Talking About Literacy: Principles and Practice of Adult Literacy Education

Talking about Literacy re-examines dominant notions of what litreracy is, and challenges the problem-solution reflex to the issue (the problem is illiteracy: the solution is more literacy). Literacy has enormous emotional and political associations, and the job of literacy educator often concerns changing attitudes and challenging prejudices - whether in the form of publicity strategies, counselling new students, or in curriculum design. In short, adult literacy education means not only teaching courses like 'fresh start', 'basic skills', 'study skills', 'communication skills', 'language support' and 'return to study', but also designing strategies to encourage people to see that these courses may meet their own interests - and educating them and others to rethink their own negative attitudes to 'illiteracy'. The book looks in detail in at five principles put forward by Jane Mace as central to the education of people who often can read, but wish they could read better; who, technically can write, but have a desire to do so with more expression and coherence. These principles focus on five themes: context, inquiy, authorship, equality and community. Since it is all too easy for literacy education involving adults who do not have formal qualifications to stop short of teaching techniques for 'correct' writing, these principles mean taking seriously a view that adult students are writers as well as readers - that they have an entitlement to be read, as well as to read others.

Education & Teaching

Mace, Jane

Nfa, Jane Mace

Higher & Continuing Education

Routledge

Talking about Literacy: Principles and Practice of Adult Literacy Education

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Playing With Time: Mothers And The Meaning Of Literacy

Politics & Social Sciences

Sociology

Against a background of press reports of declining literacy standards, there is a dominant idea that both the responsibility for literacy learning and the key to literacy success lies as much within the family as in the school. Using a historical framework, this book explores the lives of mothers born after 1870, through accounts from the Mass Observations's archives of correspondence and on interviews by the author with children of these mothers. The study reveals an enormous variety of attitudes of mothers to their own and their children's literacy and the author investigates the relationship between gender and literacy, revealing the ways in which the family, and women in particular feel pressurized to be responsible for the literacy of their children.

Literature & Fiction

Contemporary

There is a large body of research that shows literacy is a matter of context and social relationships - rather than a skills-deficient model of inadequacy and lack. Drawing on this research, Outside the classroom explores how, by using the social practice view of literacy, teachers and policy makers can look beyond the skills focus of the classroom to see something of the networks and environments in which learners operate. Expounding the links between theory and practice, the authors set out both the key concepts central to the social practice view of literacy and the crucial aspects of teaching practice. Each is illustrated by a related group of portraits, researched and written by teachers of adult literacy in partnership with learners, offering a rich and varied collage of literacy lives. The authors bring these together in the concluding section, signalling further directions for teaching and research. For anyone interested in the social realities of reading and writing, this is an invaluable resource for professional development, participatory research and teaching practice in adult literacy education.

Outside the Classroom: Researching Literacy With Adult Learners

Fowler, Ellayne

Natl Inst of Adult Continuing

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Books by Mace, Jane