GALE utilizes a global approach to literacy, which can be defined as follows:
Literacy
GALE understands that while the basic definition of literacy refers to the ability to read and write, literacy is not just about skills related to language, print and texts but about individuals who must develop these skills. Rather, writers’ literacies are informed by their literate identities, reading identities and writing identities – as they describe the ways that a person constructs the self as a reader, writer, and user of language. The learning of these skills is mediated by a person’s developing beliefs about language, literacy, and the self. As a result, successful readers and writers enter, make sense of and produce texts through personal and relational connections.
In addition, a person may have or want to develop literacies or knowledges and abilities in other areas such as grant writing, teaching, creating and facilitating workshops, designing curricula, and other such skills.
Mentorship
According to the Miriam-Webster dictionary a mentor is defined as “a trusted counselor or guide and a mentee is defined as “someone who is being mentored.” Mentorship therefore becomes the process of guidance being passed from one individual with more or different experiences to another with less experience. In addition, GALE sees the mentor/mentee relationship as reciprocal in nature, in that while the mentees may seek knowledge from mentors – mentees also bring with them their previous personal experiences and knowledges. Together mentors and mentees learn from each other and integrate new ideas into their own knowledge systems and workplaces. Mentorship is, therefore, a core component of GALE which is carried out through mutually constructed programs aimed at enhancing and encouraging good communication, a safe working environment, and teamwork among other things.
Information Literacy
GALE understands that Information literacy is the ability to recognize when information is needed and the ability to access, retrieve, evaluate, and integrate information from a variety of resources. An information literate individual is therefore able to: Determine the extent of information needed; Access the needed information effectively and efficiently; Evaluate information and its sources critically; Incorporate selected information into one’s knowledge base and use information effectively to accomplish a specific purpose. GALE thus acknowledges and emphasizes a need for the writers’ access and use of information ethically and legally.
Writing for Academic Purposes
Writing for academic purposes entails the understanding of academic writing, which is a distinct style of writing used by those in academia and research communities that is noted for its detached objectivity, its use of critical analysis and its presentation of well-structured, clear arguments based on evidence and reason. This form of writing thus becomes a tool toward writing for academic purposes. GALE also notes and affirms that academic writing is discipline-specific and can never be truly objective.
Mentorship
Writing centers can be defined as important sites for engagement with larger academic and civic communities as well as with other institutions seeking to work with the university. These are spaces that writers approach regarding different kinds of assistance, knowledge and interaction with projects related to writing and literacy.
While writing centers vary across contexts and needs, at their core they are spaces for supporting and mentoring writers across levels, disciplines, and communities, including faculty, staff, and students. Establishing a culture of writing and the sharing of writing on a campus can transform it, leading to more cross-disciplinary partnerships, more engaged and productive teaching, more thoughtful student writing, more successful grant applications and research, and thus more engagement in local/global communities. We believe that a culture of writing is one path to equity particularly in terms of linguistic justice and accessibility as well as the success of previously disenfranchised groups affected by racism.
Workshop vs Seminar
GALE understands that even though seminars and workshops are similar in the way that they present their participants with knowledge and information, workshops are more of a hands-on experience that call for active participation from attendees, rather than an information presentation like a seminar.
A seminar is a smaller event that is focused on a single topic. Seminars usually have a panel of industry or disciplinary experts who will educate the attendees on the topic at hand. At the end of the seminar, the participants will have an opportunity to ask questions and engage with both the panelists and other guests.
Alternatively, a workshop is a hands-on learning experience for attendees to develop new skills and then practice those skills in real-time. For instance, if guests have any questions about the new skills they have learned, they are able to ask the workshop instructor immediately. These skills that the guests learn can be based on a new product or service, and everyone attending the workshop will all have the same training, so there will be no confusion or miscommunication.
GALE can assist with both formats depending on the needs of the partnering entity.