Material from academic journals, the ERIC database, and the mass media regarding workplace literacy was reviewed. Among the review's major conclusions were the following: (1) the growing complexities of the workplace and society have contributed to evolving definitions of workplace literacy that include development skills generally associated with management (interpersonal, negotiation, teamwork, problem-solving, critical thinking, and career development skills); (2) organizations must establish clear links in the relationship of literacy and work; (3) attempts to meet the operational needs of business and industry and the literacy needs of labor have resulted in the evolution of various approaches to delivering workplace instruction, including the general, functional, and participatory approaches; and (4) although business, government, and labor all support workplace literacy in principle, each has remained fairly reluctant to support workplace literacy programs. The following recommendations were made: expand workplace literacy research efforts, continue funding workplace literacy at the federal and state levels, prepare to continue after cessation of the National Workplace Literacy Program, align workplace literacy programs closely with companies' missions, design curricula relevant to workers' lives, and demonstrate impacts on the workplace beyond anecdotal data. (Contains 63 references.) (MN)