Journal articles

This article was published in the magazine Feliciter, Vol. 49, No. 1. The article discusses the concepts of literacy and "information literacy," and explores the role of school libraries and teacher-librarians in helping students "learn to learn."

This article discusses the idea of "neutral" libraries, especially how they can be considered the champions of information literacy if, when selecting materials, they do not actively strive to make marginalized or alternative voices as readily accessible as voices and perspectives already easily available through mainstream media and large chain bookstores.

This article was published in the magazine Feliciter, Vol. 49, No. 1. The article discusses how public libraries, in particular the Saskatoon Public Library, can work with community agencies in order to reach people with literacy problems who do not typically use library services.

In recent years, academic librarians have begun to seek greater integration of information literacy into the programs of their institutions. This article contains observations from one academic library about what can hinder that integration and what can help.

The researchers studied the role of public libraries in community literacy. This study, of literacy in a Saskatoon neighbourhood, has shown that the public library provides a rich context for a wide range of literacy practices. This research has involved interviews with librarians and teachers, and many visits to libraries in Sasksatoon, in particular Westpark.

This article introduces the special "literacies and libraries" edition of Feliciter, and provides an overview of the rest of the articles in the magazine.

This article discusses ways in which adult education programs resemble Kindergarten - Grade 12 classes, and argues that adults should be treated as adults, who share responsibility for their learning, rather than as children.

This article discusses how adult literacy can affect a person's sense of inclusion, well-being, and growth.

This essay examines the relationship between student goals in adult literacy programs and the intended outcomes of the policies for workplace and family literacy.

This study builds on the recent work of the National Institute for Literacy in the US, which identifies three major outcome areas for adult literacy education in the realms of work, family, and citizenship.

This essay takes an empathetic but critical look at B. Allan Quigley's text, Rethinking Literacy Education.