adventurous spirit and curious about her new undertaking. Let’s begin the interview.

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Q – Why did you decide to go back to school and continue your formal education?

A - Well, I am a life-learner. I graduated with a BA in 1979 and then in 1990 I went back to school to do a certificate in corporate communications and journalism. In 2000, when my oldest daughter left for university, I was feeling bereft so I did a Master’s in Education in holistic studies – basically mind/body/spirit work. I am a self-taught artist and have been drawn to working more deeply and the Goddard MFA program was intriguing. In October last year, the school hosted a weekend conference on Interdisciplinary Art Work, so I took that opportunity to check out the place and the program. I loved it so decided right away to apply. I guess I get an itch every 10 years or so to stretch out my brain a little.

Q – Was it a difficult process to apply and be accepted to the school and program you wanted?

A - The application to the program was very intense. Because I am self-taught, without formal art education, I had to really look over my whole life and my artistic influences. They required a regular CV and then a Creative CV as well as an Educational Essay and a critical writing essay on an interdisciplinary piece – I used my experience with the Living Library for that essay. Then they required a preliminary study plan and a list of resources that you might use over the program. The Goddard MFA IA is self-directed and you have advisors who keep you on track and challenge you, but the desire and the motivation must come from within. I decided that just doing all the application work would be a good way to start looking more deeply into my work and to find the paths that I might like to follow. It was a daunting but very rewarding experience.

Q – Was it easy to make this change in your life; to find time to return to school considering you work 38 hours a week at Bishop’s University?

A- I’ve only just begun… but I don’t think it will be too difficult. Our children are grownups with their own lives so I can find time in the evenings or on weekends to get the work done. I’m hoping not to have to pull any “all nighters”… I am way too old for that. But I am prepared to show up and do the work and follow my desire to gain more education and experience in contemporary and outsider art and to discover the relationship between spirituality and creativity for myself. I am excited by it all.

Q – I know you just returned from the program initiation week. How do you feel?

A - Exhilarated and now that I am back into my routine, rested. I was exhausted last week. Each semester starts with an eight-day residency that is filled with orientation, workshops and fabulous meals. You have to carve out the time to get your study plans with full bibliography ready. And as a new student, we were required to do a semester plan and an overall plan covering the five semesters. Of course these will change as we get into the program and our own work, but it was quite something to have to get all my goals and hopes and plans down on paper for approval. I’ve never done that in my work before. And honestly, I am blessed in the fabulous people I meet in my life and this experience was no exception to that. So many talented and generous spirits there. It was fantastic. There are 16 of us starting this term, eight men and eight women and each one was a bright light and funny and lovely.

Q – What do you think will be the best thing about going back to school?

A - Well, the people for sure and then also the opportunity to discover more about myself, my work, and my place in the world. I think every educational experience can offer that.

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Since Christmas, Annis has been teaching herself to use the iPad. Discovering the ArtRage app, she got right down to it and created this image.

Thank you Annis, you inspire us all. Thanks for joining us!

Today, many youth with substantial literacy deficits follow a surprisingly similar pattern: They enjoyed and functioned well in their early elementary grades. But, for one reason or another, they did not learn to read by the end of third grade. In fourth grade, most schools shift from “learning to read” to “reading to learn.” Students with inadequate reading skills begin to fall behind. By seventh or eighth grade their reading deficits become more apparent to their peers. Not wanting to be seen as dumb, they begin to act out or withdraw to cover their inability to complete or understand schoolwork. Truancy increases. They learn less and less. By tenth grade they realize they can’t graduate and ultimately drop out.

It is also apparent that it takes more than teaching literacy to help youth-at-risk who are considering dropping out. Next week, February 13-17, the Partners for Educational Success Estrie will promote staying in school as everyone’s business. February is a critical time in the school year, during which young people may experience a decline in motivation and perseverance. Hooked on School Days provide the perfect opportunity to encourage them, congratulate them on their efforts, and recognize their perseverance. Send a virtual postcard to a student you know to do just that.

The point of Canada Reads is to get Canadians to read. It’s fun. A spirited, thoughtful, honest conversation about books and about the history that comes out of the books.

Shad convinced me of the importance of education through his book. When we take history in high school we retain nothing because it’s from a text book, but when you read history because it’s in a memoir, it’s someones first hand experience…man, do you retain that story because it speaks to you and to your heart directly.

I love how better informed I am as a Canadian because I allow those opinions to be part of my internal perspective and give me a better view on the world and make me a more balanced individual and hopefully somebody who can go out in the world and discuss intellectually and from a place of better understanding. That’s what literature does for you. That’s why Canada Reads is so important. Every single one of these books is fantastic, all deserve to win.

The winner of Canada Reads 2012 is Something Fierce: Memoirs of a Revolutionary Daughter by Carmen Aguirre. Canada Reads is an annual debate on CBC Radio presenting Canadian books all Canadians should read. The five books this year are:

ABC Life Literacy Canada offers a number of free downloads on their website to encourage families to learn together daily and to make learning a life long journey. Parents may access the Journey to Learning Passport and an assortment of Tips and Activities including: an Activity Colouring Book, Embracing Literacy in Your Daily Life, Song Title Game, Comic Strip, and much more!

Another favorite website you will want to visit is The Canadian Children’s Book Centre. In Resources for Parents you’ll learn about what to look for when choosing books for babies, toddles, or teens. If you love children’s books then this is the website for you. The CCBC is a treasure-trove for anyone interested in Canadian books for young readers. This link takes you to their online Booknews.

Today we’re adding a new book to our lending library, a book filled with learning ideas.

The author, Keri Smith, is a learner, illustrator, writer, teacher, and parent. She encourages, inspires and she thinks big!

Happy New Year!

Image from :http://mahwahlibraryteenwrc2011.blogspot.com

Megan’s first blog revealed some helpful approaches to reading with newborns.

I was always planning on introducing books as early as possible to my twin girls. I started to sit and read books to them when they were about 3 months old. I sat them in my lap and held the book out in front of them. I tried to read to them at least once a day and I found that they did show some interest in the pictures and listening to my voice. When they looked away or got cranky I took this as a cue that they had enough or needed a different activity (or needed to go down for a nap!). As they got older they began to reach out to the books and want to try and turn the pages. I noticed that their excitement and interest in the books had increased whenever we sat down to read together.

Megan and Lauren reading

Board books are great for babies because as they get older they can grab the pages themselves, and even attempt to turn them! I have read a few regular “paper page” books to them, however, at this stage with all the grabbing they are doing (they are 6 months now) the board books work best. I have learned that reading time is great as a transition period for babies when going from playtime to naptime or bedtime. I learned very quickly that my girls did not enjoy going straight to their crib after all the excitement of playing in their gym or playing with their toys on the carpet, and reading a book to encourage a soothing and calming state was the perfect solution!

When reading books to my girls, I usually take my time and allow them to look at the pictures and manipulate the pages. Once I have read through the story I often let them “play” with the book, which entails grabbing at pages, attempting to turn pages, or trying to put the corner of the book in their mouth. I think this is very important for them to be comfortable with handling books and learning how to hold them and look at them. From what I have read in the literature on language development, reading to babies is very important because this is how they learn about the sounds, patterns, and rhythms of our language.

And now in December, how are Megan, Sarah and Lauren coming along?

The girls’ interest in books has certainly increased over the past couple of months! They are now 8 months old and able to turn the pages of board books on their own. They love turning the pages so much that it seems to be the main focus while we read as they attempt to turn the page before I have finished reading the sentences on that page! I try to hold the page down until I am finished reading so they can learn the pace of reading and understand that we turn the page when a pause in reading occurs.

Sarah with her book!

When playing on the carpet with their toys, if they catch a glimpse of the pile of books nearby they try and make their way over and grab at the books. If I start to read to one while the other is playing, the one that is playing will stop and look over in our direction, showing interest in wanting to be part of story time. They are still very interested in putting the edges of the books in their mouths (they are teething!), but I do notice that as we are reading together they are starting to spend more time looking at the pictures and touching the pictures.

They are also beginning to laugh or giggle at certain parts of stories where I change my voice with excitement or surprise. It is very exciting to watch their interest in books grow every day! I am still reading to them as a transition from playtime to nap or bedtime which really works great because my girls are both very active during playtime and reading a book on my lap seems to help them enter a more peaceful and calm state preparing them for sleep.

Thank you, Megan, Sarah and Lauren for blogging with us. We wish you a very Merry (First) Christmas!

Megan’s posts will appear in the Parent’s section of the website.

Remember, the gift of reading is the gift that keeps on giving! Our storybook suggestion for the holidays is The Snowman by Raymond Briggs. Enjoy this wordless storybook!

Before the New Year arrives, we wish to share with you news about a project that has been unfolding, and keeping us very busy, during the past two months. Our Seniors Plug In! Project successfully provided more than 60 hours of computer skills training to a group of community-based volunteers. We’d like to thank Gwyneth Grant, Patricia Keenan, Evelyn Ruth Bake, Margaret Reid Belec, Ann McVittie, Barbara Hanson and Jessica Dollinger (graduate student and trainer) for committing their valuable time and plugging-in to this important project. Also, on our list of people to thank are workshop presenters : Steven Bell (photographer), Gisela Kuepper (traveller), Shahn Nadeau (IT specialist), and Gary McCormick (librarian). Training covered a variety of topics : Email, Internet exploring, Microsoft Word, digital photography, computer security, e-books, using online libraries, social media, Power Point, online travel planning and shopping, maps and directions, and exploring regional websites.

Part Two of the project begins in January 2012. Our regional partners, located in Bury, Richmond, and North Hatley, will assist each volunteer mentor in providing basic computer instruction to seniors living in rural communities. Together, we encourage seniors to Plug In!, increase comfort and skill level with computers, and join a network of shared learning.

The group practicing new skills.