Motivational research identifies utility value, or the importance of a learning task to future goals, as central to motivation to learn. This study analyzed survey data (N = 86) collected from adult literacy learners to examine their utility value of writing improvement in grammar and spelling skills, word processing skills, and planning,…

Adult migrants need to attain proficiency in the language of their host society to fully integrate into those communities and lead meaningful lives. The concept of literacy, centred on reading and writing, has evolved to encompass multiliteracies, integrating linguistic, social, and digital aspects. This broader approach acknowledges that learners…

Mobile technology melds the mobile learner's authentic real and virtual worlds, enabling increasingly untethered personalized, learner-determined language learning opportunities. This article introduces an evidence-based framework founded upon cumulative findings from a number of the authors' recent and ongoing research projects. This framework…

This study examined African American students' persistence rates in an adult basic education and literacy (AEL) program by juxtaposing teacher disposition that predicts student retention in an AEL program with an AEL Integrated Education and Training program (IET) as a predictor of student success. The Teacher Attribute Survey was administered to…

This article reports on a mixed methods study that investigated aspects of formal, non-formal and informal learning for workers and adult high school learners seeking literacy and essential skills. Three key themes emerged from the qualitative data: motivations for participation in various forms of learning; seeking out informal learning…

Many adults need help with literacy learning. This is extremely challenging for the tertiary education sector and workplace-situated learning organisations. E-learning may be an effective and efficient way to improve the delivery of teaching of basic skills to learners. Our research study included five embedded case studies within one tertiary…

Takes a critical look at the "new literacy studies." Describes an experimental workshop on Training for Organization, a Brazilian method focused on the relationship between literacy and power. (SK)

The Family Environment Scale was completed by 75 male and 83 female adult literacy participants. Those who considered their learning experience very successful were more likely to be from families that were united and cohesive, appreciated and valued intellectual and cultural activities, had concrete moral values, and exhibited less conflict and…

Reflects on 25 years of adult basic education in Britain, finding progress in understanding the nature of adult learning needs, the conceptualization of literacy, teacher preparation, and educational opportunities. Identifies challenges in motivating adults to participate and improving the effectiveness of basic skills provision. (SK)

This study attempts to define dropouts, focus on the reasons for dropping out, and suggest some ways to overcome perceived barriers to participation in adult literacy programs. (SK)

Five strategies that may be useful for adults uncomfortable with schooling were identified by Project Lifelong Learning: (1) meet learner needs; (2) develop support for lifelong learning; (3) accommodate learner differences; (4) develop higher order skills; and (5) enable learners to use all language processes in daily life. (SK)

Describes several approaches used in trying to teach an adult to learn to read over a period of several years, including the approach that was successful (language experience) because the student was highly motivated to write. (JM)

Argues that the computer has many advantages over traditional technologies in learning, thinking, and problem solving. Argues that if reading and writing are taught as thinking processes akin to problem solving, then skills and experiences acquired on the computer should transfer well, with guidance, to print literacy. (RS)

Too often adult literacy programs seem based on the assumption that, if learners work hard on skills for six months, they will have "acquired" literacy, as though it is a set of skills adults can "get" from a tutor (Kazemek, 1985). One study of 20 adult literacy classes in eight U.S. states found basic (not higher level) skills the predominant…

A study of the Wimmera (Victoria, Australia) Adult Literacy and Basic Education Group (WALBEG) surveyed 30 participants to identify reasons people undertook courses, assess the impact of WALBEG programs on the individual and on the community, and investigate possible use of new learning technologies in future delivery of adult programs. (CDS)