Relevant bibliographies by topics / Adult literacy teaching

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Adult literacy teaching'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2022

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Journal articles on the topic "Adult literacy teaching"

1

Nielsen, Kristen. "Teaching Writing in Adult Literacy." Adult Learning 26, no. 4 (July 20, 2015): 143–50. http://dx.doi.org/10.1177/1045159515594178.

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Paltridge, Brian. "Teaching ESL literacy to adults: A guide for adult literacy teachers." English for Specific Purposes 14, no. 3 (1995): 260–63. http://dx.doi.org/10.1016/0889-4906(95)90025-x.

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Karagiorgi, Yiasemina, and Maria Gravani. "Teaching Computers to Adults." International Journal of Digital Literacy and Digital Competence 3, no. 1 (January 2012): 49–67. http://dx.doi.org/10.4018/jdldc.2012010104.

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Digital literacy for adults has developed into an important dimension of ICT-related policies worldwide. Although research argues that adults need digital skills, limited evidence has been directed to digital literacy teaching approaches for adults and the associated pedagogy. The study explores which core features of effective adult learning were addressed within the context of digital literacy courses offered by the State Institutes of Further Education (SIFE) in Cyprus. Semi-structured interviews conducted with two groups of Greek-Cypriot adults enrolled in these courses indicate that while certain aspects of adult learning, e.g., optimal climate for learning, other principles related to the consideration of learners’ needs and input in the development of learning contracts were limited in effect. Since this can mainly be attributed to the nature of the courses which were designed from top-down and remained openly ECDL exam-oriented with pre-fixed content, repercussions are drawn with regards to alternative paths to adult digital literacy, organized on the basis of learners’ expectations, profiles and needs.
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Hall, C. "An Adult Literacy Program." Aboriginal Child at School 13, no. 4 (September 1985): 27–41. http://dx.doi.org/10.1017/s0310582200013948.

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This paper describes the way in which a program in Adult Literacy has been successful in developing individualized educational programs. The fundamental criterion for this is the identification of the individual needs for each learner, and the development of a teaching-learning program that enables the learner to become self-directing and active in the attainment of literacy skills.
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Wagner, Serge. "Illiteracy and adult literacy teaching in Canada." Prospects 15, no. 3 (September 1985): 407–17. http://dx.doi.org/10.1007/bf02196643.

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Richardson, Deborah, and L. Bass. "Health Literacy: Implications for Teaching the Adult Patient." Journal of the Association for Vascular Access 10, no. 3 (September 1, 2005): 110–11. http://dx.doi.org/10.2309/1552-8855-10.3.110b.

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Severinsen, Deborah, Lori Kennedy, and Salwa Mohamud. "Teaching Strategies that Motivate English Language Adult Literacy Learners to Invest in their Education: A Literature Review." Literacy and Numeracy Studies 26, no. 1 (December 18, 2018): 25–42. http://dx.doi.org/10.5130/lns.v26i1.6260.

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Canadian English language programs have seen a recent increase in enrolment by English as a Second Language adult literacy learners. To date, minimal research has been conducted with these learners, leaving literacy teachers with little guidance. In our literature review we found that, because learners often lose motivation due to their lack of or limited education, building motivation and investment must be at the heart of lesson design when teaching adult literacy learners. Thus, we adopted a transformative and post-structuralist framework to extend proven sociocultural theories to the adult literacy learner population. Our article reviewed past literature, incorporated the autobiographical narratives of experienced literacy teachers and provided six teaching strategies for increasing investment and motivation in adult literacy learners: providing relevance, addressing settlement needs, incorporating life experiences, encouraging learner autonomy, promoting collaborative learning, and building self-efficacy. Our article will demonstrate that further research is required in the arena of adult low literacy English language learners. Keywordsmotivation, investment, post-structuralist and transformative framework, teaching strategies, ESL adult literacy learners, limited formal education, English language learner, literature review.
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Bigelow, Martha, and Patsy Vinogradov. "Teaching Adult Second Language Learners Who Are Emergent Readers." Annual Review of Applied Linguistics 31 (March 2011): 120–36. http://dx.doi.org/10.1017/s0267190511000109.

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Some second language (L2) learners are unique in that they bring low print literacy and limited formal schooling to the language learning enterprise. A range of personal, economic, historical, and political circumstances bring them to highly literate, industrialized societies where print literacy becomes not only desirable but necessary to earn a living and participate in a range of everyday activities. This article is a review of current research related to this population of learners for the purpose of informing educators about their particular teaching and learning needs. While the emphasis is on scholarship focused on adult L2 emergent readers, attention is also given to related research with bi- and multilingual children and monolingual adults who are not print literate. Finally, sociopolitical and historical issues are touched upon with regard to broader policy matters that may have contributed to or perpetuate low print literacy.
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김영미. "Teaching Ecological Literacy to Young Adult Readers through Hatchet." Literature and Environment 14, no. 3 (December 2015): 7–30. http://dx.doi.org/10.36063/asle.2015.14.3.001.

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Boon, Danielle. "Adult literacy teaching and learning in multilingual Timor‐Leste." Compare: A Journal of Comparative and International Education 41, no. 2 (March 2011): 261–76. http://dx.doi.org/10.1080/03057925.2011.547287.

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Dissertations / Theses on the topic "Adult literacy teaching"

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Eldred, Janine. "Perceptions of success in teaching and learning adult literacy." Thesis, University of Sheffield, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.251320.

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Addae, D. "Methods of teaching adult learners: a comparative study of adult education programmes in Ghana and South Africa." Thesis, UNISA, 2016. http://hdl.handle.net/10500/23386.

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The benefits of effective teaching methods have been well researched and documented. Salient amongst most literature on such benefits is their ability to promote learners’ subject-matter comprehension and their active participation in class activities. Subject-matter and learner participation can be considered key ingredients in promoting effective learning. In adult education, due to the unique characteristics that the learner brings to the learning situation, it behooves the educator to select appropriate methods in promoting learning. By employing appropriate teaching methods, the educator is able to help adult learners achieve the desired learning outcomes. This study therefore sought to comparatively examine the effectiveness of the various teaching methods used by educators in teaching learners in adult education programmes in Ghana and South Africa. The study focused on the National Functional Literacy Programme of Ghana and the Kha Ri Gude Mass Literacy Programme of South Africa. The study was conducted using a qualitative research approach where the multiple case study design was employed. A purposive sample of 152 participants comprising 72 learners and 4 educators each from Ghana and South Africa were selected for the study. The interview schedule, focus group discussion guide and unstructured observation guides were used to elicit data from the participants. The study revealed, amongst other things, that some of the methods employed by the educators in the teaching and learning encounter were ineffective in promoting adult learning in both programmes. The study recommends that methods employed to teach adult learners should help them effectively to make meaning of the various information or events that they are presented with. As a result, teaching moves from the traditional view of transmission to helping learners to reexamine their meaning-making structures.
UNISA
ABET and Youth Development
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Reche, George Nkonge. "Identification of teaching competencies of adult literacy teachers as perceived by the supervisors and the teachers of adult literacy in Kenya." Diss., This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-07282008-135129/.

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Walker, John Lewis. "Education policy and employed adults : a critical reading." Thesis, King's College London (University of London), 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.298872.

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Collins, Rita. "People, Programs, and Politics: Two Case Studies of Adult Literacy Classes." PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/1394.

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Past research has not sufficiently addressed the question of what types of adult literacy instructional practice are recognized by participants, i.e., students and teachers, as facilitating learning in Adult Basic Education (ABE) classes. The purpose of this study was to describe instructional practices in two urban literacy programs serving low level adult readers, and to identify which practices were effective in meeting student needs. Effectiveness was measured by the ability of students to achieve learning objectives identified by themselves and the teacher, and included attendance patterns and student participation. Quantitative measures of achievement were not used as criteria since few classes utilized comparable formal assessment instruments. The process of generating grounded theory developed by Glaser and Strauss (1967) provided a suitable methodological framework for this qualitative research design that used an ethnographic approach as the format for the participatory research study. Teachers and students in six ABE classes provided data which were collected using a multi-method-plan utilizing interviews, participant observation, and documentary materials The study was structured around one primary and four secondary research questions. These questions were designed to address the various aspects of effective instructional practices in ABE classes and began by describing how teachers and students defined literacy skills and student goals, what practices were used in the classrooms, and how students perceived their learning. After this information was gathered, effective practices could be identified using the criteria elicited from teachers and students. Effective practices were found to be an interdependent process that included teacher, students, and goals within the context of the ABE classroom. The study showed that the effectiveness of discrete instructional practice was dependent on an instructional process that resulted from a teacher's choice of materials and methods accurately reflecting the attributes of students and their educational objectives. Crucial aspects of the teacher's actions were identification of primary objectives development of basic learning skills, interpersonal communication, and establishment of a supportive environment. For students, an active role within the class that included participation and self-directedness was recognized as contributing to goal achievement. Where this process was observed, there was a greater chance of students remaining in the program, actively participating in their learning, and ultimately achieving learning goals.
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Monerville, Sophia. "What is it like for you? : a phenomenological study : teaching adult literacy in a further education college under the auspices of the Adult Literacy Core Curriculum." Thesis, University of Greenwich, 2008. http://gala.gre.ac.uk/5643/.

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This study is about the experience of teaching adult literacy in a further education college under the auspices of the Adult Literacy Core Curriculum (ALCC) between the years 2002 to 2005. A universal description was derived from the perspectives of five college lecturers, called co-researchers, who volunteered a vivid description of their individual experience of teaching adult literacy in this context. These descriptions were reduced, in terms of volume, and the resulting data created a single universal description of the teaching experience. The modified phenomenological reduction and analysis process used was based on an approach created by Moustakas (1994) to answer the fundamental research question: 'What -was it like for you?' In answering this question, this study presents the crux of what constitutes the qualities or nature of the professional experience, and brings to the fore, the meaning contained within it. This study identified that the qualities within teaching in further education are very much under researched and that rarer still is research from a phenomenological perspective about teaching under the auspices of the ALCC. This study sought to fill this gap where it found that the introduction of the ALCC brought with it a complexity in its defining of adult literacy as a set of functional skills within a socio-economic context, and that its use galvanized the humanism of co-researchers and their sense of moral obligation. It further found that the ALCC became what unified the co-researchers professionally and instigated a teaching culture in which some consideration was given to the social implications of what they taught. Teaching under the auspices of the ALCC thus became the platform of possibility from which institutions and central government can nurture the culture's need for support, and from which teachers themselves can question their role.
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Fish, T. R., and Cynthia R. Chambers. "Enhancing Adult Literacy and Community Participation for People with IDD." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/3874.

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Weber-Mayrer, Melissa Margaret. "Early Childhood Professional Development: An Experimental Study of Adult Teaching Practices Derived from Adult Learning Theory." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1467133461.

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Knight, Stacey P. "Caribbean learners in an adult literacy programme : concepts of literacy, motives and expectations of the programme." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=30793.

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Adult literacy programmes traditionally define literacy in fundamental, functional or cultural terms and prepare learners to conform to society. Community-based programmes see literacy as emancipatory, adopt a critical stance towards society and ideally use a learner-centred approach. This study sought to inform one community-based programme on more effective learner-centredness. Fourteen Caribbean immigrants participating in the programme were interviewed to investigate their concepts of literacy, motives for enrolling in, and expectations of, the programme. Results indicate that learners had limited concepts of the word "literacy," and had joined the programme because of difficulties in accessing Canadian public education. Most had completed primary school in the Caribbean and were accustomed to teacher-directed education. The study recommends that the programme increase learner-participation in decision-making and adopt a holistic approach to learning using focus groups. Also advocated is critical assessment of issues affecting learners such as language, migration and access to school.
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Parr, Susan Phillippa. "Aphasia and literacy : the application of practices associated with literacy teaching to the assessment of reading and writing disorders in adult aphasia." Thesis, Birmingham City University, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.357112.

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This study investigates the relevance of contemporary theories of literacy and associated practices for the assessment of functional reading and writing in acquired aphasia. `Ideological' and `autonomous' models of literacy are described. The ideological model represents reading and writing as a set of activities intrinsically connected with social behaviour. The autonomous model represents literacy as a set of discrete cognitive and linguistic skills which can operate regardless of context. An analysis of currently-used aphasia assessments, and the traditions from which they spring, suggests that they operate a predominantly autonomous model of literacy. Theoretical analysis is reinforced by three studies of people with and without aphasia. The first study demonstrates the diversity of everyday literacy practice of 50 non-aphasic people. The second study is a qualitative investigation of the literacy practices of twenty people with mild-moderate aphasia. Again, a diversity of psychosocial factors is found to affect literacy practice. These concern the roles both lost and taken on by the aphasic respondents, and the ways in which they cope with their condition. In the final study of the reading and writing difficulties of three aphasic people, a direct comparison is made of autonomous and ideological approaches to aphasia assessment, using a cognitive neuropsychological battery of tests, and an investigative procedure developed along ethnographic principles. These qualitative data suggest that the ideological approach addresses functional use of written language more adequately than the autonomous approach. There is little predictive relationship between the two approaches. The relevance of an ideological approach is supported, and the qualitative methodology associated with this model endorsed as a means of investigating aphasia. While the contributions of autonomous measures to the knowledge of impairment are acknowledged, the shortcomings of prescriptive approaches to functional assessment are also apparent. Contemporary theories of disability contribute to a re-evaluation of current approaches in the study of aphasia. It is argued that the personal interpretation of impairment must be addressed in functional assessment. The study represents a development in the theory of functional assessment of aphasia. It also develops a methodology which has implications for clinical practice.
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Books on the topic "Adult literacy teaching"

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Irene, Schwab, and ebrary Inc, eds. Teaching adult literacy: Principles and practice. Maidenhead: Open University Press, 2010.

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Palmisano, Alisa. Teaching Tennessee adults. Nashville, Tenn: Comptroller of the Treasury, Office of Education Accountability, 2004.

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Forest, Marsha. About teaching. Toronto: Frontier College Press, 2000.

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Rebecca, Rogers. Adult education teachers: Developing critical literacy education. New York: L. Erlbaum Associates, 2008.

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Lambirth, Andrew. Planning creative literacy lessons. London: Routledge, Taylor & Francis Group, 2016.

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Andrew, Steeds, and Basic Skills Agency, eds. Adult literacy: Core curriculum including spoken communication. London: Basic Skills Agency, 2001.

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author, Ecclestone Kathryn, Gawn Judith author, and National Institute of Adult Continuing Education (England and Wales), eds. Formative assessment in adult literacy, language and numeracy. Leicester, England: NIACE, 2009.

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Duzer, Carol H. Van. Critical literacy for adult English language learners. [Washington, DC]: ERIC, National Clearinghouse for ESL Literacy Education, 1999.

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Joyce, Helen De Silva. Multimodal and visual literacy in the adult language and literacy classroom. Darlinghurst, NSW, Australia: NSW AMES, 2014.

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Anne, Guth Gloria Jean, ed. Bringing literacy to life: Issues and options in adult ESL literacy. San Mateo, CA: Aguirre International for the U.S. Dept. of Education, Office of Vocational and Adult Education, 1992.

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Book chapters on the topic "Adult literacy teaching"

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Fordham, Paul, Deryn Holland, and Juliet Millican. "4. Some methods for teaching literacy." In Adult Literacy, 51–72. UK and Ireland: Oxfam Publishing, 1995. http://dx.doi.org/10.3362/9780855986506.004.

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Holm, Lars, and Sari Pöyhönen. "8 Localizing Supranational Concepts of Literacy in Adult Second Language Teaching." In Literacy Practices in Transition, edited by Anne Pitkänen-Huhta and Lars Holm, 187–208. Bristol, Blue Ridge Summit: Multilingual Matters, 2012. http://dx.doi.org/10.21832/9781847698414-011.

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Sabatini, John P. "Learning and assessment of adult reading literacy." In APA educational psychology handbook, Vol 3: Application to learning and teaching., 63–83. Washington: American Psychological Association, 2012. http://dx.doi.org/10.1037/13275-004.

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Mark, Rob. "Exploring Ways of Promoting an Equality Discourse Using Non-Text/Creative Approaches for Learning in the Everyday Lives of Adult Literacy Learners." In Narratives on Teaching and Teacher Education, 107–22. New York: Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230622913_8.

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Karagiorgi, Yiasemina, and Maria N. Gravani. "Teaching Computers to Adults." In Adult and Continuing Education, 1599–619. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch092.

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Digital literacy for adults has developed into an important dimension of ICT-related policies worldwide. Although research argues that adults need digital skills, limited evidence has been directed to digital literacy teaching approaches for adults and the associated pedagogy. The study explores which core features of effective adult learning were addressed within the context of digital literacy courses offered by the State Institutes of Further Education (SIFE) in Cyprus. Semi-structured interviews conducted with two groups of Greek-Cypriot adults enrolled in these courses indicate that while certain aspects of adult learning, e.g., optimal climate for learning, other principles related to the consideration of learners' needs and input in the development of learning contracts were limited in effect. Since this can mainly be attributed to the nature of the courses which were designed from top-down and remained openly ECDL exam-oriented with pre-fixed content, repercussions are drawn with regards to alternative paths to adult digital literacy, organized on the basis of learners' expectations, profiles and needs.
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Hsu, Jeffrey, Zhongxian Wang, and Karin Hamilton. "Developing and Managing Digital/Technology Literacy and Effective Learning Skills in Adult Learners." In Digital Literacy, 394–413. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-1852-7.ch021.

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The needs of adult learners are different from those of traditional undergraduate students, and programs must be designed to meet this need. In particular, digital and technology literacy needs, including general computing skills, computerized communications, online and distance learning, and Web 2.0 tools make navigating coursework an additional challenge. In this paper, the authors examine the technology and digital literacy needs and backgrounds of adult learner students and discuss research on the interaction between technology and adult learner education. Using the features of intensive weekend classroom sessions, on-line distance learning, and specialized teaching methods, an improved learning environment tailored to unique needs and career goals can be offered to business undergraduate adults. An important component is the development of technology and digital literacy skills to “fill the gaps” of students who may have extensive business or working experience, but are less than proficient in the use of technology. More depth and analysis is given to the following areas: digital and technology skills and knowledge improvement, pedagogical features, the use of intensive weekend and evening sessions, and the role of distance learning to supplement the classroom sessions.
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"The Role of the Adult." In Teaching Language and Literacy in the Early Years, 118–34. David Fulton Publishers, 2013. http://dx.doi.org/10.4324/9780203065648-13.

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"2 Language and Literacy in Social Context." In Teaching Adult Immigrants with Limited Formal Education, 11–29. Multilingual Matters, 2020. http://dx.doi.org/10.21832/9781788927000-005.

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"From Training to Teaching." In Adult ESL/Literacy From the Community to the Community, 99–126. Routledge, 2013. http://dx.doi.org/10.4324/9780203062944-9.

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"An Invitation Inside Our Classrooms: A Different Way of Teaching Reading and Writing." In Adult Literacy in a New Era, 45–55. Routledge, 2015. http://dx.doi.org/10.4324/9781315636160-11.

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Conference papers on the topic "Adult literacy teaching"

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Murphy, Martin G. "Session 3: Learning / Teaching Methodologies and Assessment: Which Component Reading Skills Predict Reading Comprehension Gains in Adult Literacy Students?" In World Congress on Special Needs Education. Infonomics Society, 2014. http://dx.doi.org/10.20533/wcsne.2014.0015.

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Bilichak, Oksana. "TEACHING LITERACY SKILLS TO ADULTS: RIGHT STRATEGIES." In SCIENTIFIC PRACTICE: MODERN AND CLASSICAL RESEARCH METHODS. European Scientific Platform, 2021. http://dx.doi.org/10.36074/logos-26.02.2021.v2.30.

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