LEGO® has been a favorite kids’ toy since 1932. Its popularity has led the way for many other building blocks to come onto the market. Recently, these toys have become a favorite of educators as well. These ever-popular building block are perfect for encouraging literacy because children enjoy them so much that they don’t realize they are learning.

The library in my community of Fernie, BC has offered an after-school LEGO® Club for children seven years old and up for as long as I can remember. This left a gap in the programming “market” for kindergarten and Grade 1 students looking for after-school activities. I suggested to my manager, a Columbia Basin Alliance for Literacy (CBAL) program using building blocks. She in turn challenged me to prove the connection to literacy of such a program.  I’m certain she already knew the answer, but she made me figure it out for myself. This gentle nudge helped me not only develop a program, but also ensured that it was educational, engaging for kids and adults, and checked all the boxes for a quality community literacy program.

There is something special about figuring things out for yourself.  My manager’s technique worked just as well with me as it does with children.  When a child gets to discover the answer rather than being given the answer, they develop a better understanding of whatever concept is being taught. This child will gain a stronger sense of accomplishment and will feel like they have discovered a secret no one else knows about. It is an exciting moment.  This is especially so when there isn’t a “right” answer.  And what better way to figure out “your” answer than by making it with building blocks?

So, I did the research, put all of my newly acquired knowledge together, and created the Block Builders program for five and six year-olds. I run it as a family program so that all the kids that attend have an adult with them. I can not only help parents understand the benefits of play-based learning, but I can also guide them in allowing their children to make discoveries on their own.

Block Builders is a series of 11 challenges. Each session we focus on one of the challenges.  At the beginning of each session, I have a box of LEGO® or DUPLO® blocks with letters on each block.  The children spell their names with the letters to define their play station.  I adore seeing the progression from week one where some will spell their names backwards and others will place the correct letters randomly on their play mat, to the final week when they can find their letters and place them in order independently.

Through the directions of the facilitator and use of the challenges, children learn and improve these skills:  storytelling, reading, following instructions, fine motor, attention and focus, patterning and sequencing, oral and written language, numbers, memory, problem solving scientific concepts, creativity and imagination, social, and symbolic representation.
 
Some days the challenges are very open-ended, such as “Lap-time Builder”.  Caregivers read a story to their child and then they build the story with blocks.  Other activities, like “Restricted Building” are more structured.  Each child is given the exact same building pieces. They have 5 - 10 minutes to build whatever they want, but they must use every piece.  It is always so fascinating to see the variety of structures that can come from this activity.

I love the “Roll and Build” challenge.  This activity has building block pieces divided into six compartments.  Children roll the die and choose a piece from the corresponding compartment and use it to build something.  You never know what they are building until they’re finished!

The Block Builders manual is available as a free digital download on the CBAL website. For more information about the Block Builders program please contact Chrisy Hill at chill@cbal.org

Chrisy Hill
Community Literacy Coordinator - Elk Valley
​Columbia Basin Alliance for Literacy

I’ve been thinking a lot recently about the connection between literacy, freedom, and power. I’m not the first person to think about this. Frederick Douglass, abolitionist and orator in the late 1800s said, “Once you learn to read, you will be forever free.”
 
I’ve seen this connection in action a few times this past year. It’s exciting and awe-inspiring when you witness it. There is an emergence of personal power, a newfound freedom and the conquering of fear, all through literacy and learning.
 
In our Adult Tutoring program, I have watched a young woman work hard over the years to develop reading and writing skills. This year, I saw her wrap her newly developed confidence and power around herself and pursue the goal of becoming an advocate for other adult learners. She has made four public presentations and spoken on the radio about her learning journey and how it has shaped who she is. She wants to show other adults who struggle that they can do it and that there is help available. She’s set learning goals and worked hard to meet them. Last month she read a book for pleasure for the first time. Literacy has opened a new world for her, one where she has a voice and she is ready to use it.
 
In our Tech Time program for seniors, I have heard comments like, “I’m not afraid anymore” and “I can do this now.” It was a delight to watch a senior in our community begin a texting conversation with his grandson. He has a new ability to connect in a way that he wasn’t able to before. He has achieved a sense of freedom, power, and inclusion, all through learning basic technology skills.
 
At a Come Read with Me workshop, one dad told me that he was physically anxious when he entered the room. He was remembering how school was frustrating for him and how he had felt a constant sense of failure. He saw his young son having a similar experience at school and feared that he, too, had a difficult path ahead. That dad left the workshop feeling like he had ‘tools in his back pocket’ that he could use in supporting his son’s reading and learning. He was able to let go of his own fear and sense of dread and felt empowered to support his son in learning to read.
 
Sometimes, that freedom and power comes quickly, like a light switch being turned on. You learn to do something you couldn’t do before, and the world opens up.  Sometimes it is a long and slow road, where building the skills takes time, dedication, and perseverance. One thing for sure, learning is lifelong and life-wide. We continue to find new freedoms and new powers as we embrace learning throughout our lives.
 
Benjamin Carson is a pediatric surgeon and co-founder of the Carson Fund. The fund supports education for young people of all backgrounds. As Dr. Carson says, “Knowledge is power – to overcome the past, to change our own situations, to fight new obstacles, and to make better decisions.”
 
For more information about literacy programs in your community, contact your local CBAL community literacy coordinator.
 
Joan Exley
Community Literacy Coordinator – Nelson
Columbia Basin Alliance for Literacy

Henry Ford, industrialist and founder of Ford Motor Company, said, “Anyone who stops learning is old, whether at twenty or eighty. Anyone who keeps learning stays young.”

If you were asked to come up with a definition for lifelong learning, what would it be? When you think of a lifelong learner, does a particular person you know stand out as someone who exemplifies lifelong learning?
 
Lifelong learning is typically defined as the ongoing, voluntary, pursuit of knowledge and skills for personal, or professional reasons.1   The concept of lifelong learning has become of vital importance with the rise of new technologies. These technologies change how we receive and gather information, collaborate with others, and communicate. Being a lifelong learner can help us adapt to these constant changes.
 
I find myself thinking of my dad. When it came to computers and the digital age, my dad was not an early adopter. He preferred to ignore technology and carry on with business as usual. To be fair, he did try - kind of. He had one of those huge old desktop computers, which mostly collected dust. It became the object of his scorn. He did manage to find some enjoyment in playing Solitaire. More often than not, though, you would hear him grumble that the computer would make a better boat anchor.

He wasn’t opposed to learning new things altogether though. In his mid-sixties, he decided he wanted to learn how to make wine. He researched how to do it. He purchased the supplies he needed. It didn’t take long before he was on his way to making wine. A lot of wine. More wine than any human really should make. And definitely not the kind of wine that was suited to give away to people! He loved the idea of being able to “do things on the cheap”. He was quite proud of being thrifty. When I think about it, I believe this was what motivated him to learn many new things over the course of his lifetime. Maybe you know someone like this? In adulthood, we have to want to learn something new. It has to fulfill a purpose. No one is going to make sure you learn how to make wine, or for that matter, learn how to use a computer. It is all up to you...or not.

Over his lifetime, my dad would build two houses which I had the privilege of growing up in. Imagine all the learning that happened over the course of building two houses. Imagine all the problem solving! In his forties, he learned how to skate. He joined an old-timer’s hockey league. This was driven solely by his passion for the game of hockey. His motivation in this case was not about being thrifty or saving money. It was purely for enjoyment. He also learned to golf, spending every day he could trying to master his game. The learning of these new skills also created new social circles for him and  lifetime friends.

When it came to the digital age, he shied away from it. Choosing to go to the teller instead of using the ATM. Preferring to use a landline instead of a smart phone. Electing to hand write letters instead of using email.  I wonder if he thought he was too old to learn new technology? Somehow, I don’t think so. I think he just wasn’t motivated to learn because he managed fine without it. As a society, we used to have the attitude that we reached our intellectual capacity at a certain point. That we were unable to learn later in life. In more recent times, we have come to find that this is not true. It’s true that our brain shrinks as we age, but because we have so much brain matter that we don’t use, we are able to make new neurological networks every time we learn something new, for as long as we live. Watch Bill Clinton talk about lifelong learning and the brain in this brief video.

According to the Alzheimer's Society, it is estimated that more than a million Canadians will suffer from Alzheimer's disease by 2030. To me, that is a shocking statistic. There is hope, and there is something we can do about it. Just like we exercise our bodies, we can exercise our brains by learning something new. It is believed that exercising the brain may preserve it by slowing or even preventing mental decline. 2

One way we can exercise our brains is by participating in community programs. Community programs can serve to engage adult learners and foster their cognitive health. As a community literacy coordinator, I organize iPad classes in my community. The adult learners who attend come with a wide range of knowledge, skills, abilities, and confidence levels. What these lifelong learners all have in common is the desire to learn and improve their iPad skills. Their goals range from learning how to use email, to taking and editing photos, to using the internet, and beyond. In addition to gaining some skills in class, learners are improving the quality of their lives. Yes, a few iPad classes can enhance your life! 

I think my dad would have enjoyed learning the iPad. I can picture him using it to play games, staying up to date on his favourite sports and perhaps listening to a podcast or two. Whether you’re twenty or eighty, learning a new sport, how to build a house, or use your iPad - take a page out of Henry Ford’s book, keep learning and stay young!

Curious about programs in your community to keep your lifelong learning alive? Check out your local CBAL Community Literacy Calendar for free programs, workshops and events.

Lori Dunn
Community Literacy Coordinator – Salmo
Columbia Basin Alliance for Literacy


​Sources

1. https://en.wikipedia.org/wiki/Lifelong_learning
2. Grady, D., (2012, March 7). Exercising an aging brain. New York Times. https://www.nytimes.com/2012/03/08/business/retirementspecial/retirees-are-using-education-to-exercise-an-aging-brain.html

Grief is part of the human experience and loss is something that can touch everyone, no matter their age. Grief is often associated with the death of a loved one, but there are many other things that can trigger grief. A health crisis, the end of a relationship, or loss of employment can all cause a person to feel a sense of loss and sadness. Everyone has an individual way of expressing grief and it is important to find your own way to express it and to work through it.

There are many literacy-based ways to express and heal grief. If you enjoy writing, then creating stories, typing letters, starting a journal, writing some poetry or producing a blog are powerful ways to process your grief.

I recently lost my boyfriend, Carmin, to cancer, and I was asked to write something for his funeral.  It was hard to think about him, as the loss was so new, and the pain so raw. But, as I began to write about the qualities that made him who he was, I felt a release of emotion.  As I described him, expressing what I wanted people to remember about him, it helped me remember the man he was before the cancer and what a special person he was to the world. Each word I wrote helped me let go of some of the pain and sadness I was feeling.  I have since used writing in a journal to help me deal with this loss.

If writing isn’t your thing, then you can communicate and explore your thoughts and feeling through art or music. There are many excellent books about grief that are available through the public library system and from local hospice groups.  There is also an abundance of information available online in the form of podcasts, YouTube videos, and websites.

I have realized that recovering from a loss and processing grief is a very individual journey and, for myself, writing and journaling, as well as talking about how I am feeling, have been effective ways of moving forward. If you are currently working through a loss, I hope that using literacy –  in whatever way works for you – helps you get through this difficult time.
​
Sandy Kalesnikoff
Community Literacy Coordinator
Columbia Basin Alliance for Literacy – Windermere Valley

Have you ever heard someone say this?

                “Just 15 minutes a day, that’s all it will take to make your child a good reader.”

I know it sounds easy to do, but it isn’t always easy to put into practice. As a parent, I remember trying to do this, but it often turned out to be a gong show. I would end up feeling guilty and frustrated because those 15 minutes were a struggle.

Over the last 30 years I have worked as an occupational therapist (OT) with school-aged children. It has taught me a lot about reading. You may wonder what the connection is between my OT work and reading. That’s a good question. As an occupational therapist, I work in schools helping kids learn to write. Since writing and reading are so connected, I have ended up learning a lot about reading.

Here are a few things I’ve learned.

Books that are really easy for kids to read are THE place to start.
​
These books are the ones that kids read over and over. These are SUPER books for building confidence! This may mean starting with picture books. Examples of these books are the “Elephant and Piggie” books by Mo Willems, or many of the simpler Dr. Seuss books like “The Cat in the Hat”.

The Oxford Owl website is a great source of free ebooks for ages 3 – 11 at many different reading levels. Registration is free.

https://www.oxfordowl.co.uk/for-home/find-a-book/library-page/

Books that your child is ‘just’ able to read are the next step.

When you sit down to read with your child, they should be able to read most of the words. If they are getting stuck on every second word, it’s too hard.  You can use strategies like: sounding out the word, looking at the pictures to get hints and taking turns reading to figure out the words they don’t know.

Schools have their own set of strategies. Ask them what they are. The One to One Children’s Literacy program has six strategies that are helpful when the going gets tough.

http://www.one-to-one.ca/wp-content/uploads/2016/01/Book-marks-for-coffee-chats.pdf

Author Robert Munch has written lots of books – stories about kids and stories that kids have told him. Many of these books are online as videos. This can be an excellent way to share a story with your child before they read the book. It will help them with tricky words. It will give them an understanding of the whole story and it will give them an idea of what words they will find on the pages.

Here’s the link to Robert Munch’s videos:

https://youtu.be/uJD9SkutNxQ  

Books that are a bit too difficult for your child to read are good too (but you’ll have to do the reading).

These books help kids learn to love stories. Even ‘just listening’ your child will pick up things – different words, new ways to think about things or have their imagination stretched.

Books like, “The Lion the Witch, and the Wardrobe”, “The Penderwicks”, “The Magic Treehouse”, “Nate the Great”, “The Dragon Master”, and “The Land of Stories” are all wonderful read aloud books. My husband and I read these to our daughter at night – she says they made her the reader that she is today!

If you aren’t available to read to your child, then see what books are available online. Here’s a link to “The Land of Stories”. While it is being read, your child can follow along with the text on the screen.

https://youtube/92WK514m1sA?list=PLzno288gLpVBtOSHZY0DHa2Nk4WHlpitp  

Need more information about reading with kids? Are you interested in becoming a volunteer tutor to help kids improve their reading skills and reading confidence?  Contact the Columbia Basin Alliance for Literacy community literacy coordinator in your community for more information.
​

Lori Craig
Occupational Therapist
One to One Tutor - Cranbrook

How financially literate are you?

I must admit, I am not the most financially savvy person you will meet. Raised in a low-income family, I understood about how to survive pay cheque to pay cheque. When I was younger, it was more about making do than investing in my future. As an adult, I thankfully find myself in a different position financially, but navigating my way through the financial jargon and mathematics of it all, can be overwhelming.

I know I’m not alone. In fact, most Canadians struggle with understanding finances. Women even more so than men. In 2014, Stats Canada conducted a survey* with men and women of varying backgrounds. They were asked five key financial literacy questions related to interest, inflation and risk diversification.

The survey revealed that older women (55-64) are the most vulnerable when it comes to understanding finances. In general, only 15 per cent of women and 22 per cent of men could correctly answer all five questions. Women also had less confidence in their ability to understand finances. Only 31 per cent of women surveyed believed they were financially knowledgeable compared to 43 per cent of men.

So, how financially literate are you? Take one of these quizzes to find out!

This quiz is from BDO Debt Solutions Financial. https://debtsolutions.bdo.ca/resources/financial-literacy-quiz/. 

You can also “test” your financial health with this quiz: https://debtsolutions.bdo.ca/resources/test-financial-health/

Financial Literacy Month

November is Financial Literacy Month across Canada. The federal government is asking Canadians to “Invest in your financial well-being”.  To help Canadians look after their financial health, the government has been providing us with information and resources about money management for the past decade. They want to help reduce consumer debt and increase people’s understanding of finances. They also want Canadians to be prepared for retirement.

In spite of these efforts, the amount of debt Canadians have is increasing. The average Canadian has $22,081** of debt for things like clothes, cars and furniture. On top of that they also have mortgage debt.

How big is the Canadian debt problem? Watch this video by Stephen S. Poloz, the Governor of the Bank of Canada.

https://www.bankofcanada.ca/multimedia/yellowknife-chamber-commerce-speech-webcasts-may-01-2018/

As Poloz says, debt is not a bad four-letter word. It can also be good. Mortgage debt is considered “good” debt. It builds equity and is an investment. Today’s economy is built on the concept of debt. Without it, most of us cannot own a house or get a college or university education. We all need to build our investments. The better our investments, the more our money works for us. It is nice when $1 of earned money can become $2 with little or no effort by you.

What you can to do to improve your financial literacy skills

For interesting information, tools and tips on increasing your financial literacy knowledge check out this website:

https://www.canada.ca/en/financial-consumer-agency/services/financial-literacy-database.html

The Columbia Basin Alliance for Literacy (CBAL) offers programs and workshops to help you improve your financial literacy skills. There are programs to learn basic money management skills and workshops on how to raise money-smart kids. Contact the CBAL community literacy coordinator in your area for more information on what is available in your community.

Erin Perkins
Community Literacy Coodinator
Columbia Basin Alliance for Literacy - Boundary
 
* Canadian Financial Capability Survey
** According to Equifax

I have loved books for as long as I can remember!  One of my earliest memories of reading independently is the read-along-books that had an accompanying 45-rpm record.  I also recall the enjoyment I got from pouring over my latest Scholastic Books purchase from school.  I still have some of these books and I have shared them with my children!

I grew up in a house of readers.  My whole family would be seated in the living room together, but reading independently.  My parents read to me and provided me with wonderful books that filled my room.  One of my favourite places to visit was our tiny local library which had a basket filled with Beatrix Potter books. 

As a teenager, I continued to travel to new places and experience new things through literature.  Books opened up a whole world that was new and exciting.  I loved acquiring new knowledge and following characters through their many adventures. 

When I began working with children, and then became a teacher, one of my priorities was passing on stories and opening up the world to students through books.  The greatest joy in my career has been sharing a love of reading.  Watching a child be excited to turn the page, learn a new word or discover something far outside of their experiences has been a privilege to witness.

When I was pregnant, I began purchasing every book that I wanted to share with my children.  From childhood favorites to classic Canadian literature, I took every opportunity to build a library for my three children. I read to them every night after their baths and watched as they began to love books too. 

Reading with children offers so many advantages.  It helps with early language development, builds vocabulary and helps them learn about their world.  Children can connect to the different characters and their experiences. They also learn early reading skills like which direction to turn pages and that the squiggly things on a page are words that tell a story.  Reading to children helps them get excited about reading and interested in becoming readers.

At the Columbia Basin Alliance for Literacy (CBAL), we like to foster the love of reading by giving out books at our programs and events. We want children to be the best readers they can be! Our Reach a Reader – Books for Kids campaign raises funds to help children in our CBAL communities to have access to quality books and programs that support reading and early literacy skills. Reading is one of the most fundamental skills needed to be successful in life!

You can help us to reach a reader by contributing to Books for Kids. It’s easy. You can donate online at cbal.org or you can contact your local  community literacy coordinator.

Corinne Svardfeldt
Community Literacy Coordinator
Columbia Basin Alliance for Literacy - Castlegar
​

​What do a firefighter, city councilor, grandparent, ballet teacher and professional photographer have in common? They have all volunteered for the One to One Children’s Literacy Program in Revelstoke because they wanted to support young readers in improving their reading skills and self-confidence.

In Revelstoke, we have been running the One to One program for 17 years! Over that time, I have had the privilege to spend time with each of our volunteers. I always ask what motivated them to join our reading program for school-aged children. The answer is as unique as the individuals that volunteer. Here’s why one tutor, Jill Chaney, decided to help out.

Jill has every reason not to volunteer. She has a busy career that involves lots of travel, an active family life and little free time for herself. So why does she do it? Why does she put aside precious time for this program? It’s because, like me, Jill has seen the power of this program and it has captured her heart.

A number of years ago, Jill’s family had an opportunity to spend a year in a foreign country. During this time, her twin boys were homeschooled by their father for whom English is a second language. When the family moved back to Revelstoke, the boys were doing well in math and science, but needed more practice with their reading.

Jill’s twins participated in the One to One program that year. She credits that experience with helping her children catch up. She believes that the skills and confidence her boys developed reading with the volunteer tutors is a big part of the reason they are doing so well in school today. 

The impact this program had on Jill’s sons inspired her to become a volunteer with us. She wanted to give back and be part of supporting other young readers. Jill says, “It’s cool to be in the schools and to be involved. It’s a great program. We get to meet different kids and to see their strengths. Different skills are an asset and, as volunteers, we learn better and better ways to communicate and guide – it’s a great opportunity to become a mentor.”

When Jill shares her experience with other volunteers, they are inspired and cannot wait to get started. As Jill’s story points out, becoming a reading tutor for children is about so much more than just developing reading skills.  In many ways, that is just the starting point.  Every tutor brings something special to the table. They become mentors, cheerleaders and cherished allies in reaching for a learning goal. Can you tell I am a fan? In the One to One program, the children work with several volunteers – a group of people in their community that care. Truly, it is that simple and that important.

There have been many times that I have spoken with folks thinking about becoming a volunteer. They have often said, “Oh, I’m not a teacher.” I always smile. You don’t have to be a teacher. We provide training to help you with the tools and strategies you will need. But what we do need, is you! The unique, caring individual willing to give a little of your personal time to help a child moving forward on their learning journey. Every volunteer brings their own style and flair to the table and that, quite frankly, is why it works!

Across the CBAL region, literacy programs are starting their new year. Many communities will be recruiting volunteers for their One to One programs as well as other programs. Visit www.cbal.org to contact your local CBAL community literacy coordinator to find out more about the One to One Children’s Literacy program or about other volunteer opportunities in your community.  Volunteers make a big difference!

Tracy Spannier
Community Literacy Coordinator 
Columbia Basin Alliance for Literacy - Revelstoke
 

  
For as long as I can remember, I have loved to paint. One of my earliest creative memories is playing with finger paints. The feel of it squishing between my fingers is as vivid to me now as it was then. I found as much pleasure and enjoyment from the velvety smooth textures as I did from my ability to create abstract images on the page.

While the images in my head were never mirrored as well on the page, I still persisted. I revelled in the process and spent equal time preparing my artistic space as actually painting.

Then I discovered doodling. Much to my Mom’s dismay, I tended to focus my talents on the address page on the wall beside our phone. I became a notorious doodler, filling the margins of my textbooks with vines and patterns and experimenting with new ways to “draw” letters.

With the advent of the personal computer, came my love for fonts. For someone who never really mastered cursive writing and had average penmanship, the ability to change a single word into a multitude of styles with a few clicks was magical.

Little did I know then that my passion for paint and color, texture and shape would prepare me for a new trend called art journaling.

Art journaling entwines art with words. Whether you wish to record daily events and ideas, create a memory book for a trip or use it as a form of therapy, art journaling is a beautiful, fun and personal medium for expression.

What Is Art Journaling?

“Many people keep journals, and many people like to draw. Many people exchange letters, and many people have memorable adventures. But few people experience the delightful symphony of these combined interests. Art journaling acts like a master score, blending the various sides of the soul into a harmonic song.”1

The beauty of art journaling is that it is a safe place for expression and creativity without the confines of rules or judgement. A thought expressed in a few simple words surrounded by images or colors or textures can speak volumes.

Art journals are the perfect way to express your personal style or try something completely new while taking pleasure in the whole process rather than focussing on the finished product.

It is also wonderful for children as the combination of art and words can be such an incredible source of self-expression. It allows children a safe and fun way to process their world and deal with their emotions.
​
Journaling encourages fine motor skills and neurological development. In young children, using scissors and glue sticks, gripping pencils and paint brushes and scribbling are all precursors to writing.

Art journaling can evolve to foster creativity and connection as well as serving as a way to teach and understand subjects such as reading, math and science. “Art has the role in education of helping children become like themselves instead of more like everyone else.” 2 

As a parent it is also a beautiful way to share and connect with your child, whether you work on your own journals at the same time or create one together.

What Does the Research Say?

Dr. James Pennebaker of the University of Texas described in his book, Opening Up by Writing It Down, how taking a few minutes to write about personal experiences or problems can help you heal emotional wounds, boost your immune system and feel a greater sense of well-being.

Journaling has been shown to be associated with drops in depression, anxiety, and increases in positive mood, social engagement and quality of close relationships.

Art journaling welcomes all aspects of who we are. Our happy thoughts and joyous memories, our broken hearts and unmet dreams, our past and present selves. It is expressive and creative, imperfect and diverse, rewarding and personal. For me, art journaling is a new activity forged from old passions and I enjoy and appreciate all it has to offer.
​
Gillian Wells
Community Literacy Coordinator
Columbia Basin Alliance for Literacy – Creston
 
1. Chloe Collin, The Old Schoolhouse Magazine, 2009
2. Sydney Gurewitz Clemens