Participation in literacy programs

The author of this document points out that 22 per cent of Canadian adults have seriously compromised literacy skills and a further 26 per cent can cope with written material only when it is presented in clear, simple terms. Yet just five to 10 per cent of potential learners enrol in programs to improve reading, writing or math skills.

Public libraries are important providers of literacy programs and services.The Literacy in Libraries Across America (LILAA) initiative is helping libraries around the country improve their literacy programs and address the issue of adult learner persistence, that is finding ways to keep adult learners in programs long enough to make a lasting, substantial difference in their skills.This four-year study will explore the efforts of five leading

The author discusses 40 years of Adult Education in the United States. This year, they celebrate 40 years of Adult Literacy and Literacy System that was created by the Adult Education Act of 1966, and which continues today as Title 2: The Adult Education and Family Literacy Act of the Workforce Investment Act of 1998.

This project explored what constitutes progress in community-based literacy programs from the perspective of learners. The research took place between December 2004 and January 2006.

The idea to pursue Literacy Training Through Audiographic Teleconferencing as a literacy project began in the fall of 1992. The Business Studies Department at Lakeland College in Vermilion, Alberta had begun distance delivery using this technology. My husband, Barton, was the instructor for the course being delivered. His involvement in the project initiated

This report discusses a research project undertaken to:
• examine how gender and the power balance of the male/female relationship affect women's access to, and experience of, literacy programs and how it affects the impact of literacy programs on women
• determine how literacy programs and literacy practice might be changed to better respond to the reality of the lives of adult women learners, and

This document grew out of a research project sponsored by The Learning Centre Literacy Association in Edmonton, in collaboration with the University of Alberta Faculty of Education. Carried out between 1998 and 2000, the project explored participatory approaches and research in practice.

This document was a thesis submitted for the degree of Doctor of Education to the Graduate Department of Adult Education, University of Toronto.

The purpose of the research was to study participatory literacy practices in five adult literacy programs situated throughout Alberta.

This article discusses the outcomes of an 8-month study on participatory literacy practices in five adult literacy programs in Alberta, Canada. The findings indicated that identity politics play a pivotal role in how power is distributed in literacy programs.

This paper outlines the design of an eight month doctoral study on participatory literacy practices in five adult literacy programs and touches upon some of the possibilities and their implications in the field of adult literacy.