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Mount Pleasant
Community Literacy Plan
A community where the
capacity exists for all
citizens to participate
in and contribute
positively to
society
Prepared by
Terresa Augustine, CLP Coordinator for
Mount Pleasant Neighbourhood House
and Mount Pleasant CLP Task Group
August 2008
Mount Pleasant Community Literacy Plan 1
Mount Pleasant Community Literacy Plan
Table of Contents
Executive Summary ................................................ 3
Developing a Community Literacy Plan ................................................ 4
Purpose ................................................ 4
Process ................................................ 4
People ................................................ 5
Community Profile ................................................ 7
About Mount Pleasant ................................................ 7
Demographic Scan ................................................ 9
Community Literacy Assets ................................................ 12
Challenges and Opportunities ................................................ 14
Mount Pleasant Community Literacy Plan ................................................ 18
Vision ................................................ 18
Guiding Principles ................................................ 19
Goals ................................................ 19
Action Plan ................................................ 19
Lessons Learned ................................................ 23
Appendices
Appendix A Abbreviations and Terminology ................................................ 24
Appendix B Community Literacy Plan Briefing ................................................ 26
Appendix C Community Literacy Defined by Mount Pleasant ................... 29
Appendix D Literacy Benefits, Limits and Enablers ........................................... 30
Appendix E Community Literacy Asset Inventory ............................................ 31
Mount Pleasant Community Literacy Plan 2
Executive Summary
Between April and June 2008, 84 residents and service providers participated in community
consultations to better understand the concept, impact and influence of community literacy in Mount
Pleasant, Vancouver. The direct participation of individuals contributed to research and an analysis of
data related to community, literacy and lifelong learning.
The momentum behind the community development initiative was to:
i) Develop a document to guide community towards an enhanced understanding
and capacity to foster, promote and build community literacy in Mount Pleasant
ii) Lead rather than pursue change
iii) Collaboratively facilitate the capacity of all citizens to participate in and contribute
positively to society
The following report identifies steps taken, people involved, results to date and moving forward goals. In
the appendices are tools and resources used by members and the coordinator to achieve results.
The task group recognizes this document as an in‐progress community development tool. Citizens,
service providers, community leaders and interested parties are invited to comment and participate in
helping our community achieve Mount Pleasant's vision and
goals, or to bring new strategies, tools and resources to the
table in order for the community to implement the Mount
Pleasant Community Literacy Plan.
The financial capacity to carry out this initiative was provided by
2010 Legacies Now. Instigation, supporting tools and resources
were provided by Literacy Now and Mount Pleasant
Neighbourhood House. Leadership was provided by the
Community Literacy Plan Coordinator and a 20‐member Task
CELEBRATE LITERACY ~ CELEBRATE COMMUNITY
Back to Front, Right to Left.
Group.
Debbie Schachter, VPL, Lori Walker, 2010 Legacies NOW™,
Patricia Porter, Rotary, Stuart Alcock, Constituency Assistant
for Jenny Kwan, MLA, Rene Merkel, VCC, Jocelyne Hamel,
Mount Pleasant Neighbourhood House
Tabled August 2008.
Mount Pleasant Community Literacy Plan 3
Developing a Community Literacy Plan
Purpose: Mount Pleasant Neighbourhood House took the lead in bringing together literacy and learning
champions in Mount Pleasant to:
• Identify what community literacy means in Mount Pleasant
• Categorize the literacy service assets of the community
• Develop a vision of community literacy for Mount Pleasant
• Discover community literacy challenges and opportunities
• Identify goals and steps to guide community towards a vision of literacy for Mount Pleasant
Process: Guided by a Community Literacy Plan Coordinator and 21‐member task group, the team:
• Adopted guiding principles that embraced the intention to respect and promote relationships,
collaboration, innovation, capacity building, strength building, sustainability and joy
• Agreed that the task group could best support the process by:
1. Asking critical questions about literacy and accepting answers as a means to understand the
hopes, aspirations, concerns and, or despair of citizens and service providers with respect to
literacy.
2. Understanding and focusing on the deliverables of Phase 2 – Developing a Dynamic
Community Literacy Plan, 2010 Legacies Now™ Community Literacy Plan Guide.
3. Considering and respecting participants’ desires to understand how they would benefit.
4. Raising awareness of the initiative within constituency groups and networks.
5. Engaging constituency groups and networks to participate in the process.
6. Providing information at community events and input at task group meetings.
• Confirmed deliverables:
1. Identify who we are as a community (profile and demographics).
2. Identify literacy goals and aspirations of our community.
3. Identify approaches to address literacy goals and aspirations of our community.
4. Identify service and resources gaps and opportunities.
• Identified three (3) questions to be used in all consultations, discussions and data gathering
tools for the purpose of obtaining information and insight on community literacy in Mount
Pleasant:
1. What does literacy mean to you?
2. How have you benefited or been limited in life, learning or work by your level of literacy?
3. What services or resources would enable you to be more confident and functional in life,
learning and work?
• Agreed that task group members needed some room to modify questions to make them more
relevant and comprehensible to clients, constituency groups and/or other stakeholders
Mount Pleasant Community Literacy Plan 4
• Committed to attend at minimum, three meetings over a three month period
• Raised awareness and engaged participation of constituency groups on the topic of community
literacy
• Contributed knowledge and experience to the task group in preparation for drafting a
community literacy plan for Mount Pleasant
• Submitted organization literacy asset inventory reports
• Collaborated to draft a vision of community literacy for Mount Pleasant
• Identified goals and actions to address identified challenges and opportunities
Please refer to Appendix B for the Community Literacy Plan Briefing that was distributed to the task
group prior to the first meeting. This backgrounder may help to inform other communities who are
beginning to launch a literacy planning process.
People: Mount Pleasant‘s Community Literacy Plan task group consists of 21 literacy and learning
champions and nine community supporters. Literacy champions and community supporters serve
citizens across the full spectrum of community constituency groups, i.e., early childhood education
through seniors.
Task Group Members
Steve Agabob Principal, Mt Pleasant Elementary
Terresa Augustine CLP Coordinator, Mount Pleasant Neighbourhood House
Lianne Carley Community Developer, Vancouver Coastal Health
Jenny Chin Peterson Principal, Florence Nightingale Elementary
Donna Davies Principal, Simon Fraser School
Jennifer Day Coordinator of Volunteers Quadra Rotary, PIRS and Frontier College
Janice Greenidge Manager, Building Blocks Vancouver MOSAIC
Jocelyne Hamel Executive Director, Mount Pleasant Neighbourhood House
Mark Koep Branch Head, South Hill Vancouver Public Library
Andrea Little Coordinator, Literacy Plan, Vancouver School Board
Rene Merkel Department Head , VCC Basic Education Department
Wendy Mitchell LAC/Project Teacher , Florence Nightingale Elementary
Sharon Petit Constable, Vancouver Police
Lillian Prince Coordinator, Adult Basic Education, Native Education College
Patricia Porter Learning Consultant , Quadra Rotary
Alex Rago Program Coordinator, La Boussole
Hector Walker Transition Worker, Broadway Youth Resource Centre
Jennifer Wesman Community Coordinator, Frontier College
Loma Wing Teacher, Tupper Community Schools Team
Jennifer Wesman Community Coordinator, Frontier College
Jean Woodcock Coordinator, Mount Pleasant Family Centre
Mount Pleasant Community Literacy Plan 5
Community Supporters
Tracey Cooke Director of Operations, Boys and Girls Club of Vancouver
Libby Davies MP, Government of Canada
Helen Dempster Regional Literacy Coordinator, Regional Literacy Coordination Project
Moira Ekdahl Teacher Librarians Consultant, Vancouver School Board
Harvey Eng Executive Director, Mount Pleasant Community Centre
Diana Guinn Director, Branches East & Outreach Services, Vancouver Public Library
Jenny Wai Ching Kwan MLA Vancouver‐Mount Pleasant, Province of British Columbia
Debbie Schachter Regional Branch Manager, Vancouver Public Library
Lori Walker Program Manager, Literacy 2010 Legacies NOW
During the period of April through June 2008, eight consultations were held. Input from discussions,
published reports and data gathered at community or provincial events contributed to an
understanding of Mount Pleasant’s present and preferred approach to community literacy. (Please
refer to Appendix C for the meaning of community literacy as defined by the participants in the
consultations and to Appendix D for a summary of literacy benefits, limits and enablers garnered
through the consultations.)
Constituency Group Persons
Broadway Youth Resource Centre (youth) 10
Mount Pleasant Neighbourhood House (community supporters) 7
Florence Nightingale Elementary (FNE) (educators, administrators) 3
FNE – Aboriginal Family/Community Gathering (educators, administrators, families) 25
Mount Pleasant elementary and feeder schools (teacher librarians and administrators) 10
Mount Pleasant Task Group consultation (community and, or literacy champions) 23
Vancouver Community College – Basic Education Department (students) 3
Vancouver Public Library – Mount Pleasant (administrators) 3
Direct Participation 84
Mount Pleasant Community Literacy Plan 6
Other Contributing Events, Sites or Information Sources Date
Literacy Now™ Community of Practice @ www.2010legaciesnow.com March, 2008
Mount Pleasant Neighbourhood House Orientation March, 2008
Mount Pleasant Neighbourhood Google Search March, 2008
Council of Ministers of Education, Pan‐Canadian Literacy Forum @ www.literacy.cmec.ca April 2008
Mid‐Town Service Provider’s meeting April 2008
Native Education College Open House April 2008
Vancouver Public Library – Mount Pleasant Branch April 2008
Lifelong Learning Strategy for the City of Vancouver April, 2008
Broadway Youth Resource Center Orientation May, 2008
2006 BC Stats www.bcstats.gov.bc.ca June, 2008
2006 Canada Census www.statcan.ca/menu‐en.htm June, 2008
City of Vancouver http://vancouver.ca/community_profiles/mount_pleasant/index.htm June, 2008
Community Profile
About Mount Pleasant:
Mount Pleasant, an East Vancouver community, is bounded by Broadway, Clark, Cambie and Great
Northern Way. As the first suburb in the
City of Vancouver, Mount Pleasant has
become a cultural, social and economic
mosaic, and is a microcosm of other inner‐
neighbourhood communities in
Vancouver1. Recognized as one of the most
diverse neighbourhoods in Vancouver,
Mount Pleasant is home to multiple ethnic
groups, multi‐generational families, lone
parent (mother/father) families and a mix
of families and individuals who represent
diverse socio‐economic backgrounds.
1
Mount Pleasant Community Action Plan, City of Vancouver, Administrative Report, January 29, 2008, RTS #07113.
Mount Pleasant Community Literacy Plan 7
Mount Pleasant spans 364 hectares, or about .3% of the City of Vancouver’s
total land mass (2001 BC Census). It comprises several business strips, parks,
City Hall, big box stores, 2010 Olympic village, condos, loft living, multiplex,
duplex, semi‐detached and single family homes, three elementary schools, a
community centre complex, a public library, two post‐secondary education
institutes and several community agencies offering a wide range of services.
Bordered by the communities of Kensington‐Cedar Cottage, South Cambie/Riley
Park, Fairview, Strathcona and Grandview‐Woodland, Mount Pleasant is one of
twenty‐one communities in the city of Vancouver. It is served by primary and
secondary bus routes and the new Canada Line, scheduled to open in November, 2009. The Canada Line
will connect with existing light‐rail transit at Waterfront Station, significantly increasing access to and
from Mount Pleasant.
Following the 2010 Winter Games, the Olympic Village buildings will become permanent residential
housing, with a focus on homes for families.2 The first phase of a mixed‐community residential project
will contribute about 1,100 units, 250 to be classified as affordable housing and 110 as modest market
housing. Sustainable development is based on environmental, social and economic principles and it is
envisioned as a place to live, work, play and learn.
The community is supported by multiple shopping centres, business and industrial services. Mount
Pleasant Industrial Area is located within the boundaries of
Broadway and Main in the area south of False Creek. The
area provides diverse space and lower lease rates compared
to areas that permit extensive retail, office and residential
uses. The Broadway Corridor is located on a major
transportation thoroughfare that includes Mount Pleasant.
The corridor offers significant retail and services to multiple
communities. Main: 2nd to 7th area is a key neighbourhood
and uptown shopping area at Main, Broadway and Kingsway.
The area is characterized by low density commercial uses, i.e., motels, car dealerships and repair
businesses. Council‐approved terms of reference, anticipate this portion of Main Street will become a
2
After the Games. http://vancouver.ca/olympicvillage/
Mount Pleasant Community Literacy Plan 8
vibrant commercial and shopping district with a mixture of compatible residential uses. Mount Pleasant
Neighbourhood Planning Team is collaborating with Metro Core Study team to revise the 20 year‐ old
Metropolitan Core Jobs and Economy Land Use Plan and to identify policy options that increase job
space in the area.3 See www.vancouver.ca/corejobs for details.
Demographic Scan:
Census statistics and analysis reports from the Province of BC, Government of Canada and City of
Vancouver revealed the following:
19964 20015 20066
Mount Pleasant Vancouver City Mount Pleasant Vancouver City Mount
Pleasant
Census Population
Population 23,695 514,008 24,535 545,6717 23,600
8
5 years prior 22,664 471,844 23,695 514,008
Change in 5 years 4.6% 8.9% 3.5% 6.2% -3.75%
Age Groups
Under 59 5.1%
19 and under 16.7% 19.2% 15.9% 18.6%
20 – 39 48.1% 38.4% 45.8% 36.6%
40 – 64 26.8% 29.5% 30.4% 31.9%
65 and over 8.4% 12.9% 7.8% 12.9%
Language Mother Tongue (single response)
Whose mother tongue is neither English or French 40.3%
Whose home language is neither English or French 16.8%
Language Spoken 199610 2001 11
200612
3
http://vancouver.ca/commsvcs/planning/cpp/mountpleasant/factsheets/115metrocorejobseconomy.pdf
4
Vancouver.ca/commsvcs/Census 2001/MountPleasant03.pdf permission to reprint from City of Vancouver, Planning Department.
5
IBID
6
Source: Adapted from semi‐custom area profile, Stats Canada 2001 census of population reported out in Early in Early Development Instrument
(EDI).
7
http://www.bcstats.gov.bc.ca/data/cen06/mun_rd.asp
8
BC Census data
9
Source: Adapted from semi‐custom area profile, Stats Canada 2001 census of population reported out in Early in Early Development Instrument
(EDI).
10
Vancouver.ca/commsvcs/Census 2001/MountPleasant03.pdf permission to reprint from City of Vancouver, Planning Department.
11
IBID
12
Source: Adapted from semi‐custom area profile, Stats Canada 2001 census of population reported out in Early in Early Development Instrument
(EDI).
Mount Pleasant Community Literacy Plan 9
Mount Pleasant Vancouver City Mount Pleasant Vancouver City Mount
Pleasant
English 57.4% 51.8% 55.7% 49.4%
French 1.8% 1.6% 2.6% 1.7%
Chinese 12.8% 24.5% 13.8% 26.4%
Tagalog 4.7% 1.9% 6.8% 2.4%
Vietnamese 5.3% 2.0% 4.2% 2.2%
Spanish 1.7% 1.4% 1.8% 2.2%
Mobility
Since last census 70.6% 57.7% 64.2% 51.7%
Status
Lone Parent 25.4% 16.4% 24.5%14 17.0%
Families13
# of Families 4,970 119,110 5,500 134,380
Immigrated to Canada 1996 – 2001 12.4%
Reporting any Aboriginal status15 a 17% decrease in persons reporting aboriginal status 4.2%
Education
20 years and over without high school completion 7.4%16
20 years and over without grade nine completion 20.9%17
20 years and over with any university degree18 28%19
Unemployment Statistics (seasonally adjusted)
Age 25 years and over 8.1%
Aged 15 – 24 years and over 12.8%20
Families with young children (< 6) 11.9%21
Average family $39,616 $60,544 $49.772 $69,190
income (in 2000$)*
Median annual family income in dollars 39,14122
Median Income for female headed23 Lone-parent Families 24.5%24
13
Regional lowest 8.4% = Shaughnessy, highest 26.7% = Grandview/Woodlands
14
Because of data limitations, this is not the percent of children with a lone parent. The denominator for this measure is “all” census families. A
‘census family’ in this case may include a childless couple as well as a couple or a single with children. This will UNDERESTIMATE the
percent of children with lone parents.
15
Any Aboriginal status may include North American Indian, Inuit, Métis, or any self‐identifying aboriginal from other world regions
16
Regional lowest 0.2% = University Lands, highest 30.3% = Strathcona
17
Regional lowest 1.9% = University Lands, highest 51.8% = Strathcona
18
A university degree in this case does not include college associate degree or trade school certificates. No distinction is made between
undergraduate and those with advanced/professional degrees.
19
Regional lowest 12.7% = Strathcona, highest 70.3% = University Lands
20
Regional lowest 10.3% = West End, highest 28.2% = Strathcona
21
Regional lowest 0.0% = Arbutus, highest 15.5% = Grandview/Woodlands
22
Regional lowest $26,971 = Strathcona, highest $92,358 = Shaughnessy
23
Because of data limitations, lone parent families were not available for both genders.
24
Regional lowest 8.4% = Shaughnessy, highest 26.7% = Grandview/Woodlands
Mount Pleasant Community Literacy Plan 10
Average Employment Income 27,38225
Population below Low-Income Cut-off26 (LICO) 30.5%27
% of population age 15+ performing 15+ hours of Unpaid Child Care per week = 12% 12%28
Home ownership rate 28.5%29
*Adjusted by Consumer Price Index.
A 1996 – 2006 data analysis conducted by the City of Vancouver30 revealed the following trends or
themes impacting the community of Mount Pleasant:
• 3.4% marginal decrease in population against overall city increase of 12.5%
• 24.4% drop in children 0 – 19 against citywide increase of 4.5%
• 11.4% decrease in young adults, age 20 – 39 against citywide increase of 1%
• Middle‐age adults increase of nearly 16.8% against city trend of 24%
• In 2006 63% of residents identified English as their mother tongue
• Home ownership increased from 27.6% to 33.1%, below city average of 48.1%
• Mount Pleasant residents are more mobile than residents from other city areas
• Median household income for Mount Pleasant is $32,314 or 30% below city median of $42,026
• About 36% of Mount Pleasant residents are considered low‐income
On April 17, 2007, Vancouver’s City Council approved terms of reference for the Mount Pleasant
Planning program which integrates long range community planning with a social development
component to address key social issues. The top four key social issues addressing Mount Pleasant, as
identified through a community consultation process detailed in the document Mount Pleasant
Community Action Agenda31 are:
1. Support for the Vulnerable 2. Safety and Security
3. Open Drug and Sex Trade 4. Homelessness
A unique aspect of Mount Pleasant is the willingness of residents and service providers to embrace
community challenges constructively and to be involved in creating a better neighbourhood. Recent City
of Vancouver surveys indicate that residents want to address social issues by providing services and
supports —and not by driving out problems from the community. This activism and community
development approach is demonstrated by the diverse representation of the Mount Pleasant
25
Regional lowest $19,730 Strathcona, highest $57,450 = Shaughnessy
26
This measure counts persons in households, not the households themselves. As a result, a larger family will have more weight than a smaller
one. LILO varies in place to place due to the variations in the cost of living and is itself an imperfect measure of economic need. E.g. A
family may have low income but a vast amount of wealth.
27
Regional lowest 11.7% = Dunbar‐Southlands, highest = 65.1 Strathcona
28
Regional lowest 4.9% = West End, highest = Sunset 19%
29
Regional lowest 10.9% = Strathcona, highest 80% = Dunbar-Southlands
30
http://vancouver.ca/commsvcs/planning/cpp/mountpleasant/factsheets/121people.pdf published April 4, 2008
31
http://vancouver.ca/ctyclerk/cclerk/20080214/documents/pe3.pdf
Mount Pleasant Community Literacy Plan 11
Community Literacy Plan Task Group and willingness of community supporters and partners to
participate in the process32.
Community Literacy Assets:
An important component for developing a Community Literacy Plan is to know the literacy assets in the
community. Literacy assets include the people who design, develop
and deliver programs in formal or informal learning settings, the
programs themselves, and other resources that support the
advancement of literacy in our community.
Literacy and learning champions populated the task group and
provided input on community assets. The inventory was further
supported by a 2007 community mapping of services conducted by
the Vancouver Public Library – Mount Pleasant Branch. Appendix E
provides a first draft of literacy assets in Mount Pleasant. The task
group acknowledges that this inventory is incomplete and is a living
document requiring regular updates and revisions.
Supporting the programs and services are community workers, librarians, parents, administrators,
service providers, students, mentors, tutors and teachers. These individuals, practitioners and
professionals contribute literacy and learning threads to persons in their circle of influence and “people”
where seen as crucial to literacy and lifelong learning and development.
During consultations we posed the question, “What services or resources would enable you to be more
confident able and functional in life, learning and work?” Of Teacher Librarians we asked, “What
community literacy services or gaps do/could Teacher Librarians address?” Responses emphasized the
human element as a primary asset in the development of literacy and lifelong learning. Time and again
the influence and impact of people and relationships was seen as significant.
Where the human factor was identified as a primary asset it was also identified as a liability.
Marginalized youth, educators, adults and children shared stories of disenfranchisement and the impact
32
Jocelyne Hamel, Executive Director, Mount Pleasant Neighbourhood House, June, 2008
Mount Pleasant Community Literacy Plan 12
of said experience on their literacy and lifelong learning journey. At the Pan‐Canadian Literacy forum33, a
mature learner stood up to share with a 300+ audience the demoralizing and disabling impact of an
educator’s scorn or inability to facilitate learning. During the literacy forum closing John Boraas34 called
for an immediate stop to disenfranchisement of learners and upon Frank McKenna, on behalf of all
Ministers of Education, “to put literacy front and center as a fundamental and foundational necessity for
Canada and Canadian’s social and economic prosperity.”
The significance and value of identifying and making best use of the literacy assets in our community
benefits all. The preliminary compilation of a community literacy asset inventory and our vision of “a
community where the capacity exists for all citizens to participate in and contribute positively to
society35” will be enhanced by a comprehensive inventory and a means and way to communicate and
share the information. (See page 19 to 22 – Goals).
In addition to the individual programs, services and human resources, a significant asset includes the
relationships and partnerships that currently exist in Mount Pleasant. Examples of the current and
developing relationships that task group members have are:
• Elementary schools (Simon Fraser, Florence Nightingale and Mount Pleasant) have established
linkages to community groups such as Mount Pleasant Community Centre, Mount Pleasant
Family Place, Mount Pleasant Neighbourhood House and the Boys and Girls Club to provide
literacy and learning programs
• Vancouver Public Library and Vancouver Community College (VCC) offer no fee, adult literacy
classes at the library and at VCC’s Broadway campus, as well as other literacy related activities in
partnership with other community agencies
• Broadway Youth Resource Centre (BYRC) and VCC partner to offer Adult Basic Education classes
for youth.
• BYRC provides funds for homework and tutoring activities at Mount Pleasant Neighbourhood
House (MPNH) for children ages 9 to 12.
• LIFT (Learning is FirsT) is a multi partner stay‐in‐school initiative for youth lead by Pacific
Community Resources Society in partnership with Vancouver School Board, Tupper Community
School, Little Mountain and Mount Pleasant Neighbourhood Houses. This emerging program
focuses on academics, mentorship, financial need and advocacy. This past year a homework club
33
Literacy More Than Words Pan-Canadian Interactive Literacy Forum April 14 to 15, 2008 attended by several of the Task Group members.
34
Dean School of Access and First Nations Education and Services, Camosun College, Victoria, BC
35
Mount Pleasant Community Literacy Vision
Mount Pleasant Community Literacy Plan 13
was enhanced at Tupper Secondary, in partnership with VCC, PCRS, and Little Mountain
Neighbourhood House. Two additional homework and tutoring sites will be launched in the fall
of 2008 at MPNH and BYRC.
• Frontier College, Langara College and MPNH are working towards developing a community
literacy program targeting immigrants that will focus on other literacies such as citizenship and
civic engagement
• Vancouver Quadra Rotary Club (VQRC) has a 30 member sub‐committee that raises funds to
support literacy projects—primarily through donation of books. MPNH and Frontier College
have recently benefited from the efforts of this group, and two VQRC members have actively
participated in the task group.
These existing and developing partnerships provide a framework for future collaborative literacy
activities. The network of relationships among literacy and learning champions are key assets.
The exercise of compiling a literacy asset inventory (Appendix E) brought forward questions and
concerns regarding participant’s access to programs, attendance rates and funding constraints
associated with inconsistencies in current program offerings. Equally, the task group recognized that a
more in‐depth exploration of services and partnerships would need to be identified in effort to have a
comprehensive inventory available for citizens.
Challenges and Opportunities:
In a review of data gathered through consultations, discussions, conferences and reports, the following
challenges or opportunities were identified:
1. Educate or inform community on what literacy is and why it matters.
2. Make available information and access to literacy and learning environments that align with
learner or citizen group needs.
3. Engage and support all citizens to participate in community literacy development.
4. Community literacy is interdependent and foundational to community planning and
development.
5. Improve the coordination and communication between service providers to support citizens,
services and community literacy.
Mount Pleasant Community Literacy Plan 14
6. Know what literacy and lifelong learning services are available to support citizens, services and
funders.
1. Educate: From the beginning, the task group raised questions and concerns regarding how literacy is
defined and understood by the community. It was recognized that for some participants the word
“literacy” has negative connotations, attributed to lack of knowledge and past experience. Given the
depth and breadth of community literacy, a need exists to inform and educate citizens that literacy
is more than words.
2. Access: Mount Pleasant has a higher than city average rental and mobility rate. A changing citizen
base requires prominent and available access to information and resources related to community
literacy and lifelong learning.
While several organizations offered programs and services in non‐traditional hours (such as VCC,
BYRC, VPL), consultations resulted in questions regarding how traditional hour programming
supports or hinders working parents, the single parent and, or families. Providing access to
information and services during non‐traditional hours enhances the capacity of all potential learners
to find services that accommodate their lifestyles.
Another theme that emerged from consultations was access to comfortable and accessible learning
environments that start where the learner is and can guide them toward individual success.
Participants identified a range of literacies, i.e., arts and music, 3R’s, numeracy, computer, media,
health, family and civic literacy, that go beyond traditional learning and that help them overcome
the stigma, fear and uncertainty of pursuing literacy and lifelong learning.
3. Engage and Enable: Lack or limited English language skills and learning preparedness of
kindergarten students hinder integration and learning in formal learning environment. Teacher
librarians, teachers and community service providers emphasized the role and relationship of
immigrant parents, grandparents and siblings in the early school years, e.g. K‐3. Library participation
by learner, caregivers and siblings is significant and trusted relationships promote literacy and
learning development.
Mount Pleasant Community Literacy Plan 15
Seniors and immigrant parents as caregivers for family members, contribute to the early learning
and readiness of children for formal learning, i.e., K‐3. Providing literacy services and resources to
seniors and immigrant parents brings benefits to seniors, immigrant parents, young children and
families.
Adults, seniors and immigrants who lack basic and beyond computer literacy skills are hindered by
the increasing expectation of government, employers and service providers to complete
applications, tests and other documents online. Lack or limited computer literacy skills prevents
adults from participating in community literacy development. Task group members noted the
growing trend for older adults to need support in accessing computer‐based services and
information.
4. Interdependence: Literacy is recognized as foundational to development of people and community.
To tackle community development and social issues a community must tackle literacy challenges
and opportunities. Information gathered from other community processes garnered valuable
information that links back to literacy. Recently the Mount Pleasant Community Planning36
committee consulted with 70 different organizations and obtained input through 160 feedback
forms completed by citizens before identifying four priority social issues:
• Support for the vulnerable
• Safety and security
• Open drug and sex trades and
• Homelessness
Mount Pleasant’s Community Literacy Plan vision aligns with the goals identified by Mount
Pleasant’s Community Planning Committee, such as:
• Meet basic needs of low income families and seniors through community‐based actions
• Increase community engagement and socialization opportunities for marginalized youth
• Enable new immigrants and marginalized populations to fully participate in society (through
improvements to language skills, mobility, education, and health care)
• Increase job training and employment opportunities for marginalized adults
36
See http://vancouver.ca/ctyclerk/cclerk/20080214/documents/pe3.pdf
Mount Pleasant Community Literacy Plan 16
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inventory benefits service providers and learners. The tas ognized that a
sk group reco sive
a comprehens
cy plan requir
literac al information
red additiona what literacy p
n regarding w d services
programs and
he communit
currently exist in th p members fe
ty. Additionally, task group elt increasing awareness of
vices would benefit Mount
programs and serv izens and serv
t Pleasant citi vice providers to access
ces from where they are, t
servic y aspire to be.
to where they
sant Community Literacy Plan
Mount Pleas 17
Mount Pleasant Community Literacy Plan
Members of Mount Pleasant Community Literacy Plan Task Group
June 20, 2008
Vision: Three months of community consultation, supported by research conducted by the City of
Vancouver, Mount Pleasant Planning Committee, and input from the community literacy and learning
champions prepared the task group to craft a vision of community literacy. (Please see Appendix D for a
summary of the consultation’s results regarding literacy benefits, limits and enablers that served to
inform the task group’s visioning and goal setting processes. Our group discussions resulted in three
similar visions. Plenary discussions offered some fine‐tuning and the Mount Pleasant Community
Literacy task group presented a vision for literacy in our community:
A community where the capacity exists
for all citizens to participate in and
contribute positively to society.
Mount Pleasant Community Literacy Plan 18
Guiding Principles: In an effort to walk towards our vision, it was important to identify guiding principles to
shape future discussions and to offer a base to assess success along the way. The four guiding principles are:
1. Increase capacity for all citizens.
2. Take an appreciative approach to the wealth of literacy skills that exist in the community.
3. Recognize the Community Literacy Plan (CLP) as a living document.
4. Be culturally sensitive.
Goals: Supported by the vision and guiding principles, three goals were identified and prioritized based
on progressive community development.
1. Improve awareness of community literacy among citizens and service providers in an effort to
improve access to services.
2. Establish mechanisms to improve collaboration and communication among service providers
that leads to enhanced services and improved access to community literacy for citizens.
3. Support the sustainability of current and new programs through partnerships.
Action Plan: Supported by the stewardship of Mount Pleasant Neighbour House,37 the following action
plan will guide the community development process:
Goal: Improve literacy and lifelong learning continuum through the understanding of barriers,
challenges, opportunities and aspirations for literacy and lifelong learning development in Mount
Pleasant.
Who Resources Target Date
How
Community Community Fall 2008
• Hire a Community Literacy Coordinator
Literacy Literacy
• Expand task group input and outreach
Coordinator Asset
• Link employers into community literacy activities
Resource
through awareness building and participation in
Community Inventory
the Community Literacy Task Group.
Literacy Task
• Inquire, document and track challenges and Group Task Group
opportunities for literacy and lifelong learning to Networks
support program development, secure grants or
other funds and to compile a comprehensiveness Regional
of community literacy asset resource inventory Literacy
• Consult with literacy and learning champions and Coordinator
partners to identify priority services, program or
37
Unanimously agreed to July 25, 2008 at the Mount Pleasant Task Group meeting.
Mount Pleasant Community Literacy Plan 19
sustainability gaps and strengths i.e., basic and 2010
beyond computer literacy for adults, facilitating LegaciesNow
community literacy programs amongst vulnerable Community
and marginalized groups of Practice
• Enhance capacity and sustainability of community website
programs through fostering partnerships and
alliances
• Distribute and share information to community
organizations and citizen groups for purpose of
enhancing awareness and facilitating participation
in community literacy activities
• Develop and support Mount Pleasant Community
Literacy Task Group to ensure continued input,
support and implementation success
• Engage students, volunteers or staff to assist with
research, project coordination and service delivery
• Train volunteers, students and/or staff to interact
in informal and formal learning settings with
citizens in effort to raise awareness of value and
benefit of community literacy and lifelong learning
• Connect with communities in Vancouver who have
developed a community literacy plan to identify
commonalities and opportunities for partnership
or alignment
Success Statement: Citizens and service providers are aware of and accessing a broad range of literacy
services in Mount Pleasant.
Evaluation: Service providers report increased service participation through the Community Task
Group, focus groups and annual surveys.
Goal: Establish mechanisms to improve collaboration and communications amongst service providers
that leads to enhanced services and improved access to community literacy for citizens.
How Who Resources Target Date
• Offer service providers examples and case studies to Community Regional Fall 2008
support understanding of community literacy and Literacy Literacy
changing community needs Coordinator Coordinator
• Develop and distribute awareness material or
community literacy toolkits, i.e., posters, brochures, Community 2010
e‐news broadcasts, newsletters, Literacy Task Legacies
e‐bulletins Group Now
• Host community literacy fair at a public venue (such Community
as Kingsgate Mall) to raise awareness of services to Volunteers of Practice
citizens and facilitate relationships amongst service website
providers
• Invite service providers to submit program updates Partner,
to Community Literacy Coordinator for inclusion in Associates
Mount Pleasant Community Literacy Plan 20
Community Literacy Asset Inventory and Task
• Collaborate with other community development Group
initiatives to address high need group’s literacy member
needs websites and
• Establish an e‐mail distribution list networks
• Utilize 2010 LegaciesNow Community of Practice
service to gather and share information and
knowledge
• Educate literacy champions on how to use on‐line
tools
• Build upon existing resources and community access
points ( i.e., Kingsgate Mall, Mount Pleasant
Neighbourhood House, Mount Pleasant Community
Centre, Vancouver Public library) to distribute
community literacy information
• Liaise with Regional Literacy Coordinator to stay
current of local, provincial and national literacy
events, networking, professional development and
funding opportunities
• Maintain and develop Community Task Group
• Rotate meeting locations to establish familiarity
with community services and resource sites
• Invite citizens to participate in task group as
observers or participants
Success statements: Service providers are knowledgeable regarding the range of literacy services
provided in community and able to refer citizens to appropriate services.
Evaluation: Service providers can identify an increase of knowledge and access to services as reported
to Community Literacy Coordinator on an annual basis. Focus group and surveys will be used to gather
the information.
Goal: Support the sustainability of current and new programs through partnerships.
How Who Resources Target Date
• Facilitate group goal and target setting priorities Community Task Group Fall 2008
through community program development model Literacy Networks
• Communicate with Regional Literacy Coordinator Coordinator
regarding funding gaps and potential funding Regional
opportunities Community Literacy
• Identify funding sources and Community Literacy Literacy Task Coordinator
Coordinator provide potential assistance in grant Group
writing and/or coaches partners when needed 2010
• Research ways to help address community literacy Partners LegaciesNow
gaps
Potential
• Facilitate the broadening of existing partnerships
Corporate
and initiate new collaborative activities
Sponsors
• Explore the coordination of volunteer resources
Mount Pleasant Community Literacy Plan 21
within the community to better resource literacy
activities and services
• Implement ongoing evaluation and assessment
• Explore ways to assist adults w/ computer literacy
challenges Advocates within community and
literacy circles for the sustainability of current and
new programs
• Monitor demographics and environmental
changes to ensure programs are aligned with
changing community needs
Success statements: Increase in partnerships resulting in strengthened linkages, program
development, and community capacity building, in response to changing community needs.
Evaluation: Number of community partnerships has increased, increase in successful grant applications
as tracked by Community Literacy Coordinator.
Mount Pleasant Community Literacy Plan 22
Lessons Learned
The communities of Mount Pleasant and Renfrew‐Collingwood were identified by the Vancouver
Learning City Executive Committee as the early developers of community literacy plans in Vancouver. In
Mount Pleasant, Mount Pleasant Neighbourhood House (MPNH) took on the responsibility of
stewardship, with a task to draft a literacy plan for contribution into VSB’s District literacy Plan within a
four‐month period.
Our success in achieving this goal is attributed to the commitment, talent and knowledge of the
Community Task Group, Community Literacy Plan Coordinator and stewardship of Jocelyne Hamel,
Executive Director, Mount Pleasant Neighbourhood House. We acknowledge and thank the drivers and
the participants. Along the way many lessons were learned and we share those with all readers to their
benefit and our pleasure.
1. Rally the support of literacy and learning champions.
We did and are ever thankful for their knowledge, insight and leadership.
2. Keep the door open and make it easy for your literacy and learning champions to come through.
Recognize that not all literacy and learning champions are dressed the same or have the same
perspective; honour and appreciate the contribution of the contrarian, they open eyes and doors.
3. Don’t give up when literacy and learning champions don’t come to the table.
Busy people will find time to support a meaningful purpose, find a way to insure they understand the
value and benefit of the community literacy plan and process; make it easy for them to participate.
4. Don’t run faster than you can walk.
The development of a community literacy plan is a process that is often non‐linear, nebulous and
sometimes daunting. Work with it, let it find shape and structure, and engage local leadership. Be
patient and open to processes and know that results will emerge.
5. Learn from others.
The task group is made up of people with knowledge of and vested interest in literacy, and the
community consultations provided wonderful opportunities to hear the voices of our citizens.
Legacies Now Community of Practice offers a wealth of information and resources and can connect
you with literacy and learning champions throughout the Province.
Mount Pleasant Community Literacy Plan 23
Appendix A – Abbreviations and Terminology
Abbreviations
ABE Adult Basic Education
B&G Boys & Girls Club
BYRC Broadway Youth Resource Centre
ESL English as a Second Language
FC Frontier College
FNE Florence Nightingale Elementary
MP Mount Pleasant
MPE Mount Pleasant Elementary
MPFC Mount Pleasant Family Centre
MPNH Mount Pleasant Neighbourhood House
NEC Native Education College
PIRS Pacific Immigrant Resources Society
QA Queen Alexandra Elementary
SF Simon Fraser Elementary
VCC Vancouver Community College
VQRC Vancouver Quadra Rotary Club
Terminology
Community A group of people who, because they live in the same geographical area,
share culture and traditions, have activities in common, share ownership or
responsibility, common goals or values, see themselves as community38, i.e.,
community of Mount Pleasant.
Community Literacy Literacy is internationally defined as “The ability to understand and
employ printed information in daily activities, at home, at work, and in
the community, to achieve one’s goals and to develop one’s knowledge
and potential“39. Other literacies include using a range of abilities such as
languages, music, media, social skills, and civic understanding.40 See
Appendix C for details.
Community Literacy Assets Programs, people and services located within a community who or that, are
available for the benefit of citizens.
38
2010 Legacies Now™ Community Literacy Planning Guide, pg. 7
39
Framework for Community Literacy, Leona Gadsby and Gavin Perryman, May 2003
40
Community Literacy Planning Guide, 2010 Legacies Now
Mount Pleasant Community Literacy Plan 24
Community Literacy Plan A living document, developed through a community‐consultation process
that is driven by a vision, objectives and activities, and that is expected to
continue to evolve through ongoing community processes.
Community Literacy Vision Literacy aspiration of a community as defined by literacy and learning
champions.
Mount Pleasant Community Literacy Plan 25
Appendix B ‐ Community Literacy Plan Briefing Provided to Task Group
WHAT IS LITERACY?
Literacy is the single most important gift a child, youth or adult
can be given to help them fully participate in society.
GORDON CAMPBELL, PREMIER OF BC
As the world becomes more complex so also has the definition of literacy. Literacy initially understood as
the 3Rs: reading, writing and arithmetic, has evolved to include culture, social and academic practices and
understandings, use of language, music, media, technology, social skills, health, economics and
environmental literacy, civic and global understanding.
Literacy parameters vary from community and context based on specific or unique needs, i.e., early child
development, formal, informal or workplace learning, foreign‐trained professionals, seniors, other. Beyond
context, the need to access and develop literacy is a lifelong process. The breadth and depth of literacy will
influence how individually or collectively citizens participate in the social and economic structures of
community.
WHAT IS A COMMUNITY LITERACY PLAN (CLP)?
A CLP is a community developed document and a community development initiative. Citizens, leaders,
subject matter experts and interested parties, provide insight, information and knowledge on the
ambitions, dreams and desires of the community as relates to literacy. The plan is meant to reflect the
diversity and dimensions of a community. The CLP serves as a record and directional guide to move
forward the literacy needs of community. A CLP is an integral component of community development as
it identifies and integrates cultural, social, economic and educational uniqueness and perspectives.
WHY A CLP FOR MOUNT PLEASANT?
A community that understands its strengths and challenges, knows its desires and ambitions, is better able
to navigate familiar and unfamiliar terrain along the lifelong learning journey. Understanding literacy needs
and knowing what services and resources are available or not available, serves to assist service providers
develop, and end‐users access, programs that address current and emerging needs. In preparation to
develop a CLP, it is necessary to understand where and who we are. The following stats and facts portray
the state of literacy in Canada and BC, and then turn our focus towards Mount Pleasant.
Mount Pleasant Community Literacy Plan 26
LITERACY FACTS41
• 22% of adult Canadians have serious problems dealing with printed
materials.
• 24 – 26% of Canadians can only deal with simple reading tasks.
• 74% of young Canadians who graduate from high school have strong literacy skills.
• Non‐Aboriginals in BC have higher average literacy than other non‐Aboriginal Canadians, but BC’s
Aboriginals have lower scores than Aboriginals elsewhere42.
• 40% of Canadians over 65 have not completed primary school.
• Literacy is key to education and learning; education and learning are vital to social and economic
development.
• Literacy is a key indicator of the health and well‐being of individuals and families, healthy
individuals and families create strong communities.
• Socio‐economic analysis indicates that globally, nationally and provincially there is a growing gap
between the educated and under‐educated.
• While the performance of the three western provinces is relatively better than in
other regions of the country, four out of 10 people in those provinces still fall in
the low‐literacy range. (International Adult Literacy and Skills Survey (IALSS),
2005)43
• 1996 International Adult Literacy Survey (IALS) placed Canada in the middle of 12 nations in every
assessment category i.e., prose, document literacy and numeracy.
• British Columbians with low literacy skills are more likely to have lower incomes, higher rates of
unemployment, imprisonment and ill health.
• 20% of BC adults with low literacy participate in adult education or training in a given year,
compared to 75% of those at the highest levels44.
• Literacy profile of BC’s working‐age adults 400,000 (14%) are at Level 1 (lowest proficiency level),
600,000 (21%) – Level 2 (considered inadequate for full participation and success in modern
society. Number of people below Level 3 increased by 100,000 in the decade to 2003.
DEVELOPING A COMMUNITY LITERACY PLAN (CLP)
GETTING STARTED
1. Expression of Interest to Legacies NOW™ to develop a CLP accepted.
2. Secure support of CLP Coordinator to facilitate development of CLP by June 30, 2008.
3. Invite Literacy Champions to participate in development process.
4. Convene task group meeting to steer course for development.
5. Host community engagement activities to ensure broad participation and gather input.
41
Source: 2010 Legacies NOW™ Community Literacy Planning Guide and Building, 2006. Literacy and Learning Friendly Communities: A
common framework. Leona Gadsby and Gavin Perryman, May 2003.
42
Literacy Matters for BC, Literacy BC.
43
http://www.abc‐canada.org/literacy_facts/
44
www.literacy.bc.ca
Mount Pleasant Community Literacy Plan 27
6. Create a vision.
7. Develop a community literacy profile and inventory literacy assets.
8. Identify literacy priorities of community.
9. Set goals to address literacy priorities of community
10. Write, submit and share CLP with community and funder.
11. Act upon community priorities.
12. Others tasks and assignments as identified by task group.
ROLES AND RESPONSIBILITIES OF COMMUNITY LITERACY PLAN TASK GROUP MEMBERS
Community Literacy Plan Coordinator Facilitate the process, support participants.
Task Group Raise awareness of initiative to constituency groups,
mobilize network to participate, provide information and
knowledge into task group, community events and, or
CLP Coordinator that lead to the development of a
comprehensive CLP for Mount Pleasant.
Community Partners and Supporters Provide information and knowledge to support the
development of a CLP through community consultation,
forums or task group participation.
Mount Pleasant Neighbourhood House Supervise CLP Coordinator, serve as financial steward, and
participate in process through task group.
Key Contacts Terresa Augustine, Community Literacy Plan Coordinator
t. 604.319.3977 f. 604.682.3517
e. taledi_ta@yahoo.ca
Jocelyne Hamel, Executive Director, Mount Pleasant
Neighbourhood House
t. 604.879.8208 ext. 103 e. jhamel@mpnh.org
Mount Pleasant Community Literacy Plan 28
Appendix C – Community Literacy Defined by Mount Pleasant
During the consultation period, task group members, supporters and participants were asked what
community literacy means to them. The following table summarizes the multiple literacies identified by the
community and is followed by a Literacy Now™ declaration of major community purposes of literacy.
Categories of Literacy Category Defined
Art and Music Expressed as having access to, ability to understand or interpret,
and being able to express self with art and music.
Reading, Writing and Spoken Word Expressed as being functional and able to acquire and present
supported by these foundational literacy abilities.
Math Literacy / Numeracy Expressed as being able to understand or interpret use of
numbers in various ways including currency; ability to budget,
understand bills, read graphs, and other day‐to‐day activities
requiring math literacy.
Computer Literacy Expressed as knowing the basics and beyond to be proficient and
efficient with applications and technology, to have sufficient
skills that new technologies are not intimidating.
Media Literacy Expressed as the ability to source, decode and have access to
multiple sources of information.45
Family Literacy Expressed as engagement of all family members in reading and
writing seen as contributory to the literacy and learning of the
whole family i.e., school‐based learner, younger and older
siblings, parents.46
Civic Leadership Expressed as active participation in community and
neighbourhood.47
The following major community purposes of literacy have been identified by Literacy Now48:
Citizenship literacy; often expressed in civic and community engagement.
Health literacy; often expressed as preventative public health promotion.
Economic literacy; often expressed in community economic development.
Environment literacy; often expressed in people acting locally as if future generations matter.
Rural/urban development literacy; often expressed as community development.
Social/cultural literacy; often expressed as multi‐cultural celebration or social development.
45
Teacher Librarians.
46
Teacher Librarians, Teachers, Community Champions and Administrators
47
Literacy Champions.
48
Literacy Now, 2010 Legacies Now Community Literacy Planning Guide, 2006.
Mount Pleasant Community Literacy Plan 29
Appendix D – Literacy Benefits, Limits and Enablers
During the consultation process, task group members, supporters and participants were asked how have
they benefited or been limited in life, learning and work by their level of literacy? The following table
captures input.
Benefits Limits Enables (Benefits)
• Role Models • Ability to access and • Help with beyond basic IT skills
• Parents stressed value use new computer • Learning with peers and friends
and importance of applications and • Time
education, positive services, i.e., • Specific learning at specific times
reinforcement from downloading music • Recognizing learning style, how I learn best
parents • Breakdown in parents • Working with learning style of comfort i.e.,
• Weekly movies at local passing/sharing value reading book rather than from the
library encouraged me for learning computer screen.
to access library • Lack of access (because • Variety of learning models, tools and styles
• Skills taught at home they did not exist, • Family experiences
i.e., knitting, managing where not affordable or • Mentors
money, cooking, life parent not available to • Time management
skills, etc., enabled me transport child) to • Development lifelong learning attitude
at school and in life literacy and learning • Transportation, childcare and food at
• Visual learning and experiences i.e., music, literacy and learning events
sports and sport events.
Storytelling • Safe learning environment (in the setting
• Access to opportunities • Knowing what I want and en‐route)
but not knowing where
and experiences • Timely help to learning problems, i.e.,
through holidays, it is (navigating
difficulties with math, resolve the problem
travels, visits with information on the
while it is small but budding.
computer or finding
others, provided a • Affordable classes
chance to see different services in the
• Accessibility (free transportation)
world perspectives community)
• Cultural inclusive, culturally sensitive
• Role models and
• Comfortable environment
mentors • Dictionary
Mount Pleasant Community Literacy Plan 30
Appendix D ‐ Community Literacy Asset Inventory
Prenatal‐ Perinatal
Birth to 5 • Public library services and resources. VPL
• Elementary school library services and resources. MP, SF, MPE
• Mother Goose and Man in the Moon early literacy programs. MPNH
• Preschool and daycare early literacy programming. MPNH
• Quality childcare for preschool children of women who are attending our ESL
classes. FC
• Story time: for preschool children and their caregivers. FC
• ESL for immigrant women and their children. PIRS
• Free drop‐in for children 0‐6 and their families, lending library, informal ESL
groups, parent support groups. MPFC
• Mothers and Tots Program, QA
• Vancouver Quadra Rotary Club supports community literacy projects by
providing books.
K‐3 • Public library services and resources. VPL
• Elementary school library services and resources. MP, SF, MPE
• ESL for immigrant women and their children. PIRS
• 75 Outreach programs beyond 9‐5 curricula. English and FSL classroom,
computer‐based, tutors, resource teachers, ESL teachers, volunteers, reading
recovery, early intervention, literacy innovation, read well. Programs offered in
one‐to‐one, small group or whole class settings. MPE
• After school boys and girls club. $15 annual fee, no child turned away due to
capacity to cover annual fee. Kimount B&G Club
• Social, cultural and physical activity for boy and girls 6 – 18. Kivan B&G Club
• Residential summer camps for children 7 – 12. Salvation Army Family Services
Grades 4 ‐ 7 • Public library services and resources. VPL
• Elementary school library services and resources. MP, SF, MPE
• After School Program: homework club, computer component, math and
science activities, building social skills. MPNH
• Basic Education and ESL Instruction. 1‐1 tutoring in school classrooms,
homework and after school learning clubs, summer writing workshops,
independent tutoring. Our learners are children, youth, and adults from inner
city schools, aboriginal centres, alternative schools, and immigrants and
refugees. FC
• 75 Outreach programs beyond 9‐5 curricula. English and FSL classroom,
computer‐based, tutors, resource teachers, ESL teachers, volunteers, reading
recovery, early intervention, literacy innovation, read well. Programs offered in
Mount Pleasant Community Literacy Plan 31
one‐to‐one, small group or whole class settings. MPE
• After school boys and girls club. $15 annual fee, no child turned away due to
capacity to cover annual fee. Kimount B&G Club
• Social, cultural and physical activity for boy and girls 6 – 18. Kivan B&G
ClubResidential summer camps for children 7 – 12. Salvation Army Family
Services
Grades 8 ‐ 9 • Public library services and resources. VPL
• Secondary school libraries services and resources. Tupper, Britannia, Van Tech
• Project Ready – Real Life Education and Development for Youth: Preparing and
educating immigrant youth for volunteer opportunities (civic literacy and
critical thinking). MPNH
• Summer Adventure – Combined effort of Teens and Preteens, planning,
organizing, budgeting and fundraising for summer trips (financial literacy).
MPNH
• Junior Leadership: recruiting, training teens to work with younger aged
children over spring and summer day camps (civic literacy). MPNH
• Basic Education and ESL Instruction. 1‐1 tutoring in school classrooms,
homework and after school learning clubs, summer writing workshops,
independent tutoring. Our learners are children, youth, and adults from inner
city schools, aboriginal centres, alternative schools, and immigrants and
refugees. FC
• Cultural Buddy – Linking new immigrant youth to volunteer youth hosts and
community resources and activities. MPNH
• Youth in Focus – Youth community development process leading to youth
engagement in civic and social action processes, MPNH
• Aboriginal Tutor‐Mentor Program, BYRC
• Cedar Walk Program – education day programs. BYRC
• Mentorship Program – social, educational and cultural mentoring for aboriginal
youth. Referral required. BYRC.
• Aboriginal Youth Victim Support Services. BYRC
• Vietnamese Youth Development Program. BYRC
• Basic Education – reading, writing, mathematics from beginner to the grade 9
level (Please note: This information covers offerings in the Basic education
department only. In addition, Vancouver Community College offers many other
literacy classes – ESL, Adult upgrading and upgrading for learners with
disabilities etc). VCC
• PACT Employment Services for consumers of mental health services. COAST
Foundation Society.
• Youth Volunteer Program and Youth Advisory. BYRC
• Leave out Violence, BYRC.
• Social, cultural and physical activity for boy and girls 6 – 18. Kivan BB&G Club
Mount Pleasant Community Literacy Plan 32
Grades 10 – 12 • VPL services and resources.
• Secondary school libraries services and resources. Tupper, Britannia, Van Tech
• Transition for Youth to Adulthood Program. BYRC
• Project Ready – Real Life Education and Development for Youth: Preparing and
educating immigrant youth for volunteer opportunities (civic literacy and
critical thinking). MPNH Youth in Focus – Youth community development
process leading to youth engagement in civic and social action processes.
MPNH Summer Adventure – Combined effort of Teens and Preteens, planning,
organizing, budgeting and fundraising for summer trips (financial literacy).
MPNH
• Cultural Buddy – Linking new immigrant youth to volunteer youth hosts and
community resources and activities. MPNH
• Basic Education and ESL Instruction. 1‐1 tutoring in school classrooms,
homework and after school learning clubs, summer writing workshops,
independent tutoring. Our learners are children, youth, and adults from inner
city schools, aboriginal centres, alternative schools, and immigrants and
refugees. FC
• Tutoring for Canadians, Landed Immigrants, Convention Refugees in the
Library. VCC
• Aboriginal Tutor‐Mentor Program, BYRC
• Cedar Walk Program – education day programs. BYRC
• Mentorship Program – social, educational and cultural mentoring for aboriginal
youth. Referral required. BYRC.
Youth Skills Link Program – Baristas (Greater Vancouver). BYRC
• Aboriginal Youth Victim Support Services. BYRC
• Vietnamese Youth Development Program. BYRC
• Youth Volunteer Program and Youth Advisory. BYRC
• Leave out Violence, BYRC.
• Social, cultural and physical activity for boy and girls 6 – 18. Kivan B&G Club
• Vancouver Outreach, Aboriginal Youth, Youth Health Clinics, Addiction
Counseling, Stay in School program, Peer Counseling, ABE. BYRC
• PACT Employment Services for consumers of mental health services. COAST
Foundation Society.
Young Adults • Aboriginal Tutor‐Mentor Program, BYRC
17 – 30 • Trades Training. NEC
• Aboriginal Adult Basic Education. NEC
• First Host Program. NEC
• Tutoring for Canadians, Landed Immigrants, Convention Refugees in the
Library. VCC
• Cedar Walk Program – education day programs. BYRC
Mount Pleasant Community Literacy Plan 33
• Mentorship Program – social, educational and cultural mentoring for aboriginal
youth. Referral required. BYRC.
• Adult Basic Education, Early Childhood Education for Aboriginal and other
learners. NEC Adult Education. FNE
• Basic Education – reading, writing, mathematics from beginner to the grade 9
level (Please note: This information covers offerings in the Basic education
department only. In addition, Vancouver Community College offers many other
literacy classes – ESL, Adult upgrading and upgrading for learners with
disabilities etc). VCC
• Youth Skills Link Program – Baristas (Greater Vancouver). BYRC
• Basic Education and ESL Instruction. 1‐1 tutoring in school classrooms,
homework and after school learning clubs, summer writing workshops,
independent tutoring. Our learners are children, youth, and adults from inner
city schools, aboriginal centres, alternative schools, and immigrants and
refugees. FC
• Transition for Youth to Adulthood Program. BYRC
• Youth in Focus – Youth community development process leading to youth
engagement in civic and social action processes, MPNH
• Social, cultural and physical activity for boy and girls 6 – 18. Kivan B&G Club
• Aboriginal Youth Victim Support Services. BYRC
• Vietnamese Youth Development Program. BYRC
• Youth Volunteer Program and Youth Advisory. BYRC
• Vancouver Outreach, aboriginal youth, youth health clinics, addiction
counselling, stay in school program, peer counselling, ABE. BYRC
• Leave out Violence, BYRC.
• Basic Education 18+. Free Tuition. Day or evening classes. VCC
• Life skills training and job preparation for aboriginal men 19 and older who
have conditional release from federal institutions. Room and board, life skills,
training and job preparation, self help and traditional healing. Circle of Eagles
Lodge Society.
• PACT Employment Services for consumers of mental health services. COAST
Foundation Society.
• Beginner ESL, Literacy and ELSA classes for immigrant women ‐ priority given
to women with preschool children. FC
• ESL Parenting classes for women. FC
• Building Bridges: assists immigrant women to develop skills needed to be
effective group facilitators. FC
• LEAD: assist immigrant women to gain confidence in their ability to participate
in an English speaking Canadian context and to become involved in the
community in a way that is meaningful and relevant to them. FC
• Counselling, referral, employment and career options, community resources
Mount Pleasant Community Literacy Plan 34
and job search. Library service and computer lab, fax, telephone, photocopier.
Vancouver East Employment Resource Centre
Adults • Tutoring for Canadians, Landed Immigrants, Convention Refugees in the
Library. VCC
• Levelling the Playing Field Participatory Action Project (civic literacy). MPNH
• Basic Education 18+. Free Tuition. Day or evening classes. VCC
• Adult Upgrading from beginner level to Grade 12. VCC
• ESL. VCC
• ESL Parenting classes for women. FC
• Building Bridges: assists immigrant women to develop skills needed to be
effective group facilitators. FC
• Beginner ESL, Literacy and ELSA classes for immigrant women ‐ priority given
to women with preschool children. FC
• LEAD: assist immigrant women to gain confidence in their ability to participate
in an English speaking Canadian context and to become involved in the
community in a way that is meaningful and relevant to them. FC
• Daytime and Evening Conversation English Classes. VSB
• ESL Grammar Made Easy. VSB
• ESL Parenting classes for women. FC
• Parent Support Groups. Lending Library. Informal ESL groups. MPFC
• Counselling, referral, employment and career options, community resources
and job search. Library service and computer lab, fax, telephone, photocopier.
Vancouver East Employment Resource Centre
Seniors • Computer Literacy classes. MPNH
• Tutoring for Canadians, Landed Immigrants, Convention Refugees in the
Library. VCC
• Wellness and fitness programs MPNH
• ESL Conversation Drop‐In: A safe and supportive informal chat group. MPNH
• Daytime and Evening Conversation English Classes. VSB
• ESL Grammar Made Easy. VSB
Full Spectrum • Raven Song Community Health Clinic
Services • La Boussole Centre, Communautaire Francophone du Centre Ville
• Mount Pleasant Neighbourhood House
• Helen Dempster, Regional Literacy Coordinator
• Readnowbc.ca, 1.888READ234, 1.888.732.3234
• ABC Canada, abc‐Canada.org
• Literacy Now BC, http://www2.literacy.bc.ca/
• Vancouver Public Library, vpl.ca.
Mount Pleasant Community Literacy Plan 35
Appendix E ‐ Community Literacy Asset Inventory ‐ continued
Languages Supported
Language(s) Service Provider Programs Hours of Operation
Chinese Tagalong Vancouver Public Library Adult and Children T. W. & Sat 9:30 ‐ 6 pm
French Spanish (VPL) reading material Th. & Fri. 9:30 – 9pm
Vietnamese
closed Mon. & Sun.
Chinese Tagalog Florence Nightingale Adult Education, K‐7, Schooldays 8:30 – 3:00 pm
Spanish Vietnamese Elementary (FNE) Ready, Set, Learn Daycare 7:15 – 6:00 pm
Aboriginal Summer 9 – 3 pm
Vietnamese Queen Alexandra School Mom’s & Tot’s Groups School days 8 am to 3:30
Chinese pm
Note: QA is just outside of Cooking and Crafts
Portuguese
the MP boundary; however,
Spanish
draws students and families
from MP
Spanish Korean Pacific Immigrant Resource ESL for Immigrant 9 :15 – 3:00 pm M ‐ F
Cantonese Mandarin Society (PIRS) women and their
Farsi Note language support is children
Vietnamese program associated.
Punjabi Spanish Mount Pleasant Early Childhood 8:30 – 4:30 M ‐ F
Vietnamese Korean Neighbourhood House Education / Parenting
Cantonese Mandarin (MPNH) target children 0 to 5 and
Tagalog Cambodian their parents
Indonesian French
Youth target 6‐18
Russian Arabic
Seniors (ESL conversation
for immigrants)
English FSL Mount Pleasant Elementary 75 programs beyond 9 – 8:15 – 3:15 M‐Th 8:15 –
(MPE) 5 curricula, K‐g7 12:35 F
English Native Education College Adult Basic Education, 8:30 – 4:30 M – F
(NEC) ECE
English Vancouver Community Basic Education, Adult Classes – M‐T am/pm/e
College (VCC) upgrading Classes; ESL Office – M‐F
English Frontier College Basic Education, ESL 9 – 5 some evening and
weekends
Mount Pleasant Community Literacy Plan 36
Appendix E ‐ Community Literacy Asset Inventory ‐ continued
Program Partners
Broadway Youth Ministry of Employment and Income Assistance, Coast Capital Savings, City of Vancouver, Ministry of Public
Resource Center Safety and Solicitor General, Policing and Community Safety Branch, Victim Services and Community
Programs Division, Government of Canada, Starbucks Coffee Canada
Florence MPNH, KidSafe, Kivan, Adult Ed, PIRS, Sarah MacLauchlan Music Outreach (Arts Umbrella) BLG
Nightingale
Elementary
Frontier College Multicultural Family Centre at REACH Community Health, ARIES Aboriginal Youth Project, Hasting Adult
Education Ctr., Canucks Family Education. Ctr., Morley Elem., Britannia Community Centre, Britannia High
School, UBC Learning Exchange, West Coast Domestic Workers Association, Urban native Youth Association
Mount Pleasant VSB, Public Health, Ready Set Learn, Van Tech, Inner City Team, Aboriginal Learning Inquiry, VPL, VPD,
Elementary Private Sector, Telus, BLG, Mt. Pleasant Lions, Mt. Pleasant Kiwanis, Read Write Roar, MPNH, MPCC
Mount Pleasant VSB, Kimount Club (outreach family drop‐in programs).
Family Place
Mount Pleasant Early Childhood Development and Family Programs: VPL, Vancouver Native Health Society, Vancouver
Neighbourhood Coastal Health, CAPC Coalition (Mount Pleasant Family Place, Cedar Cottage NH); Youth Programs: Cultural
House Buddy Consortium: Riley Park CC, Frog Hollow NH, West End CC; Schools: Nightingale, Mount Pleasant,
Charles Dickens, Queen Alexandra, Grandview, David Livingstone, McBride and Sir Charles Tupper
Secondary; Youth Community Development: Broadway Youth Resource Centre, Ray Cam CC. Seniors
Programs: Senior Chinese Society of Vancouver; Vietnamese Canadian Seniors Society; Filipino Golden Age
Group.
Native Education VCC; Indigenous Adult and Higher Learning Association; FN Education Steering Committee; BC Ministry of
College Advanced Ed.; BC Ministry of Children and Families; Indian Studies Support Program; City of Vancouver;
BCIT; Selkirk College; UBC; Vancouver Coastal Health Authority; Redway BC News; BC Council on
Admissions and Transfer
PIRS Burnaby Family Life, MPNH, The Warehouse, Marpole Place, South Vancouver Family Place, Garibaldi,
Queen Alexandra, SVNH, Champlain, CNH, Nightingale, Thunderbird Community Centre, Frog Hollow NH
House
Vancouver Outreach Centres: First United Mission, Vancouver Public Library, Harbour Light
Community College
Mount Pleasant Community Literacy Plan 37
