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Full-Text Articles in Education
Institutional Ethnography And Actor Network Theory: The Possibilities And Challenges Of Exploring The Relational In Adult Education Research, Terrie Lynn Thompson, Christine Pinsent-Johnson
Institutional Ethnography And Actor Network Theory: The Possibilities And Challenges Of Exploring The Relational In Adult Education Research, Terrie Lynn Thompson, Christine Pinsent-Johnson
Adult Education Research Conference
Adult education practices are imbued with the relational and the material. Drawing on our empirical studies we explore the utility of Actor Network Theory and Institutional Ethnography—theoretically and methodologically—for adult education researchers. A brief theoretical overview of the two perspectives will highlight their convergences and divergences. We then introduce several methodological concepts to explore how IE and ANT encouraged us as researchers to unravel relations, bring relations into view, and attend to coordination/translation. Adult education is a disparate and complex field. Researchers may find the approaches useful in understanding the ways adult education practices are coordinated and connected.
Certification For What? Practitioner Perspectives On The Changing Landscape Of Adult Literacy Education, Suzanne Smythe
Certification For What? Practitioner Perspectives On The Changing Landscape Of Adult Literacy Education, Suzanne Smythe
Adult Education Research Conference
The responses of 63 adult literacy educators to an online survey suggest that professional development and training to meet the diverse contexts and practices in the field must attend to the embedded inequalities in access to quality literacy education for low income learners, and the marginalization of adult literacy work, which persists even as successive governments hail the importance of literacy education for citizenship and employment.
Essentializing The Experiences And Expertise Of Adult Literacy Educators, Christine Pinsent-Johnson
Essentializing The Experiences And Expertise Of Adult Literacy Educators, Christine Pinsent-Johnson
Adult Education Research Conference
Adult literacy educator expertise is being subsumed by the Essential Skills framework and IALS testing methodology as both are packaged as adult literacy pedagogy. Preliminary findings from an Institutional Ethnography illustrate how educators are becoming increasingly immersed in the discursive relations of the literacy regime as they: 1) get hooked into the discourse of the regime; 2) establish a direct link with assessments and accountability requirements; and 3) are taught to change the way they teach, discounting both research and practice based knowledge of literacy and adult learning.
The Meaning Of ‘Being Literate’ In The Case Of Adult Literacy Learners In Korea, Jihye Lee
The Meaning Of ‘Being Literate’ In The Case Of Adult Literacy Learners In Korea, Jihye Lee
Adult Education Research Conference
This study examines the meaning of ‘being literate’ along with focusing on the relationship with formal education in Korea. For the purpose of this study, adult literacy learners wrote 1,673 articles and they were also analyzed. As a result, the demand for having formal education experience limits and influences the motivation, educational process, and meaning of being literate for adult literacy learners in Korea.
Failing To Read Well: The Role Of Public Libraries In Adult Literacy, Immigrant Community Building, And Free Access To Learning, Luis Kong
Adult Education Research Conference
This study explores the impact library literacy programs have in the development of immigrant community engagement. Public libraries services are essential to the social, cultural, and economic development of rapidly expanding ethnic communities. A library’s adult literacy programs play an important role in reaching new Americans and expanding their participation in society. Through learner-centered instruction, these programs provide opportunities for advancement and integration. The dialogic exchange among learners promotes reciprocal teaching, and enriches their voices as they link what they learn to what is relevant in their lives. This study concludes with strategies to successfully bridge immigrant transition to become …
Unfolding The Adult Literacy Regime, Richard Darville
Unfolding The Adult Literacy Regime, Richard Darville
Adult Education Research Conference
A quarter-century’s development of a regime that promotes and regulates adult literacy has diminished the space for responsive and relational literacy work. Many institutional processes – in media, transnational policy- making, survey-based knowledge, and governmental regulation – are tied together in this development. Mapping their connections allows a better understanding of this development than does ideological critique.
From Classroom Assessment To Ials And Piaac: Disconnected Conceptions About Measuring Adult Literacy, Audrey Gardner
From Classroom Assessment To Ials And Piaac: Disconnected Conceptions About Measuring Adult Literacy, Audrey Gardner
Adult Education Research Conference
The International Adult Literacy Survey has resulted in a reframing of the meaning of adult literacy and contributed to disconnected conceptions about literacy assessment in Canada and elsewhere. In the emerging IALS framework governments prioritize statistical measures and largely overlook the array of mostly qualitative evidence of learner progress. Programs are challenged to balance assessment methods that are meaningful to learners with policy expectations on raising literacy rates. This paper offers a brief analysis of how adult literacy assessment has been caught up in the IALS discourse that undercuts learner-centered assessment.