A series of sequentially replicated case studies examined the use of information technologies in the context of existing adult literacy programs. Literacy programs offered by the following institutions were studied: Watts Adult Learning Center (Los Angeles, California); Creative Academic Achievement Pro-Success Learning Center (McAllen, Texas); Correctional Education Division, Los Angeles County Jail; Baltimore Reads, Inc. (Baltimore, Maryland); Center for Training and Economic Development Cleveland, Ohio; and United Auto Workers--Ford National Education, Development, and Training program with headquarters in Dearborn, Michigan. Administrators, technical specialists, teachers, and adult learners involved in each program were interviewed to gain information about the features of the technologies used, the contexts in which they are introduced, and factors in integrating new technologies into existing program settings. On the positive side, the interviews established that technology can indeed be effective in adult literacy programs, people enjoy working with technology, and information tools enhance program flexibility. On the negative side, the interviews confirmed that technology can be intimidating, the tools of information technology require learner investment and new skills on the part of teachers, overreliance on information technology is possible, and networking of people and machines is too limited. (Appended are the study interview guides and a list of contact individuals. Contains 26 references. (MN)