Research projects

There are four papers in this series, based on a research project, Transfer of Learning in a Parent Focussed Family Literacy Program.

This fourth paper fulfils one of the goals of the project, to validate and describe literacy events in which parents and children took part.

The need to improve the literacy skills of older Canadians is clear. The vast majority of Canada's senior citizens have Level 1 or Level 2 literacy skills, as identified by the International Adult Literacy Survey.

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.

Upon entering workforce literacy programs, learners bring with them different experiences and attitudes toward literacy. Technology often plays a significant role the lives of the learners and in their potential workplaces.

This paper examines workforce literacy program participants' experiences and attitudes toward technology and literacy, as well as discusses possible implications for program development.

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.

Electronic communication is becoming essential for many workplaces. The definition of workforce literacy is shifting to include much more than reading and writing text.

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.

This thesis was submitted to the University of British Columbia for a Master of Arts in the Faculty of Education. It is the result of a study undertaken to explore the relationship between student attendance and student resistance in an Adult Basic Education (ABE) classroom.