Pub Date : 2021-10-01DOI: 10.35847/bquigley.3.3.41
B. Quigley
{"title":"\"Naming the Elephant\": Literacy Classism, Human Rights and the Need for a New Conversation.","authors":"B. Quigley","doi":"10.35847/bquigley.3.3.41","DOIUrl":"https://doi.org/10.35847/bquigley.3.3.41","url":null,"abstract":"","PeriodicalId":306023,"journal":{"name":"Adult Literacy Education: The International Journal of Literacy, Language, and Numeracy","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132537061","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-01DOI: 10.35847/RMOLIITAS.3.2.71
Rebecca Molitas
{"title":"Teaching Effectively with Zoom: A Practical Guide to Engage Your Students and Help Them Learn","authors":"Rebecca Molitas","doi":"10.35847/RMOLIITAS.3.2.71","DOIUrl":"https://doi.org/10.35847/RMOLIITAS.3.2.71","url":null,"abstract":"","PeriodicalId":306023,"journal":{"name":"Adult Literacy Education: The International Journal of Literacy, Language, and Numeracy","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128712916","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-01DOI: 10.35847/IEINARSON.CMILLER.DRODGERSON.LLACERENZA.MLOVETT.DGREENBERG.3.2.37
Daphne Greenbrerg, Inga Einarson, Christine Miller, Devi Rodgerson, Léa Lacerenza, M. Lovett
Daphne Greenberg, Inga Einarson, Christine Miller, Devi Rodgerson, Lea Lacerenza, and Maureen W. Lovett
{"title":"Reflections from Teaching Basic Adult Literacy","authors":"Daphne Greenbrerg, Inga Einarson, Christine Miller, Devi Rodgerson, Léa Lacerenza, M. Lovett","doi":"10.35847/IEINARSON.CMILLER.DRODGERSON.LLACERENZA.MLOVETT.DGREENBERG.3.2.37","DOIUrl":"https://doi.org/10.35847/IEINARSON.CMILLER.DRODGERSON.LLACERENZA.MLOVETT.DGREENBERG.3.2.37","url":null,"abstract":"Daphne Greenberg, Inga Einarson, Christine Miller, Devi Rodgerson, Lea Lacerenza, and Maureen W. Lovett","PeriodicalId":306023,"journal":{"name":"Adult Literacy Education: The International Journal of Literacy, Language, and Numeracy","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121669393","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The focus of each Technology Solutions for Adult Basic Skills Challenges column begins with a common challenge facing adult basic skills practitioners. Solutions offered for these challenges, at least in part through the use of technology, include hardware, such as desktop and laptop computers, smartphones, electronic tablets, VR goggles, robots, and electronic whiteboards; software applications such as websites, course management systems, learning management systems, and databases; and apps for mobile devices. Each article begins with a description of a challenge and examines one or more solutions that use technology.
{"title":"BlendFlex and HyFlex Models to Increase Student Engagement and Retention","authors":"David Rosen","doi":"10.35847/DROSEN.3.2.73","DOIUrl":"https://doi.org/10.35847/DROSEN.3.2.73","url":null,"abstract":"The focus of each Technology Solutions for Adult Basic Skills Challenges column begins with a common challenge facing adult basic skills practitioners. Solutions offered for these challenges, at least in part through the use of technology, include hardware, such as desktop and laptop computers, smartphones, electronic tablets, VR goggles, robots, and electronic whiteboards; software applications such as websites, course management systems, learning management systems, and databases; and apps for mobile devices. Each article begins with a description of a challenge and examines one or more solutions that use technology.","PeriodicalId":306023,"journal":{"name":"Adult Literacy Education: The International Journal of Literacy, Language, and Numeracy","volume":"116 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124494123","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-01DOI: 10.35847/JISSERLIS.3.2.69
J. Isserlis
{"title":"Writing on the Move: Migrant Women and the Value of Literacy","authors":"J. Isserlis","doi":"10.35847/JISSERLIS.3.2.69","DOIUrl":"https://doi.org/10.35847/JISSERLIS.3.2.69","url":null,"abstract":"","PeriodicalId":306023,"journal":{"name":"Adult Literacy Education: The International Journal of Literacy, Language, and Numeracy","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127690405","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Choices, like which health/car insurance plan best meets both needs and budget, whether to evacuate for a hurricane or shelter in place, whether to participate in a protest during a global pandemic, or even which politician serves their communities’ interests in an upcoming election, all require adults to determine the risks and/ or rewards associated with alternative outcomes of these multifaceted, socially, and culturally embedded real-world problems (Gresch et al., 2013; Saal, 2015; Saal et al., 2020). Adults bring prior experiences, knowledge, and existing skills of inductive reasoning and evaluation to “not only effectively tackle these situations at an individual level but also to take part in public debates and make fair judgments on how the authorities deal with these issues at a local or global level” (Fang et al., 2019, p. 427).
选择，如哪种健康/汽车保险计划最能满足需求和预算，是否在飓风或避难所撤离，是否在全球大流行期间参加抗议活动，甚至哪个政治家在即将到来的选举中服务于他们的社区利益，都要求成年人确定与这些多方面的，社会和文化嵌入的现实世界问题的替代结果相关的风险和/或回报(Gresch et al.， 2013;萨尔,2015;Saal et al.， 2020)。成年人带来了先前的经验、知识和归纳推理和评估的现有技能，“不仅在个人层面有效地解决这些情况，而且还参与公共辩论，并对当局如何在地方或全球层面处理这些问题做出公正的判断”(Fang等人，2019年，第427页)。
{"title":"Risk Literacy: What Can Adult Literacy Education Learn from the Decision Sciences?","authors":"L. Saal","doi":"10.35847/LSAAL.3.2.62","DOIUrl":"https://doi.org/10.35847/LSAAL.3.2.62","url":null,"abstract":"Choices, like which health/car insurance plan best meets both needs and budget, whether to evacuate for a hurricane or shelter in place, whether to participate in a protest during a global pandemic, or even which politician serves their communities’ interests in an upcoming election, all require adults to determine the risks and/ or rewards associated with alternative outcomes of these multifaceted, socially, and culturally embedded real-world problems (Gresch et al., 2013; Saal, 2015; Saal et al., 2020). Adults bring prior experiences, knowledge, and existing skills of inductive reasoning and evaluation to “not only effectively tackle these situations at an individual level but also to take part in public debates and make fair judgments on how the authorities deal with these issues at a local or global level” (Fang et al., 2019, p. 427).","PeriodicalId":306023,"journal":{"name":"Adult Literacy Education: The International Journal of Literacy, Language, and Numeracy","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131870595","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-01DOI: 10.35847/MTAYLOR.DTRUMPOWER.3.1.4
Maurice Taylor, David Trumpower
In Canada, various studies investigating literacy learning have contributed to our understanding of the lives of the adult student. Through a consolidation of empirical evidence, a portrait of the adult learner is sketched, drawing upon pluralistic interpretations of the important life changes that have resulted from their participation in literacy education. This portrait highlights the significance of a variety of learning outcomes that go beyond traditional measures of knowledge and skills acquisition, with an emphasis on the relevance of such outcomes for different types of literacy learners, in various settings, and along three diverse learning pathways. International implications are highlighted in the discussion. and measure
{"title":"A Portrait of the Adult Learner: Pluralistic Interpretations of Literacy Learning Outcomes Over the Years","authors":"Maurice Taylor, David Trumpower","doi":"10.35847/MTAYLOR.DTRUMPOWER.3.1.4","DOIUrl":"https://doi.org/10.35847/MTAYLOR.DTRUMPOWER.3.1.4","url":null,"abstract":"In Canada, various studies investigating literacy learning have contributed to our understanding of the lives of the adult student. Through a consolidation of empirical evidence, a portrait of the adult learner is sketched, drawing upon pluralistic interpretations of the important life changes that have resulted from their participation in literacy education. This portrait highlights the significance of a variety of learning outcomes that go beyond traditional measures of knowledge and skills acquisition, with an emphasis on the relevance of such outcomes for different types of literacy learners, in various settings, and along three diverse learning pathways. International implications are highlighted in the discussion. and measure","PeriodicalId":306023,"journal":{"name":"Adult Literacy Education: The International Journal of Literacy, Language, and Numeracy","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116112230","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-01DOI: 10.35847/CMACARTHUR.3.1.69
C. MacArthur
{"title":"Review of Preparing Adult English Language Learners to Write for College and the Workplace","authors":"C. MacArthur","doi":"10.35847/CMACARTHUR.3.1.69","DOIUrl":"https://doi.org/10.35847/CMACARTHUR.3.1.69","url":null,"abstract":"","PeriodicalId":306023,"journal":{"name":"Adult Literacy Education: The International Journal of Literacy, Language, and Numeracy","volume":"91 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115408281","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-01DOI: 10.35847/AYUCESAN.ASAGAR.KFAGAN.ABRUECK.3.1.34
A. Durgunoğlu, Anurag Sagar, Katherine M. Fagan, Amy Brueck
We have developed a program called Content Integrated Language Instruction for Adults, incorporating research-based practices in vocabulary and language instruction to facilitate a deep and broad understanding of complex content. A subset of words critical to comprehension of the subject matter is covered in each lesson, using group discussion and extensive writing as well as utilizing contextual clues and doing morphological analysis. We have implemented this curriculum with two cohorts of English Language learners studying U.S. history and civics. There was significant growth in both vocabulary (for intentionally studied words, incidentally encountered words, morphologically complex words) and comprehension of the content.
{"title":"Improving the Comprehension and Vocabulary Skills of English Language Learners With Content Integrated Language Instruction for Adults","authors":"A. Durgunoğlu, Anurag Sagar, Katherine M. Fagan, Amy Brueck","doi":"10.35847/AYUCESAN.ASAGAR.KFAGAN.ABRUECK.3.1.34","DOIUrl":"https://doi.org/10.35847/AYUCESAN.ASAGAR.KFAGAN.ABRUECK.3.1.34","url":null,"abstract":"We have developed a program called Content Integrated Language Instruction for Adults, incorporating research-based practices in vocabulary and language instruction to facilitate a deep and broad understanding of complex content. A subset of words critical to comprehension of the subject matter is covered in each lesson, using group discussion and extensive writing as well as utilizing contextual clues and doing morphological analysis. We have implemented this curriculum with two cohorts of English Language learners studying U.S. history and civics. There was significant growth in both vocabulary (for intentionally studied words, incidentally encountered words, morphologically complex words) and comprehension of the content.","PeriodicalId":306023,"journal":{"name":"Adult Literacy Education: The International Journal of Literacy, Language, and Numeracy","volume":"104 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130741026","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-01DOI: 10.35847/ANWUDE.AZAJICEK.3.1.18
A. Nwude, A. Zajicek
This study aimed to examine the impact of workplace literacy programs on the structure of social networks accessible to low-income Somali refugee workers. We conceptualized structure as network size and tie strength. Data were drawn using interviews with eighteen participants enrolled in a workplace literacy program. The classes offered included English as a Second Language, high school equivalency, and citizenship, and participants had attended classes for at least 3 months. The interview protocol was designed using a name generator instrument. The findings revealed that participation in classes had a positive impact on their network structure, through the acquisition of strong ties with co-workers.
{"title":"Examining the Impact of Workplace Literacy Programs on the Structure of Social Networks: A Study of Low-Income Somali Refugee Workers","authors":"A. Nwude, A. Zajicek","doi":"10.35847/ANWUDE.AZAJICEK.3.1.18","DOIUrl":"https://doi.org/10.35847/ANWUDE.AZAJICEK.3.1.18","url":null,"abstract":"This study aimed to examine the impact of workplace literacy programs on the structure of social networks accessible to low-income Somali refugee workers. We conceptualized structure as network size and tie strength. Data were drawn using interviews with eighteen participants enrolled in a workplace literacy program. The classes offered included English as a Second Language, high school equivalency, and citizenship, and participants had attended classes for at least 3 months. The interview protocol was designed using a name generator instrument. The findings revealed that participation in classes had a positive impact on their network structure, through the acquisition of strong ties with co-workers.","PeriodicalId":306023,"journal":{"name":"Adult Literacy Education: The International Journal of Literacy, Language, and Numeracy","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125423778","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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