Defining, sharing and celebrating community-based success – An Aboriginal perspective

Through Literacy Victoria’s Aboriginal Literacy and Essential Skills Project (ALESP), Aboriginal communities have expressed the importance of identifying and celebrating community-based achievements as an important component of advancing adult literacy for individuals and their broader Nations. Through the ALESP community learning plan process, Aboriginal community members have the opportunity to continue to define themselves in terms of who they are and who they want to become in their family and broader society, the identification of positive community champions provides them with valuable insights and lessons learned about literacy, essential skills, the labour force and the necessary competencies that are needed for various professions.

Brian Calliou (Director of Indigenous Leadership and Management at the Banff Centre) offers insights in the below October 15, 2012 Globe and Mail article about the importance of sharing indigenous success stories.

Let’s hear more indigenous success stories

Brian Calliou

The Globe and Mail

Published Monday, Oct. 15 2012, 2:00 AM EDT

Last updated Monday, Oct. 15 2012, 3:26 AM EDT

http://www.theglobeandmail.com/commentary/lets-hear-more-indigenous-success-stories/article4610389/

Ask your average Canadian their impression, right now, of this country’s indigenous people and their hopes for prosperity, stability and success in their communities. In all likelihood, you will hear about a story they read recently involving an aboriginal community’s struggle with housing, education, youth motivation or even a rising rate of suicide.

What you probably won’t hear is an answer that demonstrates even a basic knowledge of Canada’s indigenous people’s involvement in the economic growth of this country; the initiatives they have under way for preparing the large numbers of indigenous youth poised to enter Canada’s labour force; or even the names of two or three aboriginal organizations achieving remarkable success with their enterprises.

Here at the Banff Centre, we have spent the past two years in an intensive investigation of just what makes an aboriginal community successful. “What are the wise practices that lead to success?” we asked as we set out with a team of applied researchers, shadowed by a video crew and a group of highly engaged and eager aboriginal youth, to visit enterprises operated by four indigenous communities in Alberta. The resulting case studies, the details of which are now available to any and all interested in learning from them, were developed from research and conversations with the Mikisew Group of Companies, Métis Crossing, the Alberta Indian Investment Corp. (AIIC) and Blackfoot Crossing Historical Park.

Rocky Sinclair, a principal with the AIIC, headquartered just outside Edmonton, was one of the representatives from the research communities presenting at an international symposium that convened at the Banff Centre last month.

Mr. Sinclair shared the struggles and triumphs that the AIIC has encountered since its formation in 1987, as well as its numerical and personal markers of success. This “developmental” lender has provided more than 800 loans worth some $53-million to Alberta’s aboriginal start-up businesses. Even more powerful: “We’re seeing generational success – we’re lending to the kids of people we loaned to 20 years ago,” Mr. Sinclair said.

The success stories depicted in these case studies – along with the positive, energetic and thoughtful dialogue of the symposium speakers and delegates from Canada, the United States, Australia and New Zealand – form a collective wisdom that we believe can and will help other indigenous leaders in shaping their communities’ futures.

The topic of youth and their involvement in the future success of aboriginal communities in Canada was never far from the top of the agenda at the symposium, with many speakers making note of the astounding potential for aboriginal youth to shape their communities and the country’s economic future. Canada cannot ignore the fact that more than 600,000 aboriginal youth will have entered the labour market between 2001 and 2026.

Roberta Jamieson, president and CEO of Indspire (formerly the National Aboriginal Achievement Foundation), spoke about the creation and support of a positive future for aboriginal youth throughout her keynote speech at the symposium.

“Canada cannot afford to squander the opportunity,” she said, adding that it will take more than political will to advance the prospects of aboriginal youth. “This is not a game to watch from the sidelines … If it’s going to impact Indian people, Indian people have to lead it.”

Another case study involves the Mikisew Group of Companies based in Fort Chipewyan, Alta., owned by the Mikisew First Nation. This highly diversified enterprise – with a hand in everything from sport fishing to energy services and transportation – not only seeks opportunities within the booming oil sands, but also trains and supports Fort Chipewyan youth as they seek careers that will keep them close to home and contributing to their community.

Applied research into the wise practices of Canada’s indigenous people is a long-term goal for us here at the Banff Centre. Our recent symposium demonstrated many examples of the positive, successful, extremely resilient and determined enterprises that exist today. It is our hope that these positive examples – and the wise practices we have begun to share – will not only inspire and educate our young indigenous population, but move them to believe they too can achieve great things.

Brian Calliou is the director of Indigenous Leadership and Management at the Banff Centre.

National Chief Shawn Atleo - Speaking notes Special Chiefs Assembly on Education

http://www.youtube.com/watch?feature=player_embedded&v=3wipMuJFoNE

Harmonizing Indigenous and Western Ways of Learning

A key “lesson learned” to date from Literacy Victoria’s Aboriginal Literacy and Essential Skills Project (ALESP) is the power and value of mutual respect, understanding and relationship building. Through the design and initial implementation of individualized community learning plans, Literacy Victoria and participating First Nations communities are endeavouring to (a) increase awareness and understanding of Aboriginal cultures in an educational setting; (b) increase the ability to provide culturally-competent direction for educational (literacy and essential skills) programming; and (c) enhance knowledge towards building a culturally-respectful and safe workplace.

On August 27 and 28/2012, the University of the Fraser Valley (UFV) held an event entitled, “Indigenizing the Academy.” This event brought together over 300 guests from Canadian colleges and universities to discuss how to integrate indigenous cultures and values into all levels and aspects of post-secondary education (beyond individual courses and special workshops).

Initiatives such as the UFV’s “Indigenizing the Academy” Gathering and Literacy Victoria’s ALESP are important initiatives as they demonstrate a willingness to “grow” relationships and develop cross-cultural awareness amongst educators in the pursuit of harmonizing both indigenous and western approaches in adult learning and skills development.

The following article from the Vancouver Sun provides further reflections on integrating indigenous ways of knowing into post secondary institutions (see below).

For further information about the UFV’s “Indigenizing the Academy” Gathering, visit http://blogs.ufv.ca/ita2012/

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UFV seeks to 'indigenize'

First-of-its-kind gathering looks at integrating First Nations values

By Shawn Conner, Vancouver Sun

August 30, 2012 7:39 AM

http://www.chilliwacktimes.com/news/seeks+indigenize/7165711/story.html

In a forum that pulled together topics ranging from mandatory courses to traditional longhouses, Canadian educators and administrators met this week in Chilliwack to look at ways to better integrate First Nations values and culture into post-secondary institutions.

The first of its kind, the gathering Monday and Tuesday at the University of Fraser Valley's new Chilliwack campus in Canada Education Park hosted 250 guests.

In workshops and meetings, participants discussed what could be done to incorporate more First Nations perspectives in the curriculum, not just for indigenous students but for everyone.

"Indigenizing the academy is for everyone who comes into postsecondary education," said Shirley Swelcha-lot Shxwha: yathel Hardman, UFV's senior adviser on indigenous affairs.

"Part of that is acknowledging the traditional territory where we live and work and go to school," Hardman said. "It's more than just the curriculum. Students flourish when they see themselves reflected and included in the everyday life of the institution."

Many institutions have already added First Nations studies and support services. "But we're getting at that place where we're saying, now that we have students coming to the university, how do we implement these programs and services so they're seamless within the institution, as opposed to specialized programs or add-ons or one-offs?"

One way some post-secondary institutions are indigenizing is by incorporating First Nations cultural icons. The University of Fraser Valley, for instance, has built a replica of a Sto: lo longhouse with a capacity of 300.

The cost of indigenizing schools "can cost as much or as little as the institution has to put into it," Hardman said. "The Ministry of Advanced Education provided funding for the gathering place we built here, and I understand 11 institutions received dollars to build gathering places."

"These gatherings spaces help aboriginal students feel welcome," UFV vice-provost Peter Geller said. "Other things aren't monetary. The culture of the institution and how it embraces indigenous traditions and values-those costs are less tangible, but if we don't do them, that has costs as well."

The high school graduation rate in B.C. for aboriginal students has doubled in the last 10 years, Hardman said, and more aboriginal students are seeking post-secondary education. "It wasn't very long ago that two out of three aboriginal students didn't graduate from high school. The possibility of going to university was pretty small for the majority of aboriginal people."

Last year, 472 UFV students self-identified as aboriginal out of 16,000 students, though there could be as many as three times that, according to Anne Russell, media and communications co-ordinator. According to a ministry service plan report, 24,862 aboriginal students were enrolled in post-secondary institutions in 2011-12.

This year, the University of B.C.'s law program will for the first time make aboriginal rights and treaties in Canada a mandatory course for firstyear students. UBC has a plan in place to increase aboriginal content across the campus, said Prof. Gordon Christie, the director of First Nations Legal Studies at UBC.

UBC Law had 54 aboriginal students enrolled last year. "We've been working on that for the last three or four years," Christie said. "We see ourselves as leaders in this area."

The incoming class for the general law program is 180 students. "We like to have a certain number of aboriginal students if we can, because that creates a sense of community."

The university also has programs in place to help aboriginal students through tutoring and financing. "There's a perception in Canadian society that aboriginal students go to university for free, but that's far from being the case."

Christie said that there's a real need for more aboriginal lawyers. "There's an incredible amount of work to be done in every area-family law, treaty rights, treaty negotiations. We try to have a rich program so they can go back and be mentors and leaders in their communities

A connection to something bigger

A connection to something bigger

 

It was recently that my language turned spiritual not just by what I was saying, but how I was learning. First by oral teachings by family and friends, then by CDs and internet, then learning the international phonetics the strange looking alphabet that makes up any language including Nuu-chah-nulth, I could sound out words and understand what I was saying! I was going from culturally illiterate to oral literate. It was at that moment that I tapped into a strength that I had never experienced or could describe when you realize that a language practice is our connection to something bigger than us; it’s a way of life.

 

Our language also provides a connection to something that lives within us, and a new responsibility to honor it and speak our true language when and where we can. In today’s culture, more and more people are building and rebuilding our languages and creating language sanctuaries. This kind of spiritual practice is highly individual in that the power is not in the search for answers, but in the recognition that we already have them... We pray through our words and our language guides us to a place of health and true identity. Speak your language when you see me I will do my best to respond back let’s keep this culture alive with our words.

I could see the Invisible string of design...

I remember this day well it was May 25 1988 the time was 3:30 in the afternoon it was a pleasant warm day and I was helping my grandmother down a few stairs just five steps to go in to my basement suite, “Grandson what till you’re my age to feel what it is like to be my age”

I sat in the living room thinking of what she had just said; the five steps that changed my life; what I started to realize what she was teaching. Everything she said was laced in traditional knowledge, what she was saying had a secret teaching woven deep in the words an invisible thread that held everything together.

It was like how she beaded a glass ball, you could see the design but it was the strings that keep the bead in place so you could see the design. She came and sat on my couch and began to tell a story; when I was just a little girl my grandparents would tell stories every night by the wood stove some stories made me laugh some were scary but we always had stories.

 A longtime ago people in our village were hunting and gathering fishing and whaling we worked together everyone had a roll and a place in our community, even the old like me she said with a smile and a chuckle then she interrupted her story “Grandson I can’t wait to go home” again I could see the strings of her design; let me get back to my story she said.

The children played and the young ones played older kid games; it was a nice pleasant day much like today; then it was said a man came out of the woods he had a big belly that moved when he walked, “People I was in the woods and the land spoke to me gather your food gather what you can and go to the mountain” the children still played some stopped what they were doing and started to listen, some thought he was a not right in the head and continued to do what they were doing.

This man with the big belly spoke again; “Please hear me get ready for it will rain and rain the waters will raise and the village will be under water” He pleaded but he only got laughter from the people and some kids started to through rocks and stones at him; “We don’t believe you; you are a crazy old man with a big belly”.

A few of the elders got together and gave it more thought, “ He must be a seer” the elders said we better get ready; some of the elders got together  with the adults that also took the  man with the big belly words to heart, and they  got ready.

They gathered food things to make shelter, and extra clothes they were ready for anything; they were about to embark up the mountain; one to the elders said let’s try to convince the others to come with us; “People come lets go to the mountain before the village is covered in water, no one listened they continued to play games, and not prepare.

The ones that were prepared went to the Mountain and camped then it happened as the man with the big belly said it started to rain but this was normal and no one paid any attention to such things of Nature; and the ones in the village still went about their business. Then it started to rain more and more the rivers started to overflow the banks the water levels started to rise.

People who were not prepared panicked the water was rising so fast all some could do was climb trees but that was of no good as the water soon covered the tops of trees.

The only thing that did not have water covering it was the mountain; they’re the ones who had listened to the man with the big belly were safe with their supplies, the rain slowed and the water levels dropped and the ones that listened to the warring came down from the mountain….

Granny gave a little smile and a chuckle, got up and made her way outside I could see the stings that held the design together.

Social Media and Literacy

Social media such as blogs, podcasts, videos, photographs and networking sites aid in enhancing the diverse array of communication methods to connect citizens, organizations and communities to one another in an interactive format. Since its inception, the Aboriginal Literacy and Essential Skills Project (ALESP) has utilized social media as a resource tool by heightening awareness and understanding of literacy and essential skills for Aboriginal people and their families and communities on southern Vancouver Island.

The July 11, 2012 Canadian Press story outlined below highlights findings about Aboriginal people and their connection to social media from Anne Taylor’s 2011 report entitled “Social media as a tool for inclusion” prepared for Human Resources and Skills Development Canada.

Study showed aboriginal peoples embrace social media

By The Canadian PressJuly 11, 2012

OTTAWA - Research by Ottawa-based consultant Anne Taylor suggests that aboriginal peoples are embracing social media in surprising numbers. Her 2011 report for Human Resources Canada found:

— The tendency for aboriginal peoples to use social media was at least as high as for the general population.

— Exact numbers are hard to come by, but networks set up to serve local communities are quickly flooded by users of all kinds, especially youth.

— They use social media to keep in touch with remote friends and family, fight addictions, sustain endangered languages and practices, promote environmental stewardship, engage in politics and promote culture.

— Some elders and leaders are concerned that intense use of social media will erode aboriginal culture and language.

— Many remote communities still lack broadband access, inhibiting their use of social media.

Link: http://www.timescolonist.com/news/Opposition+parties+vowing+hundreds+procedural+hurdles+block/6600444/story.html

I remember this day...

I remember this day like it was yesterday 1986 August 3rd a Sunday afternoon; this one was special day; truly any time I had with Granny was special. Granny loved it when anyone came over to visit but this time I was busting in the door, needing her advice as I was pain the burning kind the kind that even cold ice can’t give relief.

On this particular day I was out in the woods along the river during this time of year in that part of the world Eagles will molt feathers little ones big ones and even the Eagle down but you have to look hard in the trees for those as they tend to get caught in the branches.

I always took my dog Eddie he was big sheepdog and loved to be at my side all the time; and I felt good to have him along if any bears or cougars came along. Eddie and I were making our way through the woods along the river; we had good day of hunting feathers and down we had a full bag of feathers today.

It was a hot day you could smell the cedar and the fir trees in the air it was as if the sap was running free like the  rivers, the earth and nature were in its glory;  the ground crackled as all the moisture was gone and you could hear your every step.

We came across an area we had not been in found many feathers; I stopped on mound to get a better look of the land; I look down and Eddie is snapping at the air; “Eddie what’s the matter?” Then I realized the dire straits we were in; the mound I was standing on was a wasp’s nest; “Run Eddie! Run!” before I could even step one foot off the mound I was stung 3 times on my right calf; I could hear the buzzing  around my head we ran and ran through thick bush over and under trees; ran till my lungs were burning as  much as my leg was.

We got ourselves to the road and when; I stopped the pain ran up the leg as if a knife was making its way up deep in the muscle.

We got in my truck and we drove to Granny’s to find out if this was bad omen or not; we burst in to Granny’s.  “Granny something terrible happened!” “What is it my child? She said, and then I went into great detail of what happened. A few moments passed after I finished telling my story; then she laughed out loud!

I was confused by her response to my pain; Granny considered everyone a relative she would explain the ties that bind each and every one of us Nuu-chah-nulth how we are related including the animals and nature we are one she would say.

In pain she told me the story of my ordeal, she said, “when was the last time you were in the woods?" I said, “well it’s been a sometime; but I prayed before I went in and I did all the things you told me to do.”

Let me tell you why this happened to you; the woods are connected to the wasps; the woods are connected to the Eagles the eagles had a conversation with the woods. The Eagles noticed you had not been there to visit for such a long time; so the Eagles had a conversation with the woods, and the woods had a conversation with the wasps, and what the wasps are telling what the Eagles want. The Eagle wants you to go to the woods more often! Then Granny let out a big laugh the one where her whole body jiggled, then we both were full laughter and the pain in my leg was gone but the teaching stayed forever.   

A holistic approach to Aboriginal economic development

Through the participatory-based work to date with the Aboriginal Literacy and Essential Skills Program (ALESP), it is quite apparent that fostering Aboriginal-driven economic development includes career, training and skills development (e.g., literacy and essential skills development) within an Aboriginal cultural framework – often referred to as a “holistic approach” to economic development. A holistic approach to economic development focuses on the integration of social, cultural, spiritual, ecological and financial interests as collective indicators and drivers for healthy communities and ultimately, healthy Aboriginal people.

In late June 2012, the National Aboriginal Economic Development Board (NAEDB) released “The National Economic Benchmarking Report.” Specifically, the report established a suite of benchmarks to measure socio-economic well-being for Aboriginal people (First Nations, Métis and Inuit) in Canada. Some of the indicators of particular note include, but are not limited to, employment, well-being, education, and business development.

For more information about the NAEDB report, click on the following links…

Press Release: http://www.naedb-cndea.com/index.php/news/press-release/

The National Economic Benchmarking Report: http://www.naedb-cndea.com/wp-content/uploads/TheAboriginalEconomicBenchmarkingReport2.pdf

The role of Aboriginal languages in literacy, learning and culture

Happy belated National Aboriginal Day!

In advancing holistic literacy strategies, it is important to integrate and restore the role of traditional languages in the learning process with Aboriginal learners, their families and communities.

Tiffany Crawford’s June 22, 2012 article in the Vancouver Sun provides an overview on the Google Endangered Languages Project that aids language specialists from across the globe to share resources and tools for protecting endangered languages. See below.

Dying languages win new lease on life with Google website

By Tiffany Crawford, Vancouver Sun

June 22, 2012

http://www.vancouversun.com/life/Dying+languages+lease+life+with+Google+website/6823729/story.html

First nations in B.C. are seeking to preserve dying indigenous languages with the help of a new international website developed by Google.

The Google Endangered Languages Project website (www.endangeredlanguages. com) invites language experts from around the world to post videos, audio clips, books and other publications to catalogue endangered or extinct languages.

The site, which launched Thursday and coincided with National Aboriginal Day, was created by a committee of international language experts called the Alliance for Linguistic Development, as well as Google staff. It could eventually be used as a tool to preserve some 34 fading aboriginal languages in B.C., and dozens more in the rest of Canada.

The First Peoples' Cultural Council, a first nations-run Crown corporation based on Vancouver Island, is chair of the alliance and will eventually oversee the project, funded by a philanthropic arm of Google.

Users can type an endangered language such as "Squamish" or "Haida" into the search engine and find out information on classification and origin. The creators hope that eventually all 3,000 worldwide endangered languages archived on the site will have samples of the language available for download.

Only half of the 7,000 languages spoken in the world are expected to survive past the end of the century, the website says. Wendy Bairos, a spokeswoman for Google, said that by Thursday afternoon, thousands of samples and articles had already been uploaded. Google will review all content for legal issues and hate speech, and will work with experts to ensure the information is accurate.

"A lot of this work is done by many people, but it's happening in a fragmented way. This puts it all together so that people can have a place to share and make sure that they are moving in the same direction," she said.

"As languages do become extinct, this will be a way of preserving the culture."

The project began about two years ago when Google was approached by a group that had a similar project on YouTube. Google then sought experts in the field to work with, including the First Peoples' Cultural Council in B.C.

The council had already been using technology for the past 10 years to chart the 34 aboriginal languages and 61 dialects in B.C., said Tracey Herbert, the council's executive director.

The council has also created an app directed at youth so they can chat in their indigenous language on Facebook, iPhones and Google.

"That's why Google called on our expertise," she said. "We're pleased to bring this technology to help revitalize indigenous language."

A diverse group of collaborators has already begun to contribute content ranging from 18th-century manuscripts to modern teaching tools, like video and audio language samples and knowledge-sharing articles, project managers Clara Rivera Rodriguez and Jason Rissman said in a Google blog post Thursday.

The website also includes a Google group forum where users can share advice, opportunities and questions related to documenting endangered languages and an interactive map showing where the different languages are spoken.

Herbert said once the site is more robust and the information vetted, the site could be used to teach aboriginal kids their cultural language.

ticrawford@vancouversun.com

Literacy: A "tool for change" in First Nations communities

An interesting article from the June 18, 2012 Vancouver Sun co-written by Craig and Marc Kielburger regarding the role of literacy as a “tool for change” in First Nations communities…see below.

Literacy plays key role in crime prevention among first nations

Reading programs aim to give young aboriginals a good start

By Craig & Marc Kielburger, Special To The Sun

June 18, 2012

http://www.vancouversun.com/literacy/raiseareader/Literacy+plays+role+crime+prevention+among+first+nations/6798756/story.html

After passing out from a cocktail of pills, Sally awoke to find her friend dead beside her. She knew she had to change. She was only 15.

It would not be an easy path. She'd spent her early years in and out of shelters, accompanying her mother who was a drug addict. Sally's education had been sporadic. She could neither read nor write.

When she was 14, authorities in Ontario took her away from her mother. She fled the Oshawa group home where she'd been placed; on the streets she turned to drugs.

But seeing her friend dead was a wake-up call.

"I felt like an adult, it was so hard I blamed myself for his death. I knew I had to change my life."

Change began with learning to read.

Illiteracy is a common thread in the stories of troubled aboriginal youth like Sally. Manitoba Justice Murray Sinclair, the appointed Chair of the Truth and Reconciliation Commission of Canada, and a judge for almost 25 years, estimates three quarters of the offenders who appear in Canada's courts are functionally illiterate.

Aboriginal youth are disproportionately represented in the justice system. They make up 34 per cent of the youth in our prisons but only six per cent of Canada's youth population.

Studies show most don't make it past Grade 8.

"I can't tell you the number of aboriginal people I grew up with who did not complete high school, who didn't even go to high school. That helps explain why there are so many aboriginal people caught up in the justice system," Sinclair observed.

Experts like Sinclair and Sherry Campbell, President of Frontier College, want to change the way Canada thinks about youth delinquency. The solution, they say, starts with reading and writing.

"We have been told that literacy is not a crime prevention strategy. That's ridiculous. Literacy is one of the biggest ways to prevent crime," Campbell argues. Frontier College works in more than 60 first nations communities across Canada delivering literacy programs for kids.

Sinclair cites a study conducted in Norway which found that every dollar spent on education saves $7 on policing.

Frontier College is hosting conferences across the country to get educators, police, judges, policy-makers and others talking about the key role of literacy in youth crime prevention.

Crime prevention through literacy begins at the earliest stages, when kids first learn to read.

"By the time they're in the system, we've already really failed them," says Campbell.

This can prove difficult in aboriginal families where books are not a regular part of the life and culture. Most reserve communities lack libraries.

"If you're not making your rent, books aren't high on what you're bringing into the household," notes Campbell.

The Martin Aboriginal Education Initiative model schools project works with two Ontario first nations reserves to improve reading and writing in their band-operated schools. Founded by former prime minister Paul Martin, the initiative is dedicated to improving education and opportunities for Canada's aboriginal peoples.

"Literacy is the most critical skill our children learn in school. We need to ensure that aboriginal children are not left behind - that begins with knowing how to read, and write," Martin told us.

Frontier College is getting young aboriginal kids interested in reading by making it fun at summer literacy camps. "Kids who had never read a book before are eager to get up and go to these camps," says Campbell.

The camps even get the kids' parents engaged in reading. Campbell says she sees the adults showing up early for drop-offs and pickups so they can watch and participate with their child's reading activities.

For older aboriginal youth with literacy problems, summer camps and schools don't hold the answer. Campbell notes many aboriginal young offenders do not want to go back to school and face the social stigma of having been in prison.

For these youth, Campbell says the best way to get them literate is through programs that provide individual attention and target reading and writing to the youth's interests and what they want to achieve, even if it's a trade like carpentry or auto repair.

At 19, Sally wants to start a career in the fashion industry. With that goal in mind, a Frontier College program is teaching her the literacy skills she needs to get into a college program for fashion management.

For aboriginal youth like Sally, literacy holds the key to escaping a life of despair in the justice system to a life of hope and opportunity.

Craig and Marc Kielburger co-founded Free The Children, and are authors of the new book Living Me to We: The Guide for Socially Conscious Canadians www.metowe.com/living.

Believe in yourself

I have finished working at my school today; I walked around and sat in classes to witness the learning. Later a teacher was telling me story about her children in her class, one of her students said, “Hay I just read that!”

Doors open when we can read, for this child it was magic as a grouping of letters made a word that the student could read, now I can relate to this as I am learning the alphabet that allows me to learn my traditional language, just like the child I recently said, “Hay I just read that!” Which has given me new words that I can use with my elders.

Today learn something new, the brain loves to learn, feed it what it wants and it will make you happy. Enjoy and believe in yourself today.

Puppets and Literacy

When puppets and stories come together, it can be magical. The puppeteer quickly fades into the background while the puppets become the center of attention. Storytelling with puppets adds a silly twist to retelling stories and can help children develop language and literacy skills.

 Learning to retell stories with puppets helps to can build comprehension skills, develop vocabulary, practice communication skills and brings imaginations to life. The best approach to puppetry is to be fearless. Be willing to try anything. The art of puppetry is wonderfully flexible and will give you a fresh and fun learning environment.

At my school children in grade six wrote a puppet play on kindness to share with the Kindergarten class; it’s simple and yet fun for both groups. Try it with your family and watch how fun it can be.

Stories the Silent Teachers

The story is true...about a little boy named Bob

A long time ago lived a boy named Bob who got on a bus every school morning and was taken to a mostly white school in town. His home was in the middle of the Colville Reservation in Washington State. I believe he went to school in Omak. One day he came home from school very upset.

His parents had visitors that day, but Bob was so upset he had to talk it out. He said to his parents he didn't want to go to school.

Bob said all the stories were about blond, blue-eyed, light-skinned children and families. He said it wasn't fair they didn't read stories about Indian children at school. Then he asked his father, "Where are our Indian books?” “I want to read our Indian stories!"

And his father said his Indian books were sitting on the couch. Bob's father pointed to the couch where several of Bob's uncles were seated and said, "Son, there are your Indian stories! They are sitting right there!"

I have loved this story ever since Bob, now in his 70's, told it to me and a few others many years ago. It speaks volumes, doesn't it? Listen to your books, and enjoy your stories.

Thank you Jackie H. for sharing this story.

Who is at your side?

When I think back to who is at my side today my faith comes to mind; no matter what happens I will always have faith; and that means different things to different people. My wife is at my side today and will walk with me and if I ever get stuck she is there to help me move. My kids are at my side they help me and I help them, my pets are at my side when I walk them, or when they take a nap with me.



When I back up in my mind to my grade three class who was at my side was my tutor she helped me read as she sat at my side and helped, she sat at my side when I got sad or mad, she sat at my side when I got it right. The fun part was spelling with the alphabets cereal and when I spelled a word right I got to eat the word, I would have a whole bowl by now with all the word I have just wrote!

When I think of my grade eight tutor who drove an hour and a half to sit with me to help me with my math she sat at my side. Numbers were as hard to understand as words but she helped me to understand them better.



We have so many people at our side who have help or shaped our lives, have literacy at your side read to a friend, read to an elder, make someone simile, make someone happy, be at someone’s side today you may shape their life somehow just by being at there side.

Cultural literacy

Cultural literacy is the words that come from the Nation, not just saying the word but feeling word. All our words came from observations of the land, my name Čiisqʷał came from the land it means to “Rake in the wealth of the land”.

J'net Cavanagh view of cultural literacy, “my favorite part of being a tutor is telling students if they can say it they can write it. When our children have oral stories they have something to write about, without those stories there are nothing to inspire their writing”.


A long time ago we lived a life together, we gathered around a fire and told stories, and the stories were and are the silent teacher that give meaning to words, and when a child understands the meaning by a feeling then they are more likely to use the word and maybe write the word.


Read and tell stories to your children.

Literacy Mentors

My first year of college I met a retired gentlemen who became my mentor; he had been taking classes as they were free to anyone 65 and over. He loved them as it keeps his mind sharp, we met often then became close friends and I adapted him as my Grandfather he had many stories about his life and learning.

My adopted Grandfather loved words and meanings of words; one day he called me a bellewether which means any entity in a given arena that serves to create or influence trends or future happenings. The term is from old English bellewether and refers to the practice of placing a bell around the neck of a Ram (a wether) leading his flock of sheep, the movements of the flock could be noted by hearing the bell before the flock was in sight.

My mentor led me in the right directions and when I got off track he would bring me back to my path I will be always grateful for his stories and his inspiration to lifelong learning.

Who is Aboriginal literacy? I am Aboriginal literacy.

When I was a boy (I am the little one in this picture)in school I knew I was going to be a commercial fishermen like my father and his father before him, I came from a long line of fishermen it’s in my blood. Now schooling in my time it was easy to slip through the cracks; that is to say I had a hard time with reading; and reading aloud was most emotional painful experience for me.


Fast forward to my sixteenth birthday and I decided to leave school to become the fisherman, it was a hard life but a good living, the natural progress would be to take over the boat when I got older. That fateful day came when I was nineteen and my father said, “Get off the boat there are no more fish; you need to go back to school” I was shocked! He actually dropped me off in a place called Port Hardy and I took a long bus ride home.


I got back home to Port Alberni and got a job at tree seedling nursery, fishing taught me to work hard and follow orders, time passed and worked my way up the ladder and got as far as I could at the nursery. I got to pick my hours and I got the weekend shift which was good, I did my rounds taking care of the usually necessities of the daily operation of the nursery.




I got some self-help books the first was Leo Buscaglia, “The Way of the Bull” -year of publishing: 1973 I would go on my rounds checking each greenhouse and walking the grounds, and I read aloud to the trees, they were my fist listeners; summers passed and so did the books, all of sudden I could read! A whole new world opened up for me, and I keep reading.



One day my boss said, “Ok Mike you can say here at this wage the rest of your life or go to school”. So I went back as an adult learner, and one the proudest days in my life my GED came in the mail. I wish I could have walked up to the stage and shook the hand of the Principal, but instead I told a total stranger in the post office mail box room, “Hay I got my grade twelve”.


That GED opened up more doors I went to College, then University and I am still a learner to this day, not just in post secondary but other things; as my granny said to me, “Grandson you never stop learning till you breathe your last breath.

Books to Memories

The memories and emotions stirred within me today were not from the exact facts of stories; it was the emotions and warm feelings that sharing a book creates.  Yes, today I had the opportunity to attend a family reading circle....wow! A beautiful young lady chose “Purple, Green and Yellow” a delightful story, by Robert Munsch, chronicling a young girl’s adventures with a multitude of markers.  We laughed; we smiled and predicted what would happen on the next page. 

Her next choice was “Mmm,Cookies”....our joy filled time continued as we explored the silliness of making cookies from play dough and tricking people into eating them while vocalizing the numerous onomatopoeia sound effects. 

 

This evening I connected with my daughters about their favourite books.  We read for hours when they were younger.  I am sure the family library generated a large portion of Chapters sales over the years, and many of those stories continue to grace their bookshelves. As we talked they laughed and remember the numerous stories.  Then I reflected on the very first book I remember being able to read by myself and the sense of accomplishment I felt sharing “A Fly Went By” with my parents. 

There are so many wonderful books that can be purchased at used book stores, borrowed from libraries, or downloaded from websites that will fill the world of a child with joy, knowledge and experiences.  Take sometime today and share a book with a young person in your life. You will undoubtedly transform books into memories. 

The following are just a few of the books that created wonderful memories in my home: