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LR/RI produces a bulletin roughly every two weeks in order to inform area practitioners of news, events, and calls for participation and also as a forum for posing questions, issues and discussion topics. The current bulletin is posted below. To read previous bulletins, go to Bulletin Archives.

February 11, 1999

Bulletin #62

Dear Colleagues,

Notice of upcoming professional development events, and conferences and meetings appear in this bulletin.To post information, please contact me at LR/RI or leave a message (863-2839).

Thanks.

Janet Isserlis

____________________________________________________________

NOTICES

Discussion/sharing session for educators with an interest in ESOL in adult education will be held on Tuesday February 23rd from 3 - 5 at the Genesis Center, 620 Potters Avenue, Providence.

Inquiry share: On Wednesday, February 24th, one of the two small groups of adult educators who are mid-way through RIDE-sponsored inquiry projects will meet to discuss their progress. Please join us at the Genesis Center at noon; for more information, please contact LR/RI.

Discussion/sharing session for educators with an interest in women's issues in adult education will be held on Thursday, March 4th at 1:00 PM at the Rochambeau Branch library, Hope Street, Providence. Please join us to hear about Pat Salazar's minigrant project on women and video, and also to discuss the upcoming workshop with Jenny Horsman (see next item).

March 15 Dr. Jenny Horsman will facilitate a workshop around women, literacy and violence.

9 to 12 AM, Alumnae Hall, Brown University

"But I'm Not a Therapist" Literacy and Trauma

Dr. Jenny Horsman will introduce the findings of an extensive research study in which she examined the impacts of violence on women's literacy learning and explored approaches to literacy programming in the light of these impacts. Focusing on literacy work through the lens of the impact of experiences of violence on learning and examining literacy and therapeutic discourses offers new insights which radically shift possibilities for literacy programming for all literacy learners. Participants will be encouraged to question their own thinking about issues of violence and literacy learning and draw on their own knowledge of literacy programs and women learners, in order to consider impacts of abuse and think through options in the context of their own work.

Jenny Horsman is a community educator/researcher with a feminist perspective, based in Toronto, she carries out research, writing, curriculum development, training and facilitation projects in literacy and workplace training. Jenny has written numerous articles on literacy as well as the book: Something in My Mind Besides the Everyday: Women and Literacy. Her recent writing and current research interests centre around the impact of trauma on literacy learning and the implications for literacy programming. "But I'm Not a Therapist" Literacy and Trauma (working title) will be published in 1999. She is particularly interested in strengthening links between adult literacy theory and practice.

Registration materials are available; registration deadline is March 1. For more information, please contact LR/RI.

EASTERN LINCS MINI-GRANTS are designed to support adult education practitioners in developing web-based projects for publishing on the Eastern LINCS World Wide Web site (http://easternlincs/worlded.org). Mini-grants are available in the form of equipment/software and/ or monetary compensation. Awards are to be used to directly to advance the on-line project being developed by the recipient. Recipients will receive ongoing development and technical support from Eastern LINCS staff and consortium members as needed.

Proposed projects can involve adapting an existing print publication or creating something entirely new. While there is no single model or standard to follow when considering your proposal to Eastern LINCS, a few ideas to consider include: Student writing projects, web-based curriculua, Collected lesson plans, class activities and resources around a single topic or teaching idea.

What is Available? The following equipment and software is available (in limited quantities) as of January 1999:

- UMAX Astra 610S flatbed scanners which can be used with Macs or Windows PCs

- Hayes 56K external modems for Windows

- Web Page Design Software: either Home Page 3.0 for Mac/Windows, or

- Adobe PageMill 3.0 for Mac or Windows

- Web Graphics Software: Adobe ImageReady for Mac or Windows

- Olympus D-220L Digital Cameras (with cases and adapters)

- Iomega 100MB Zip Drives for Mac or Windows PCs - PDF Creation Software: Adobe Acrobat 3.0.1 for Mac or Windows

Equipment or software are awarded to the programs where the practitioner is based. You may apply for a monetary grant in combination with an equipment/software grant. We anticipate that monetary awards will range from $100 to $1000 depending on the size and scale of the project. We anticipate the average total award (total value of money and/or equipment/software) will be between $150-$400. Timeline: Applications for Eastern LINCS mini-grants should be received by February 26, 1999. However, applications received after February 26, 1999 will be considered through April 1, 1999 on a first-come, first-serve basis while funding remains available.

Mini-grant recipients will be selected based on the following criteria: The projects proposed for publication should be those which: people couldn't easily obtain unless it were published on the web, and/or which provide some degree of online/onscreen interactivity; combine the best elements of the above two categories and are truly instructional. Applicants should also: demonstrate some proficiency (you don't have to be an expert!) in web page creation, and provide approval from a direct supervisor to carry out the project. Project ideas proposed in the areas of Eastern LINCS' two special collections, Civic Participation and Literacy and Health and Literacy will receive special consideration. Of course, we welcome ideas involving other subject areas as well. Finally, we encourage applicants to leverage our mini-grants with other funding sources for larger projects.

Project Expectations Award recipients will be expected to: -Maintain communications with the Eastern LINCS Collections Development Committee, (which includes submitting occasional status reports concerning the project's progress) -Deliver the project for publication in a timely fashion. (Unless an alternative timeline is specifically negotiated between the recipient and Eastern LINCS, projects should be completed within six months of receiving the mini-grant award.) -Upon completion, provide instructions on how teachers and others would use the project. A brief report should describe your background, the purpose of the project, the process of developing this on-line resource, and offer any suggestions for practitioner use. (For an example, see http://easternlincs.worlded.org/teachers/pick/) For an application, visit the Eastern LINCS web site, contact: Lou Wollrab, World Education, 44 Farnsworth St. Boston, MA 02210 617-482-9485 Email: sabes@world.std.com or contact LR/RI for more complete information

New on the web site: Proposed Tennessee State Plan - Adult Education and Family Literacy, Part of Tennessee's Unified Plan Workforce Investment Act of 1999 . "My not so brilliant idea," a report on Pat Salazar's women and film minigrant project, at LR/RI's women's page.

Focus on Basics, the quarterly newsletter of the National Center for the Study of Adult Learning and Literacy, includes information about current research and suggests ways research can be applied in the classroom. Its writers are practitioners, researchers, policy makers, and staff development specialists active in the field of Adult Basic Education. The theme of the new issue of Focus on Basics is project-based learning. Articles deal with questions such as: What is project-based learning? What are the theoretical underpinnings of this approach? What benefits does it offer and drawbacks does it present? Contributing author Heide Spruck Wrigley provides an overview of the history and theory behind project-based learning. Teachers Susan Gaer and Deborah L. Johnson share classroom experiences and give readers a real sense of what it takes to facilitate project-based learning. Hal Beder discusses some of the findings from his assessment study; Beder has examined most of the adult basic education outcome and impact studies done in the United States over the past 35 years, trying to answer the question: What do we know about the effectiveness of the adult literacy system in the U.S. today? For this issue he focuses on one aspect of his findings - the contradiction between test scores and learners' self-reports of learning gain. Beder walks readers through the process he used in conducting his research to help them understand how he reached his conclusions.

Focus on Basics is launching an electronic discussion list to provide a forum for discussion about articles published in Focus on Basics. It is intended as a place to converse with colleagues about the themes examined in the publication; to get questions answered and to pose them; to critique issues raised in the publication; and to share relevant experiences and resources. Focus on Basics authors have agreed to subscribe to the list and respond to communication about their work. It is expected that subscribers will use information from the discussion to broaden their knowledge of a topic, with the hope that the knowledge will be put to good use in teaching, program design, policy, and research.

To subscribe, send an e-mail message to LISTPROC@LITERACY.NIFL.GOV with the following request in the body of the message: SUBSCRIBE NIFL-FOBasics firstname lastname Substitute your first and last names spelled exactly as you would like them to appear. For example, Sue Smith would type: SUBSCRIBE NIFL-FOBasics Sue Smith There should be no other text in the message. You should receive a return mail message welcoming you to NIFL-FOBasics. The list manager is Barbara Garner, editor of Focus on Basics. She can be reached at Barbara_Garner@WorldEd.org. Please DO NOT send subscription requests to this address.

Focus on Basics can be downloaded at: http://hugse1.harvard.edu/~ncsall. Hard copy subscriptions are $8.00 per year (for 4 issues); for ten or more subscriptions, the price per year/per subscription is $6.00. Copies of back issues may be ordered individually at $2.00 per copy. To subscribe send check, money order or purchase order payable to World Education to: Focus on Basics, World Education, Attn: Kimberly French, 44 Farnsworth St., Boston, MA 02210-1211. Information: Kimberly French at [617]482-9485 or email kfrench@WorldEd.org.

The Civic Participation and Community Action Sourcebook is a collection of resources that can help you integrate civic involvement and community activism into your adult education curriculum. Drawn from many sources, such as Equipped for the Future, the Change Agent, and the VERA (Voter Education, Registration, and Action) Project, it includes activities for: identifying issues that are compelling to students, building a sense that change is possible, and preparing students with the concrete skills needed to be socially and politically active. Workshops related to the sourcebook are being held throughout New England this spring.

The first of the two workshops will orient educators to the Sourcebook as a teaching tool, explore some start-up activities, describe projects that other teachers have guided. Participants will also consider the ways particular contexts affect what one can do and develop a plan for trying out the sourcebook in their own teaching. This workshop is approximately 4 hours long. In the second workshop, participants will share how theyÕve used the sourcebook, consider ways to assess and report student growth and progress, and strategize ways to keep projects moving; workshop II is 2.5 hours. Upon completion of the second workshop, participants will be given a small stipend. If you would be interested in having workshops scheduled here in RI, please contact LR/RI by March 1st, so that we can request dates for the workshops to be held locally.

Application forms for the 1999 Hands-on English Minigrant awards are now available. If you would like to request an application form, please send your postal address to: hoe@navix.net to receive an application. Hands-on English awards about 5 small grants (of up to $200) each year for ESL classroom teaching projects, in order to help support innovative teaching for adult ESL classes, and to give teachers some recognition for their work. For more information about these grants, and for a description of past award-winning projects, see: http://www.4w.com/hoe Anna Silliman, Editor, Hands-on English, P.O. Box 256, Crete, NE 68333 Toll-free: 1-800-ESL-HAND (1-800-375-4263) Phone:402-826-5426 Fax: 402-826-3997

Your input is still needed: LR/RI is addressing the professional development component of the larger state plan for adult education provision in Rhode Island. In order for this document to reflect the needs, strengths and interests of adult education workers across the state, it will be circulated in hard copy and posted on LR/RI's web site. If you would like to make your views known about professional development, please contact me via email or at (401) 863-2839. If your program staff wishes to meet together with me at your site, please let me know as well. Everyone's input is very important to the development of the plan.

As well, Bob Mason has scheduled meetings to discuss the larger state plan generally. If you've not received information about those meetings , please contact LR/RI or Bob Mason directly at 222-4600, X 12180.

This is a DRAFT version of legislation being introduced to the RI Legislature this year. Please review this draft and respond to Representative Nancy Hetherington, by phone at 273-8866, email at rep-hetherington@rilin.state.ri.us or fax comments to her at 273 - 8893.

AN ACT RELATING TO EDUCATION - ADULT EDUCATION BILL OF RIGHTS

It is hereby found and declared as follows: An educated workforce with skills commensurate with the needs of Rhode Island's industry is essential to the future of our state and its citizens. If Rhode Island is to become economically viable, it must confront the fact a high percentage of its workforce needs basic education skills. One in five adults in Rhode Island reads below 6th grade level. Professionals now realize that many citizens lacked access to the education needed to become productive in the workforce. It is imperative to correct these deficiencies and the time to actiss is now.

There is currently no state policy relating to adult education.

Rhode Island needs to adopt goals and values for public policy regarding adult education.

The citizens of Rhode Island must have an adult education system in which:

1) Adult learners are treated with dignity and respect.

2) Adult learners are included in policy development affecting adult education.

3) Adult learners are offered services that are cost-effective and meet the learner's needs.

4) Adult learners have access to testing and evaluation and requisite accommodation for learning disabilities.

5) Adult learners are fully informed about the educational choices available to them.

6) Adult learners participate in decisions about their educational process, including information exchange and goal setting.

7) Adult learners have a right to an education commensurate with their abilities including but not limited to basic skills, vocational education and/or secondary education or its recognized equivalent.

8) Adult learners receive consistent, sustained quality in their education.

9) Adult learners have access to a system that is coordinated and integrated statewide and provides requisite ancillary support, including but not limited to transportation and childcare.

10) Adult learners participate in the growth, development and education of their children and communities.

Adult Learner Conference

From David Rosen, NLA list: VALUE (Voice for Adult Literacy United for Education) is a national organization for adult learners (former and current participants in adult basic skills programs) in the U.S. VALUEheld its founding meeting at the Highlander Center in Tennessee last March. At that meeting, 41 adult learners from 20 states and the District of Columbia wrote a mission statement, elected a board, and formed committees. Since then, the board has: Begun planning a national Adult Learner Leadership Institute to be held June 3-5, 1999 in Indianapolis, Indiana; prepared draft by-laws which will eventually enable VALUE to become a nonprofit organization; made an agreement with World Education to serve as VALUE's fiscal agent; prepared a plan for recruiting individuals and organizations as members; set up a VALUE web page (literacynet.org/value); been invited to sit on the National Coalition for Literacy; participated in a research project with the National Center for the Study of Adult Learning and Literacy; begun planning a strategic planning meeting for our board sponsored by the National Institute for Literacy; conducted learner leadership workshops at state and national conferences; and sent out fundraising proposals and received some donations.

The board is inviting adult learner leaders from across the country to apply to participate in our national Adult Learner Leadership Institute to be held in Indianapolis in June. Participants will be responsible for all of their own travel to and from Indianapolis and between the Indianapolis Airport and their hotel. If you are selected, you will be asked to pay a registration fee of $110. This will cover the costs of receptions, other activities, conference materials, and meals. (We are seeking funding to enable us to reduce this fee for all participants, but for now we are asking this amount.) You might contact an individual or organization in your state to ask if they can serve as your sponsor and cover some or all of your travel, lodging, and registration costs. We hope to attract about 180 adult learner leaders from around the country. We are seeking a diverse mix of committed adult learner leaders who want to play active roles in VALUE and build adult learner organizations in their states and communities.

AGENDA: The Institute will have two purposes: (1) to help participants be effective leaders in their states and communities and (2) to build VALUE as a national organization. We will use interactive workshops led by adult learners to prepare participants for a variety of leadership roles. Topics will include, among others: selecting and managing a board, advocacy, communications and public relations, fundraising, writing by-laws, recruiting members, peer-teaching, and support groups. To apply, complete the form below and mail it to reach Learning Partnerships by March 1, 1999. (Call if you have questions.) You will be notified by April 1st whether you have been selected or not. (Remember, we have only a limited number of openings!) If you are selected, you will have to pay the registration fee shortly thereafter. Applications for interested adult learners are available by calling LR/RI, and/or are online as part of the current bulletin and are due no later than March 1, 1999. The application appears below:

APPLICATION TO PARTICIPATE IN THE ADULT LEARNER LEADERSHIP INSTITUTE Indianapolis, Indiana June 3-5,1999

Please return this form to Learning Partnerships (14 Griffin Street, East Brunswick, NJ 08816-4806, 732-254-2237) no later than March 1,1999.

Applicant's Name _________________________________________

Address _______________________________________________________________

_______________________________________________________________________

Telephone _________________________(home) _________________________ (work)

Fax ______________________________

E-mail ____________________________

To help us get a diverse mix of participants, please provide the following information:

1. Age:

2. Gender:

3. Race/ethnicity:

4. Type(s) of adult education program(s) you have participated in (For example: volunteer tutoring program, school-based adult education program, English for Speakers of Other Languages (ESOL) program, workplace education program, union education program, etc.

5. Dates when you participated in that program(s)?

6. Experience you have as a leader in an adult literacy or English for Speakers of Other Languages (ESOL) education program.

7. Have you ever been part of an adult learner organization (i.e., a group run by adult education students)? (Explain.)

8. What do you know about VALUE? (Explain.)

9. Why do you want to participate in the Adult Learner Leadership Institute? (What do you hope to learn or accomplish by attending that will be useful in your education program, community or state?)

10. If you are selected to participate in the Institute, will you be able to pay for your travel, hotel, meals, and a registration fee of $110? (Explain.)

11. Whether or not you are selected for the Institute, would you like to become a member of VALUE? (We are offering free introductory memberships to adult learners until September 1st, 1999.)

Thanks for your interest in VALUE and in adult learner leadership!! Good luck!!!

The VALUE Board

Archie Willard, Chair (Iowa) Pat Blackwell (Indiana) Linda Brown (Pennsylvania) Ed Castor (Indiana) Dale Christianson (Illinois) Toni Cordell (New York) Enrique Ramirez (California) Annette Sessions (Connecticut) Frank Symonds (Rhode Island) Charles Winstead (North Carolina) John Zickefoose (California)

conferences

Trapped by Abuse Conference: April 16 - 18, 1999. At the University of Michigan League, University of Michigan, Ann Arbor, Michigan. Participants will have an opportunity to: share information about the relationship of domestic violence, work, and welfare; learn about new research data; discuss innovative service delivery approaches; determine policy implications; and envision a new research agenda. Jill Nelson, author, is the featured speaker: "Everyday Violence: Gender and Race, Poverty and Abuse." Call Taylor Institute for more information: 773-342-5510

Workplace Learning Conference - Milwaukee, May 16-18. Bringing together teachers, program planners, funders, union representatives, business people, and governmental agency representatives, sessions will be offered across four tracks: Partnerships and Linkages; Program Design and Evaluation; Resources and Technologies; and Trends Affecting the Workplace and Workers.Information:http://www.cew.wisc.edu/workplace or call 608-265-3542.

5th Annual International Conference June 3­5, 1999, New York: "Re-inventing Freire and Boal from São Paulo to St. Paul" Proposals due Feb 1/99. - Proposals invited on all aspects of emanci-patory education and theatre including power relations in learning environments, systems of structural privilege and oppression, subversive challenge, and that relate to any oppressed group. Proposals must relate in some manner to Paulo Freire's model of liberatory education or Augusto Boal's approach to interactive theatre. Organizers seek proposals from teachers, theatre artists, and community activists who employ in their work or research the ideas of Freire and/or Boal. Please make this connection clear in your proposal; interactive presentations are strongly encouraged.The Pedagogy and Theatre of the Oppressed is a not-for-profit organization with a mission to challenge oppressive systems by promoting critical thinking and social justice. For more information, please go to: http://www.unomaha.edu/~pto/call.htm or contact LR/RI

relatively new on the website:

- Policy update, November 19, 1998 - Information on the development of states' five-year plans, from Alice Johnson, at NIFL (go to LR/RI's advocacy page).

- Domestic violence and adult learners - text from a discussion held with Marsha Wise of the Women's Center of Rhode Island at the last women's issues sharing session. (women).

- An update on VALUE, the national learner organization, (go to learners), new postings on the links, women and literacy and inquiry pages, as well.

- Research Agenda for Adult ESL The National Clearinghouse for ESL Literacy Education, in collaboration with National Center for the Study of Adult Learning and Literacy and with additional sponsorship and support from Teachers of English to Speakers of Other Languages, has published a Research Agenda for Adult ESL. Its objectives are to provide funders with clear priorities for funding; to provide researchers with support for proposing specific projects; and to provide a focus for dis-cussion about how to improve adult ESL programs. The document incorporates feedback from learners, instructors, program administrators, policymakers, and researchers, and is available, free, from NCLE, 4646 40th street NW, Washington, DC 20016; (202) 362-0700 extension 200, or can be downloaded from NCLE at http://www.cal.org/ncle (and is also linked to LR/RI's ESOL page).

- The Key on line - Monthly newspaper for adults in Wisconsin's basic education and ESL programs.  http://www.keynews.org/ (and is linked to LR/RI's learner page).

from previous bulletins: REMINDERS, RESOURCES:

The National Center for the Study of Adult Learning and Literacy has recently released a set of informative fact sheets outlining for practitioners and others the projects with which NCSALL researchers are currently engaged. Project histories, plans, and implications for practice are all highlighted in the fact sheets. Projects include studies of Learner Motivation, Impact of Literacy Programs on Adult learners, Adult Multiple Intelligences, Home Literacy Uses, Adult Development and Literacy Learning, Staff Development, Assessment, GED Impact, Health and Literacy, and Reading Diagnostics, Anyone interested in reading about one or all of the projects or anyone who may be interested in project participation information may receive copies by contacting David Hayes at (401) 331-9261. (The PDRN bulletin, including a link to the NCSALL fact sheets is also available online.

From Jan Richter, KidsCampaigns Outreach Specialist, Benton Foundation jan@benton.org on the NIFL-family listserv: I am the Outreach Specialist for KidsCampaigns, a comprehensive web site (http://www.kidscampaigns.org) providing information and tools for people to act on behalf of kids, from volunteering to voting. One of my duties is to compile and write the KidsCampaigns Weekly, a weekly email newsletter that briefs kids' advocates on what's in the news about kids' issues and what's new on-line to inform and engage KidsCampaigners -- advocates, concerned citizens, parents, service providers, etc. If you're interested in subscribing to the KidsCampaigns Weekly, you can sign on by sending an email to listserv@cdinet.com, with the message subscribe kids-weekly YourFirstName YourLastName

list servs:

LEARNER is intended primarily for adult learners. LITERACY is a general list for adult literacy practitioners and others. Information on these electronic lists is below.

LEARNER To subscribe to LEARNER, send an email message to: listserv@nysernet.org

Skip the message header and in the body of the message, type: subscribe LEARNER Yourfirstname Yourlastname All submissions to LEARNER should be addressed to: LEARNER@nysernet.org Questions regarding the list should be sent to: Beverly Choltco-Devlin Moderator, LEARNER bdevlin@dreamscape.com

LITERACY To subscribe to LITERACY, send an email message to: listserv@nysernet.org

Skip the message header and in the body of the message, type: subscribe LITERACY Yourfirstname Yourlastname All submissions to LITERACY should be addressed to: LITERACY@nysernet.org Questions regarding the LITERACY list should be sent to: Beverly Choltco-Devlin bdevlin@dreamscape.com

Welfare to work listserv: from Glenn Young - For those interested in the subject of welfare reform and learning disabilities, there has been a listserv created through NIFL. To sign up, please send a message to: listproc@literacy.nifl.gov write in the body of the message subscribe nifl-wtwld and your name. Do not write anything in the subject line and do not use any dots or dashes other than between nifl and wtwld. (Click here for more information on listservs).

women and literacy listserv.

To participate, subscribe by sending an email message to: LISTPROC@LITERACY.NIFL.GOV with the following request in the body of the message: subscribe NIFL-Womenlit firstname lastname Substitute your first and last name spelled exactly as you would like it to appear. For example, to subscribe to the NIFL-Womenlit list Sue Smith would type: subscribe NIFL-womenlit Sue Smith There should be no other text in the message (e.g., your signature block). It is recommended that the subject line be left blank if possible.

PROJECT BASED LEARNING AND ACCESS TO THE INTERNET

How is the internet being used in adult education? What are some helpful uses, and how do we sort through the huge amount of material available on line? Susan Gaer is interested in helping programs link to one another, and has been doing so through an email project homepage on-line, at http://www.otan.dni.us/webfarm/emailproject/email.htm. If you have or know of similar learner work on line, please contact Susan at SusanG2@aol.com.

David Rosen has asked that we have a look at the inquiry maps on the Adult Literacy Resource Institute's home page. As he explains, "[a]n Inquiry Map is a group participatory research process on a topic of high interest to the group. Participants (in this case, adult learners) make their own questions, and then set about finding answers to them. The Inquiry map is a process which is never finished. Many of the questions go unanswered, are only partially answered, or have only one answer given where other points of view are possible. So, there is room for other participants to join in the process at any time, to add their answers, their comments on the answers already given, and questions which they might also choose to research." Questions, answers and comments can be posted to David Rosen <DJRosen@world.std.com>, and he'll add them to the inquiry map. So, it keeps on being an inquiry process with each new person who reads and adds to it. He welcomes additions of questions and answers; as you may know, many internet sites run threaded conversations on a variety of topics. The ALRI sites are: http://www2.wgbh.org/MBCWEIS/LTC/ALRI/I.M.html and http://www2.wgbh.org/MBCWEIS/LTC/ALRI/IM3.html (How to make inquiry maps).

Workshops available - Since 1995, I've worked with a team of women from around Canada, through the Canadian Congress for Learning Opportunities for Women, on Making Connections: Literacy and EAL Curriculum from a Feminist Perspective. The curriculum was developed for learners in basic education and English language programs. A series of workshops have been developed and are available to anyone in the area with an interest in learning more about incorporating the curriculum and its approaches into their own work. Please contact me (Janet) at LR/RI for more information and/or to schedule a workshop. Information about the curriculum is also available online at http://www.nald.ca/canorg/cclow/EAL.HTM. While the cost of the curriculum document itself is $20, there is no charge for the workshops.