Sonya Symons

With the increasing presence of technology, the demands of the workforce are also changing. Workforce literacy programs need to reflect these demands.

This paper discusses the development and assessment of an instructional approach designed for adults in a workforce literacy program, learning how to effectively communicate in electronic contexts.

This study involved the development of an instructional approach designed to teach adults strategies for writing effectively in an electronic context through a combination of face-to-face and electronic-based tutorial sessions.

This paper discusses the importance of integrating electronic writing into workplace literacy programs, describes an approach to instruction based on reciprocal teaching, situated learning and strategy instruction, outlines the data analysis process used to assess the impact of the instruction, and discusses the findings.

As the workforce of the 21st century becomes increasingly reliant on electronic communication, it is essential that workforce preparation programs include opportunities for learners to improve their literacy skills for writing in electronic contexts.

The 21st century workforce demands an array of skills which includes the ability to effectively use some form of technology. This may require educators to rethink approaches to literacy instruction in adult literacy programs.

As electronic writing increases in today's society, workforce literacy educators must provide learners with opportunities for communicating within electronic contexts.

This paper describes the assessment of electronic discussion entries produced by 47 workforce literacy learners over 11 writing sessions. The context of the writing sessions is discussed, as well as the development and implementation of the assessments.

This essay examines the relations of parental print exposure, socio-economic status, and education to young children's language and literacy skills.