National Adult Literacy Database

Authors: Grace V. Malicky, C. Herb Katz, Charles A. Norman, Mary Norton

The purpose of this research was to investigate the nature of literacy learning for 5 successful adult learners in a community-based program as well as to identify factors which supported their learning. A qualitative, case study approach was employed. The adults demonstrated both acceptance of and resistance to the dominant discourse on literacy. Consistent with expectations for community- based programs, empowerment was a predominant theme but tended to be more at an individual, rather than a social level.

Added: 1997-01-01

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Authors: Grace V. Malicky, Charles A. Norman, Grant Schellenber

Research generally shows that participation rates are low and dropout rates are high in adult literacy programs. This article discusses a three-year study, conducted in a Canadian context, which examined participation patterns of adults in literacy programs as well as past school experiences and reasons for entering and leaving literacy programs.

Added: 1994-01-01

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Authors: Grace V. Malicky, Charles A. Norman

One purpose of the 3-year study reported in this paper was to understand the lives of participants in adult literacy programs in a large urban center in Canada from the perspectives of the program participants themselves. A second purpose involved asking them about perceived changes in them and in their lives as they participated in literacy programs. This information can be used to help tailor literacy programs to the adults' needs and the subjective realities of their lives.

Added: 1996-01-01

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Authors: Grace V. Malicky, Charles A. Norman

There are numerous definitions of literacy but relatively few data on the views of adult learners in literacy programs regarding literacy and even fewer on the views of adult literacy instructors. This study examined the views of 94 learners and 31 teachers regarding literacy as well as the actual classroom experiences of a subgroup of learners. Results showed that learners tended to view literacy from a fundamental perspective but entered programs for job-related reasons. Their teachers viewed literacy from a functional perspective but presented programs that were fundamental in nature. Emancipatory views were reflected to a very limited extent in either views of literacy or actual classroom experiences.

Added: 1995-01-01

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