Describes Book Bridges, a community-based family literacy program which aims to increase literacy for parents and children through composing and sharing family stories. Discusses how immigrant mothers' experiences in a reading workshop, writing workshop, and literature circles combined to support the development of English literacy, personal…

Argues that literacy in the United States, more than an educational concern, is a powerful sociopolitical force. Describes many definitions of "literacy" from different contexts, including political and educational. Explains the origins of the OLRC (Ohio Literacy Resource Center). Concludes that in just one year of operation, the OLRC…

A survey of 71 Australian adult literacy and basic education providers showed low enrollment of hearing-impaired persons in literacy programs. Teacher training and resources are generally inadequate to meet the instructional needs of this population. (SK)

Feminist research should be for, with, and by women. It is collaborative, acknowledges researcher subjectivity, explores the uniqueness of women's experience, and encourages recognition of how change might occur. (SK)

Guidelines for eliciting useful feedback focus on planned opportunities, collection during programs, multiple methods, descriptive information, feasible changes, clarification from learners, investigation of prompt response to learner concerns, staff discussion, receptivity to change, and commitment of resources. (SK)

Studies phoneme deletion and literacy in native and nonnative speakers of English. Finds that phoneme deletion is sensitive to degrees of literacy and to native language whereas the Measure of Adult English Proficiency test is not sensitive to native language variation. (MG)

Discusses ways elementary teachers may identify low-literate parents and how teachers can help low-literate parents. (SR)

This memoir of Paulo Freire looks at how others have perceived his life and work, concluding that his influence stems from being both an adult educator and a celebrity. (SK)

Adult literacy education can contribute to the political change process in Scotland by shifting from a narrow functional approach to a more critical one. The critical approach recognizes vernacular literacies and focuses on developing competence in diverse literacies and on identifying the contexts in which they should be used. (SK)

Links adult literacy-learning to a philosophy of self-actualization, scaffolding pedagogy, and inclusion. Bases the discussion on John Dewey's concept of growth and Myron C. Tuman's developmental social theory. (SK)

Illustrates the use of learners', rather than teachers', questions as well as interviews to negotiate curriculum in adult literacy and math classes. (SK)

Freire's influence in New Zealand has not been extensive for several reasons: (1) lack of exposure in the training of literacy educators; (2) different social conditions in New Zealand; (3) funding constraints on programs that challenge the status quo; and (4) few practitioners who support radical adult education. (SK)

Examines the Australian Language and Literacy Council's paper, "Literacy at Work." Concludes that it concerns not only achievement of social and economic objectives but also the question of acceptable forms of governance and the state's intervention in economic and social life and the organization of the workplace. (SK)

Practitioner inquiry groups formed by Pennsylvania adult literacy practitioners provide an alternative to traditional professional development. The network provides opportunities for sharing contextualized knowledge and acquiring new ways of practice. (SK)

Describes a case study of one college student's learning experiences as an adult literacy tutor in a community center of a low income housing development. Highlights the challenges faced by both learners and tutors in adult literacy education. (SR)