Web-based Training for Volunteer Tutors by Maia Shapley * Historically, both practical and professional training has been delivered to volunteer tutors by qualified trainers in face-to-face workshops. In Ontario, literacy programmes have sought means to develop and provide upgrade training to both volunteer tutors and trainers due to the adoption of provincial Core Quality Standards (CQS) and Learning Outcomes.  Studies indicate the majority of literacy practitioners feel that obtaining and participating in upgrade training is a top priority. Over 80% of respondents expressed an interest in generic module-based training (Laubach Literacy Ontario, 1997). Another Ontario study reported half of literacy volunteers surveyed felt their job effectiveness could be enhanced through greater training and support (Community Literacy Ontario, 1998). In recent years, the Ministry Training, Colleges and Universities supported field development projects that seek to enhance and contribute to both online communications and training initiatives within the literacy field. Furthermore, the National Literacy Secretariat has stated, “the literacy community needs improved access to computer-based systems that support learning among learners and workers, information sharing, and communications”. The Trainingpost is an initiative of Laubach Literacy Ontario to develop a training website for volunteer tutors and literacy trainers, and can be found at : http://www.trainingpost.org/llo.htm The user-friendly website provides training modules, resource lists, public discussions, chat rooms, free e-mail and much more! In 1998, Laubach Literacy Ontario (LLO) was motivated to launch a website as a means of delivering upgrade training within the community-based sector. The website strives to address barriers that prevent volunteers from accessing upgrade training (time, money and distance). Laubach Literacy Ontario represents a network of community-based programmes that recruit and train volunteer tutors to teach adult students basic reading, writing and math skills. The association promotes the “Each One Teach One” philosophy of peer tutoring. LLO is an affiliate of Laubach Literacy of Canada. * Maia Shapley is a Technical Writer and Content Editor for the Trainingpost Website. Any comments or questions regarding this article are greatly appreciated (E-mail : maia@trainingpost.org). The Trainingpost website is a result of the field development project “Provincial Training Resources and Support Project”, and is funded by the National Literacy Secretariat and the Literacy and Basic Skills Program of the Ministry of Training, Colleges and Universities.  This fall the Workplace Education Development (WED) research project began the exciting task of uncovering curriculum gems in the workplace education field. Four Regional Contacts have been hired to interview practitioners across the country about how they customise teaching strategies and use contextualised materials to enhance essential skills education for workers. After the gruelling but gratifying process of reviewing over 70 excellent applications, the following Regional Contacts were chosen: Roisin Carew for the Atlantic Provinces; Karen Geraci for Ontario and Quebec; Judith Hayes for Manitoba and Saskatchewan; and Marilyn Luft for Alberta. In B.C. the data is being gathered by WED Researcher Sheila Whincup. The multifaceted team combines strong workplace teaching with research and writing skills. The project is looking at programmes that take place either at workplaces or at sites designated for worker education, such as union learning centres. The focus is on programmes that offer courses in work-related essential skills, personal development, or preparation for grade 12 equivalency. WED defines “customised strategies” as learning activities that address learners’ work-related or personal-life learning goals as well as accommodate their particular backgrounds. “Contextualised material” is authentic material that arises from the learners’ work or personal interests. “Too often the very creative and time-consuming work that goes into developing curriculum and teaching strategies stays within only one classroom”, says Whincup. “Ideas may have been used and developed over years but have never been written down. We want to help practitioners communicate their ideas so that others can benefit from their experience. We also hope that the practitioners we interview may gain further insights as they reflect on their practice and explain their ideas to researchers.” WED is enjoying this contact with practitioners across the country. The research will result in a Practitioner’s Guide that will demonstrate strategies and present a process for customising curricula, as well as provide an inventory of selected workplace learning resources. The project is funded by the National Literacy Secretariat, Human Resources Development Canada, and directed by representatives from Alberta, Manitoba, New Brunswick, Nova Scotia, and Ontario. Management Team Advisory Group Project Team Coordinator Researcher 
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