Pub Date : 2021-02-01DOI: 10.35847/cmacauthur.3.1.69
Charles MacAuthur
{"title":"Review of Preparing Adult English Language Learners to Write for College and the Workplace","authors":"Charles MacAuthur","doi":"10.35847/cmacauthur.3.1.69","DOIUrl":"https://doi.org/10.35847/cmacauthur.3.1.69","url":null,"abstract":"","PeriodicalId":306023,"journal":{"name":"Adult Literacy Education: The International Journal of Literacy, Language, and Numeracy","volume":"15 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":"122782430","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}
{"title":"Response to Paul J. Jurmo","authors":"E. Prins","doi":"10.35847/eprins.2.2.45","DOIUrl":"https://doi.org/10.35847/eprins.2.2.45","url":null,"abstract":"","PeriodicalId":306023,"journal":{"name":"Adult Literacy Education: The International Journal of Literacy, Language, and Numeracy","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127927500","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}
{"title":"Engaging Technology","authors":"D. Rosen","doi":"10.35847/drosen.2.2.57","DOIUrl":"https://doi.org/10.35847/drosen.2.2.57","url":null,"abstract":"","PeriodicalId":306023,"journal":{"name":"Adult Literacy Education: The International Journal of Literacy, Language, and Numeracy","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126389003","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 : 2020-10-01DOI: 10.35847/ejacobson.2.2.4
Erik Jacobson
Each year in the United States, hundreds of thousands of people enroll in adult basic education (ABE) classes but leave before completing a level or accomplishing their goals. The persistence of this phenomenon may indicate that it is a feature of the system, rather than an unforeseen outcome. Research on other types of social service provision (e.g
{"title":"The Lessons of the Churn: Adult Basic Education and Disciplining the Adult Learner","authors":"Erik Jacobson","doi":"10.35847/ejacobson.2.2.4","DOIUrl":"https://doi.org/10.35847/ejacobson.2.2.4","url":null,"abstract":"Each year in the United States, hundreds of thousands of people enroll in adult basic education (ABE) classes but leave before completing a level or accomplishing their goals. The persistence of this phenomenon may indicate that it is a feature of the system, rather than an unforeseen outcome. Research on other types of social service provision (e.g","PeriodicalId":306023,"journal":{"name":"Adult Literacy Education: The International Journal of Literacy, Language, and Numeracy","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130213216","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 : 2020-10-01DOI: 10.35847/eroumell.ctodoran.fsalajan.2.2.16
E. Roumell, Corina Todoran, Florin D. Salajan
Recent Workforce Innovation and Opportunity Act legislation in the United States has initiated increasingly complex and multi-tiered systems for program implementation in the adult learning, career training, and workforce development sectors. The paper presents a conceptual framework to assist in understanding capacity building for implementation of adult and workforce education programming. The framework synthesizes a number of policy models, dimensions, and definitions for program delivery and capacity building. A capacity building framework can be applied for conducting policy analysis, needs assessment, and evaluation to underscore how the execution of ambitious policy initiatives and the sustained use of effective practices in communities and institutions, is more likely to be effective if the implementation process begins with a clear understanding of the program model and policies themselves. It also assists in building an active investment in and intentional cultivation of systemic capacity for implementation. Efforts at executing new initiatives without attending to system-level development and scaffolding support structures are prone to ineffective realization and poor program sustainability.
美国最近的《劳动力创新与机会法案》(Workforce Innovation and Opportunity Act)在成人学习、职业培训和劳动力发展领域启动了越来越复杂和多层次的项目实施体系。本文提出了一个概念性框架，以帮助理解实施成人和劳动力教育规划的能力建设。该框架综合了许多用于项目交付和能力建设的政策模型、维度和定义。能力建设框架可用于进行政策分析、需求评估和评估，以强调如果实施过程始于对计划模型和政策本身的清晰理解，雄心勃勃的政策倡议的执行和社区和机构中有效实践的持续使用如何更有可能有效。它还协助建立积极投资和有意培养系统的执行能力。在没有参与系统级开发和脚手架支持结构的情况下执行新计划的努力容易导致无效的实现和较差的程序可持续性。
{"title":"A Framework for Capacity Building in Adult and Workforce Education Programming","authors":"E. Roumell, Corina Todoran, Florin D. Salajan","doi":"10.35847/eroumell.ctodoran.fsalajan.2.2.16","DOIUrl":"https://doi.org/10.35847/eroumell.ctodoran.fsalajan.2.2.16","url":null,"abstract":"Recent Workforce Innovation and Opportunity Act legislation in the United States has initiated increasingly complex and multi-tiered systems for program implementation in the adult learning, career training, and workforce development sectors. The paper presents a conceptual framework to assist in understanding capacity building for implementation of adult and workforce education programming. The framework synthesizes a number of policy models, dimensions, and definitions for program delivery and capacity building. A capacity building framework can be applied for conducting policy analysis, needs assessment, and evaluation to underscore how the execution of ambitious policy initiatives and the sustained use of effective practices in communities and institutions, is more likely to be effective if the implementation process begins with a clear understanding of the program model and policies themselves. It also assists in building an active investment in and intentional cultivation of systemic capacity for implementation. Efforts at executing new initiatives without attending to system-level development and scaffolding support structures are prone to ineffective realization and poor program sustainability.","PeriodicalId":306023,"journal":{"name":"Adult Literacy Education: The International Journal of Literacy, Language, and Numeracy","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121678568","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 : 2020-10-01DOI: 10.35847/aellison.2.2.50
A. Ellison
{"title":"Response to Paul J. Jurmo","authors":"A. Ellison","doi":"10.35847/aellison.2.2.50","DOIUrl":"https://doi.org/10.35847/aellison.2.2.50","url":null,"abstract":"","PeriodicalId":306023,"journal":{"name":"Adult Literacy Education: The International Journal of Literacy, Language, and Numeracy","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124870674","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}
Transformative learning involves significant personal and social growth. Globalization, immigration, changes in socioeconomic patterns, geopolitical tensions, and advances in technology challenge teachers to understand and mobilize the changing dynamics, practices, and contexts of learning and literacy in more complex ways (Luke & Elkins, 2002). Transcultural literacies acknowledge multiple dimensions of literacy learning that build upon learners’ unique talents and aspirations. The use of powerful texts that highlight local and global themes can resonate with adult learners coming from diverse cultural backgrounds. Connections between transcultural literacies and dimensions of transformative learning are highlighted in this study. Journeys of Transcultural Literacies: Working Toward Transformative Learning in Adult Literacy Education Karen Magro, The University of Winnipeg This research study was motivated by my own observations of literacy and learning in a time of increased immigration and cultural diversity, and the reality that adult literacy classrooms should be reflecting these changes (Magro & Ghoryashi, 2011). Dagnino (2012) writes that “physical and virtual mobility has indeed become the main trope of societies characterized by ‘superdiversity’ and the dynamic interplay of alternative/ multiple modernities” (p.2). Along these lines, Pennycook (2007) defines transculturalism as “the fluidity cultural relations across global context” (p.91). Global flows, transnational interactions “loosen local populations from geographically constrained communities, connecting people and places around the globe in new and complex ways” (Miller, 2006, p.1). Miller suggests that these dynamic flows and mobilities open up new possibilities for a “worldwide” curriculum that disrupts the status quo and embraces plurality and social justice. Transcultural literacies explore the connections literacies between local ecologies and global events (Orellana, 2016). Honeyford and Watt (2017) write that now, more than ever, teachers in both urban and rural areas are seeking new texts and learning resources that better reflect the linguistic and cultural pluralism that exists today. Too often, historically marginalized youth and adults have been harmed by educational institutions; these students have suffered from colonial, racist, sexist, elitist, and homophobic abuse that may have caused them to abandon “traditional” education. Research Article Correspondence: Karen Magro, k.magro@uwinnipeg.ca http://doi.org/10.35847/KMagro.1.2.19
{"title":"Journeys of Transcultural Literacies: Working Toward Transformative Learning in Adult Education","authors":"Karen M. Magro","doi":"10.35847/kmagro.1.2.19","DOIUrl":"https://doi.org/10.35847/kmagro.1.2.19","url":null,"abstract":"Transformative learning involves significant personal and social growth. Globalization, immigration, changes in socioeconomic patterns, geopolitical tensions, and advances in technology challenge teachers to understand and mobilize the changing dynamics, practices, and contexts of learning and literacy in more complex ways (Luke & Elkins, 2002). Transcultural literacies acknowledge multiple dimensions of literacy learning that build upon learners’ unique talents and aspirations. The use of powerful texts that highlight local and global themes can resonate with adult learners coming from diverse cultural backgrounds. Connections between transcultural literacies and dimensions of transformative learning are highlighted in this study. Journeys of Transcultural Literacies: Working Toward Transformative Learning in Adult Literacy Education Karen Magro, The University of Winnipeg This research study was motivated by my own observations of literacy and learning in a time of increased immigration and cultural diversity, and the reality that adult literacy classrooms should be reflecting these changes (Magro & Ghoryashi, 2011). Dagnino (2012) writes that “physical and virtual mobility has indeed become the main trope of societies characterized by ‘superdiversity’ and the dynamic interplay of alternative/ multiple modernities” (p.2). Along these lines, Pennycook (2007) defines transculturalism as “the fluidity cultural relations across global context” (p.91). Global flows, transnational interactions “loosen local populations from geographically constrained communities, connecting people and places around the globe in new and complex ways” (Miller, 2006, p.1). Miller suggests that these dynamic flows and mobilities open up new possibilities for a “worldwide” curriculum that disrupts the status quo and embraces plurality and social justice. Transcultural literacies explore the connections literacies between local ecologies and global events (Orellana, 2016). Honeyford and Watt (2017) write that now, more than ever, teachers in both urban and rural areas are seeking new texts and learning resources that better reflect the linguistic and cultural pluralism that exists today. Too often, historically marginalized youth and adults have been harmed by educational institutions; these students have suffered from colonial, racist, sexist, elitist, and homophobic abuse that may have caused them to abandon “traditional” education. Research Article Correspondence: Karen Magro, k.magro@uwinnipeg.ca http://doi.org/10.35847/KMagro.1.2.19","PeriodicalId":306023,"journal":{"name":"Adult Literacy Education: The International Journal of Literacy, Language, and Numeracy","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121268846","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 : 2019-10-01DOI: 10.35847/ifeinberg.dgreenberg.etighe.mogrodnick.1.2.4
Iris Feinberg, D. Greenberg, Elizabeth L. Tighe, M. Ogrodnick
Health literacy is the ability of people to access, understand, and use health information (U.S. Department of Health and Human Services, 2010). Adults with low health literacy have low reading, numeracy, and digital skills which means that they have difficulty reading medication and discharge instructions, following instructions on a prescription bottle, using a table or chart to calculate their insurance deductibles, finding accurate health information on the Internet and/ or understanding the concept of risk (America’s Health Literacy: Why We Need Accessible Health Information, 2008; Bartholomae, Russell, Braun, & McCoy, 2016; Feinberg, Greenberg, & Frijters, 2015). Low health literacy is correlated with lower levels of educational attainment, higher use of non-print health information sources (radio or television), and less use of the Internet for accessing health information (Feinberg et al., 2015). Individual health literacy does not exist in a vaccum; rather, it is the interplay between one’s individual skills and the health literacy level of information that is provided that can further complicate how individuals access, understand, and use health information (Berkman, Davis, & McCormack, 2010; Rudd, 2015). Differences in culture, ethnicity, language, and social determinants of health such as socioeconomic status also affect an individual’s health literacy. Beliefs about health and health care, the meanings of words, access to health care, preferences of language and cultural beliefs all have a Abstract In the United States, worker health care is funded through health insurance plans paid for by employers. Insurance plans are written in complicated language that low wage earners (LWE), who have lower levels of education, may find difficult to understand. We examined the relationship between health insurance literacy (HIL), education, and literacy skills for 75 LWE. Results indicated low to moderate associations between literacies (reading, numeracy, digital), educational attainment and HIL; in a multiple regression analysis, only reading was uniquely significant. LWE with low educational attainment and poor reading skills may need additional support to understand and use their health insurance. Research Article
{"title":"Health Insurance Literacy and Low Wage Earners: Why Reading Matters","authors":"Iris Feinberg, D. Greenberg, Elizabeth L. Tighe, M. Ogrodnick","doi":"10.35847/ifeinberg.dgreenberg.etighe.mogrodnick.1.2.4","DOIUrl":"https://doi.org/10.35847/ifeinberg.dgreenberg.etighe.mogrodnick.1.2.4","url":null,"abstract":"Health literacy is the ability of people to access, understand, and use health information (U.S. Department of Health and Human Services, 2010). Adults with low health literacy have low reading, numeracy, and digital skills which means that they have difficulty reading medication and discharge instructions, following instructions on a prescription bottle, using a table or chart to calculate their insurance deductibles, finding accurate health information on the Internet and/ or understanding the concept of risk (America’s Health Literacy: Why We Need Accessible Health Information, 2008; Bartholomae, Russell, Braun, & McCoy, 2016; Feinberg, Greenberg, & Frijters, 2015). Low health literacy is correlated with lower levels of educational attainment, higher use of non-print health information sources (radio or television), and less use of the Internet for accessing health information (Feinberg et al., 2015). Individual health literacy does not exist in a vaccum; rather, it is the interplay between one’s individual skills and the health literacy level of information that is provided that can further complicate how individuals access, understand, and use health information (Berkman, Davis, & McCormack, 2010; Rudd, 2015). Differences in culture, ethnicity, language, and social determinants of health such as socioeconomic status also affect an individual’s health literacy. Beliefs about health and health care, the meanings of words, access to health care, preferences of language and cultural beliefs all have a Abstract In the United States, worker health care is funded through health insurance plans paid for by employers. Insurance plans are written in complicated language that low wage earners (LWE), who have lower levels of education, may find difficult to understand. We examined the relationship between health insurance literacy (HIL), education, and literacy skills for 75 LWE. Results indicated low to moderate associations between literacies (reading, numeracy, digital), educational attainment and HIL; in a multiple regression analysis, only reading was uniquely significant. LWE with low educational attainment and poor reading skills may need additional support to understand and use their health insurance. Research Article","PeriodicalId":306023,"journal":{"name":"Adult Literacy Education: The International Journal of Literacy, Language, and Numeracy","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122714040","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 : 2019-10-01DOI: 10.35847/sclemans.1.2.61
Shanith Clemans
{"title":"Response to Stephen D. Brookfield's Why White Instructors Should Explore Their White Racial Identity","authors":"Shanith Clemans","doi":"10.35847/sclemans.1.2.61","DOIUrl":"https://doi.org/10.35847/sclemans.1.2.61","url":null,"abstract":"","PeriodicalId":306023,"journal":{"name":"Adult Literacy Education: The International Journal of Literacy, Language, and Numeracy","volume":"51 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120893267","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}
{"title":"Review of The Open Door Collective: The Workforce Basic Skills Resources Collection","authors":"Johan Uvin","doi":"10.35847/juvin.1.2.71","DOIUrl":"https://doi.org/10.35847/juvin.1.2.71","url":null,"abstract":"","PeriodicalId":306023,"journal":{"name":"Adult Literacy Education: The International Journal of Literacy, Language, and Numeracy","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128452619","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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