Literacy Basics - Community Literacy of Ontario

LBS Levels

In Ontario, literacy skills are described in terms of domains, skill sets and success markers over a series of five levels. MTCU lists the domains and identifies related skill sets and success markers in its Learning Outcomes Matrix (included in the document called Working with Learning Outcomes (1998). All LBS programs in Ontario should have at least one copy of this document. Alternatively, you can order a print copy from the AlphaPlus Centre (http://alphaplus.ca) or you can order a free print copy from the Ministry’s website at www.edu.gov.on.ca/eng/welcome.html.

Briefly, the Learning Outcomes Matrix consists of three domains: Communications, Numeracy and Self-Management/Self-Direction.

• Communications is further broken down into three component outcomes of reading, writing and speaking/listening. While these are separate learning outcomes, they are included in the same domain because they all involve some form of communicating with others. There is a definite connection between these outcomes: reading and writing are inter-related as are reading and speaking and reading and listening. It is important to keep in mind the value of integrating all the means we use to communicate into your approach to teaching adult literacy learners.
• Numeracy is further broken down into the component outcomes of basic operations, measurement, geometry, data and probability, and patterning and algebra.
• Self-Management/Self-Direction is divided into the two component outcomes of becoming a self-directed learner and setting, monitoring and revising goals.

The component outcomes mentioned above are then further broken down into skill sets. There are forty skill sets in the Learning Outcomes Matrix; for example: grammar, punctuation, counting, measuring time. These skill sets have also been cross-referenced with the HRSDC Essential Skills (http://www.rhdcc-hrsdc.gc.ca/eng/workplaceskills/essential_skills/general/home.shtml). Each skill set also includes success markers to help indicate proficiency. These success markers are detailed along a continuum of five levels of increasing difficulty. You can find out more about Essential Skills further down the page.

It is important to note that learners do not need to learn all of the skills included in a particular literacy level before moving on to develop the next level of proficiency. They only need to develop the skills required by their goal. For example, someone whose goal was to maintain his employment as the team leader for a logging crew came to one literacy program to learn how to fill out time sheets and related forms. He wanted and needed only the relevant skill sets to enable him to do that. A program was built around his needs and particular skill gaps that focused specifically on the skill sets pertaining to his goal.

In 2000, the Ontario Literacy Coalition (www.on.literacy.ca) produced The Level Descriptions Manual that includes summary statements as well as features and performance indicators for each of the LBS domains. These summary statements help make the LBS levels more understandable for people who work both within and outside of the LBS field (for example, in other community agencies or in the workplace). MTCU endorses both “the Matrix” and The Level Descriptions Manual as effective descriptions of the LBS levels.

As we work through this module, we’ll look at the three domains (communications, numeracy and self-management/self-direction) and discuss performance indicators and instructional strategies for each of them. Before doing that however, we will briefly discuss Essential Skills.

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