Provides a description of action research, shares examples from adult literacy education, and suggests implications for the practice of continuing professional education. (JOW)

The author discusses the problem of adult illiteracy. Funding sources for adult basic education are reviewed. Suggestions regarding how vocational educators can help solve the literacy problem are included. Initiatives suggested include (1) diversification, (2) collaboration, (3) partnerships, and (4) renewal. (CH)

Assesses adult illiteracy in the Federal Republic of Germany, reinforcing some observations on the situation in the U.S. and other industrialized nations. (RAE)

Introduces a new column which will be a "collection of choice morsels" about ways to use technology in the interest of enhancing literacy for adolescent and adult learners. (SR)

Describes the use of Stake's Responsive Evaluation Model, a transactionist approach, to evaluate the Distance Education for Literacy Providers (DELP) Course which is a Canadian project designed to assist community-based adult literacy workers acquire necessary skills and knowledge. A taxonomy of major evaluation models is included. (Author/LRW)

Six types of programs involving college students in adult literacy were identified and analyzed: adoption, referrals, coordination, cosponsorship, creation of new programs, and coalitions. Principles for successful collaboration, sustainability and quality, and ethical issues were also identified. (SK)

Describes Book Bridges, a community-based family literacy program which aims to increase literacy for parents and children through composing and sharing family stories. Discusses how immigrant mothers' experiences in a reading workshop, writing workshop, and literature circles combined to support the development of English literacy, personal…

Argues that literacy in the United States, more than an educational concern, is a powerful sociopolitical force. Describes many definitions of "literacy" from different contexts, including political and educational. Explains the origins of the OLRC (Ohio Literacy Resource Center). Concludes that in just one year of operation, the OLRC…

A survey of 71 Australian adult literacy and basic education providers showed low enrollment of hearing-impaired persons in literacy programs. Teacher training and resources are generally inadequate to meet the instructional needs of this population. (SK)

Feminist research should be for, with, and by women. It is collaborative, acknowledges researcher subjectivity, explores the uniqueness of women's experience, and encourages recognition of how change might occur. (SK)

Guidelines for eliciting useful feedback focus on planned opportunities, collection during programs, multiple methods, descriptive information, feasible changes, clarification from learners, investigation of prompt response to learner concerns, staff discussion, receptivity to change, and commitment of resources. (SK)

Studies phoneme deletion and literacy in native and nonnative speakers of English. Finds that phoneme deletion is sensitive to degrees of literacy and to native language whereas the Measure of Adult English Proficiency test is not sensitive to native language variation. (MG)

Discusses ways elementary teachers may identify low-literate parents and how teachers can help low-literate parents. (SR)

This memoir of Paulo Freire looks at how others have perceived his life and work, concluding that his influence stems from being both an adult educator and a celebrity. (SK)

Adult literacy education can contribute to the political change process in Scotland by shifting from a narrow functional approach to a more critical one. The critical approach recognizes vernacular literacies and focuses on developing competence in diverse literacies and on identifying the contexts in which they should be used. (SK)