Information about the specific literacy levels, needs, motivations, and resources of older adults is virtually nonexistent. As the percentage of older adults in the U.S. population continues to increase, federal/state policymakers must take the following actions: increase the attention/funding given to literacy programs targeting older adults; take substantive action to preserve the linguistic and cultural resources possessed by older adults by virtue of their experience in other settings/times; and focus on collaborative (especially intergenerational) literacy program models. Formulation of a sound public policy regarding older adults and literacy education will require more research in areas such as the following: the social and historical contexts in which older adults operate, uses of language and literacy in the context of the family, literacy resources of older adults (especially those with limited English language proficiency), and the nature of cognitive resources and learning strategies that older adults bring to learning situations. Practitioners developing/delivering literacy programs for older adults must identify/develop strategies to meet the particular needs of older adults, eliminate barriers preventing older adults from full participation in literacy education, build on older adult learners' strengths, and focus on collaborative educational strategies (including collaboration between professionals and between learners). (Contains 105 references.) (MN)