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***********************************************.T**************** * Reproductions Supplied by EDRS Are the Best That Can Be Made * * from the Original Document DOCUMENT RESUME ED 321 251 CS 010 224 AUTHOR Newman, Anabel Powell. Beverstock, Caroline TIME Adult Literacy: Contexts and Challenges. INSTITUTION ERIC Clearinghouse on Reading and Communication Skills, Bloomington, IN.; International Reading Association, Newark, Del. SPONS AGENCY Office of Educational Research and Improvement (ED), Washington, DC. REPORT NO ISBN-0-87207-356-4 PUB DATE 90 CONTRACT RI88062001 NOTE 232p. AVAILABLE FROM International Reading Association, 800 Bardsdale Rd., Newark, DE 19714 ($9.00 members; $13.50 nonmembers); ERIC Clearinghouse on Reading and Communication Skills, Indiana University, 2508 E. 10th St., Bloomington, IN 47408-2698 ($9.95 plus $2.00 postage and handling). PUB TYPE Information Analyses - ERIC Information Analysis Products (071) -- Books (010) EDRS PRICE MF01/PC10 Plus Postage. DESCRIPTORS *Adult Literacy; Adult Reading Programs; *Adults; *Educational History; Futures (of Society); Illiteracy; Literature Reviews; *Reading Research; Theory Practice Relationship IDENTIFIERS Workplace Literacy ABSTRACT Reporting recent and significant studies across the spectrum of the literacy movement to help plan the United States' literacy future, this book discusses the history of the adult literacy movement, especially in the United States, and the emergent definitions of adult literacy. The book also reports on the scholarship about, practice of, and challenges confronting the adult literacy movement. Chapters include:(1) "Adult Literacy: A New American Value"; (2) "What Literacy Has C-ne To Mean";(3) "Measurilig Amcrica's Literacy"; (4) "The Emergence of Thinking about Adult Literacy";(5) "Adult Literacy Research: Surveyinga New Field"; (6) "The National Coalition for Literacy"; (7) "Literacy Initiatives"; and (8) "The Challenges of Adult Literacy." (RS) ******************************************************.t**************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * *************:.********************************************************* ADULT LITERACY Contexts & Challenges Anabel Powell Newman Caroline Beverstock Indiana University IlaInternational Reading Association, Inc. 800 Barksdale Road, Newark, Delaware 19714 ERICClearinghouse on Reading and Communication Skills cl fEr:Z.. Indiana University ri. Bloomington, Indiana 47405 O O ti ci IRA BOARD OF DIRECTORS Carl Braun, University of Calgary, Calgary, Alberta,Canada, President Judith N. Thelen, Frostburg State University, Frostburg, Maryland, PresidentElect Marie M. Clay, University of 0Ickland, Auckland, New Zealand,Vice President Joan F. Curry, San Diego Stat.. iversity, San Diego, California Vincent Greaney, St. Patrick's College, Dublin. Irelaou Dolores B. Malcolm, St. Louis Public Schools, St.Louis. Missouri Mary D. Marockie, Regional Education ServiceAgency VI, Wheeling, West Virginia Ann McCallum, Fairf.-.:. County Public Schools, Annandale,Virginia Joy N. Monahan, Orange County Public Schools, Orlando, Florida John J. Pikulski, University of Delaware, Newark, Delaware Kathryn Ann Ransom, Springfield Public Schools, Springfield, Illinois Richard T. Vacca, Kent State University, Kent, Ohio Robert G. Jones, Acting Executive Director IRA PUBLICATIONS COMMITTEE 1990-1991Donna Ogle, National College of Education, Chair Irene West Gaskins, Benchmark School, Media, Pennsylvania M. Jean Greenlaw, University of North Texas Robert G. Jones, IRA Edward J. Kaineenui, University of Oregon Adna F. Klein, California State College Ann McCallum, Fairfax County Public Schools, Annandale, Virginia Anne McCourt-Lewis, University of Delaware John T. Ridley, Houghton Mifflin Company Timothy Shanahan, University of Illinois at Chicago Circle Jon Shapiro, University of British Columbia Dixie Lee Spiegel, University of North Carolina Barbara R. E. Swaby, University of Coloradoat Colorado Springs The International Reading Association attempts, throughits publications, to provide a forum for a wide spectrum of opinions on reading. Thispolicy permits divergent viewpoints without assuming the endorsement of the Association. ERIC/RCS Director Carl B. Smith The Eats Clearinghouse on Reading and CommunicationSkills (acs) is sponsored by the Office of Educational Research and Improvement, U.S.Department of Education. ERIC/RCS gathers and disseminates information inareas related to language arts and mass communica- tion under DE contract No. at 88062001. Contractorsundertaking such projects under government sponsorship are encouraged to express freely theirjudgment in professional and technical matters. Points of view or opinions, however,do not necessarily represent the official view or opinions of the Office of EducationalResearch and Improvement. Copyright 1990 by the International Reading Association. Inc. Library of Congress Cataloging in Publication Data Newman. Anabel Powell. Adult literacycontexts and challenges / Anabei Powell Newman, Caroline Beverstock. p. cm. Includes bibliographical references t. LiteracyUnited States 2. LiteracyUnited StatesHistory. 1. Beverstock, Caroline.II. Title. te151.N491990 90-38481 374%012 dc20C1P ISBN0.87207-356-4 It 4 Contents Foreword iv Introduction vi 1 Adult Literacy: A New American Value 1 2What Literacy Has Come to Mean 30 3Measuring America's Literacy 47 4The Emergence of Thinking about Adult Literacy88 5Adult Literacy Research: Surveying a New Field122 6The National Coalition for Literacy168 7Literacy Initiatives182 8 The Challenges of Adult Illiteracy193 Foreword oday is yesterday's tomorrow. The present status of adult liter- acy as a pervasive value in American society is rooted in the work of literacy pioneers such as Cora Stewart, William S. Gray, Frank Lauba .:11, and Wc..1thy Honsinger Fisher. More recently, Sarah Gudschinsky, Don Brown, Anabel Newman, H.S. Bhola, and Paulo Freire have expanded our understanding of the uniqut, literacy needs of adults and of our pedagogical, psychological, and sociological resources for meeting them. Even so, we still have limited knowl- edge of illiterate adults and how to assist them. However,as the 1990s begin, so begin some promising breakthroughs in adult liter- acy. One of the most significant developments in adult literacy during the 1980s was the recognition that the research base for deci- sion making and the affirmation of progress was extremely limited. The response of dedicated individuals, institutions, organizations, and corporations to this need has been vigorous and already has be- gun to produce valid, quantified knowledge to replace assumptions. Clarification of the relationships among learning theory, cultural/ social factors, and workplace demands as they apply to the literacy needs of today's adults is leading to instructional change. Most im- portant, new questions are being raised and new programs devel- oped; concurrently, our perspectives are broadening. Two recent trends are: (1) intergenerational/family literacy, designed to break the cycle of adult/child undereducation, and (2) workplace liter- acy, which focuses attention or individuals in relation to the societal and economic concerns of the nation. iv A second major development over the past decade has been the creation in 1981 of the National Coalition for Literacy, which has provided a means for better communication, cooperation, and collaboration among groups from the public, private, corporate, and professional sectors that are committed to the literacy effort. In 1985, with the assistance of the American Advertising Council, na- tionwide advertising campaigns were begun. Today, as never be- fore, Americans are "sensitized" to the nation's literacy needs. Enrollment in literacy programs and the number of volunteer teach- ers have increased. Funding for literacy programs has increased as well, and innovative initiatives are appearing in virtually every state. But challenges remain. What are our national literacy goals? Who will provide the leadership for meeting them? Who will fund new programs? How can the public and private sectors become more productively collaborative? What is the role of industry? Who will plan, fund, and execute research? What are the more promising practices programatically and instructionally? Today will soon be tomorrow's yesterday. To make every to- morrow one in which new advancements are made toward literacy for people everywhere, the International Reading Association dedi- cates its resources and its will. This volume, offered during Interna- tional Literacy Year, affirms this commitment and honors all who have contributed, are contributing, and will contribute to the real- ization of a more literate tomorrow for every Child and adult wh^ seeks the freedom and fulfillment of learning to read and write. Through a past-to-present view, these pages define the status of lit- eracy education today and point to tomorrow's challenges. Betty H. Yarborough Old Dominion University v l'l I Introduction Anierica changed its mind for the better about adult literacy dur- ing the 1980s. We have been brought by the adult literacy movement from a slight (but growing) awareness of the problem of illiteracy in the previous generation to national recognition of the literacy needs of adults. Now we are ready as a nation to affirm full literacy as a value that we cannot do without. For some, awareness of the problem came as a result of the media blitz sponsored by the National Coalition for Literacy. For others, awareness came through hearing about disturbing test results in U.S. classrooms, or by meeting people at worknice and
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