In this paper, the author analyzes 89 studies published from 1990 through 2020 that focused on literacy preservice teachers' involvement in action research as part of learning to teach. In doing so, the author provides an example of why critical reflexivity is necessary in qualitative literature review methods. The author relies on a social…

This action research study sought to understand what contributed to the success of two adult learners who had previously been left behind by the educational system. The findings revealed the importance of supportive educators, as well as a personal support system. In addition, their participation in this study was an empowering experience for the…

Reflections on the current state of literacy education in Great Britain. (RL)

Explains how poetry can be an important part of adult literacy teaching. Provides exercises to stimulate creative writing. (JOW)

Describes the British government's program to eliminate adult illiteracy. Discusses the program's organization at both the national and local levels, the recruitment and training of literacy instructors, and the materials and instructional techniques used in the program. (Author/FL)

This document describes the British Adult Literacy and Basic Skills Unit (ALBSU) because information on the ALBSU experience might be useful to planners working to establish a similar national literacy center in the United States. (The ALBSU was formed in London in the mid-1970s to support the BBC's television-based national adult literacy…

Relates that, in the past two decades, Paulo Friere's philosophy has gained adherents in Brazil and several other nations. Reviews Friere's methods of adult literacy education and identifies serious criticisms. Argues that, while the Freirean system is nondialogical and impositional, his literacy efforts were ultimately worthwhile. (CFR)

Outlines some of the key ideas in the development of a British project for improving literacy. These include expressive language, the connection between language and learning, and the idea of participant and spectator roles. (CT)

The book contains 15 papers focusing on adult illiteracy in Great Britain in the context of the community, but excluding the prison population, trainees at Adult Training Centres, patients in mental hospitals, or literacy education in the armed forces. The papers are presented in three sections. Part 1 on students contains six papers: "The…

Detailed interviews with four volunteer tutor/student pairs at the Stow Hill Adult Literacy Centre in Newport (England) found that peer tutoring substantially increased student confidence and reduction of anxiety about literacy problems and negative schooling experiences. Tutors also learned from the experience. (SK)

A personal visit by the author to Great Britain revealed a different approach to teaching literacy than commonly found in the United States. The British concept of literacy training placed a high value on the student's self-concept, on student responsibility, and on learner participation. (Author/CT)

A survey of 271 British secondary school teachers indicated that they recognize their role in supporting student literacy. However, they make limited use of literacy teaching strategies and have little training in literacy development. (SK)

National governments in Britain have consistently promised that, while they would legislate for a curriculum, it would not tell teachers how to teach. Our article suggests, however, that this policy is compromised with the current programme to "remodel the workforce" and augment the role of the classroom or teaching assistant. It does…

The author outlines the development of adult literacy and other basic education in England and Wales in the last 10 to 15 years, places this development in the wider economic, social, and political context in the same period, highlights achievements during the past decade, and lists priorities for the future. (CT)

The article reviews the guidelines and progress of the adult reading project entitled "Reading Development" initiated by the Cambridge, England Committee of Education in 1971. (MW)