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Full-Text Articles in Education

Literacy, Technology, And First Year Teachers: A Case Study, Emily Kearns Burke Jun 2016

Literacy, Technology, And First Year Teachers: A Case Study, Emily Kearns Burke

Adult Education Research Conference

This paper examines how first year teachers describe their preparation and use of technology to teach literacy. Findings indicate teachers feel confident but unsupported in their efforts.


How Is U.S. Adults’ Health Related To Literacy, Numeracy, Technological Problem-Solving Skills, And Adult Education? A Piaac Analysis, Esther Prins, Shannon Monnat, Carol Clymer, Blaire Willson Toso May 2015

How Is U.S. Adults’ Health Related To Literacy, Numeracy, Technological Problem-Solving Skills, And Adult Education? A Piaac Analysis, Esther Prins, Shannon Monnat, Carol Clymer, Blaire Willson Toso

Adult Education Research Conference

This paper uses U.S. data from the Program for the International Assessment of Adult Competencies (PIAAC) to analyze the relationship between self-reported health and (a) literacy, numeracy, and technological problem-solving skills, and (b) involvement in adult education, and to determine whether those relationships vary by race/ethnicity and educational attainment.


Health Literacy And How Rural Communities Understand Hypertension Information In Kabale, Uganda, Rob Freer May 2015

Health Literacy And How Rural Communities Understand Hypertension Information In Kabale, Uganda, Rob Freer

Adult Education Research Conference

This research examines health literacy and how rural communities understand hypertension information in Kabale, Uganda. Commonly defined as an individual’s ability to access, understand, and use information to promote and maintain positive health and well-being, health literacy and hypertension has yet to be problematized within an African context.


Resonance And The Importance Of Informal Learning In The Literacy Environment, Rebecca Melville Jun 2011

Resonance And The Importance Of Informal Learning In The Literacy Environment, Rebecca Melville

Adult Education Research Conference

This paper describes a study that was done with tutors and students in Frontier College’s Beat the Street/Literacy and Basic Skills program. The study investigated how tutors and students interact and learn from one another in a literacy environment. It was conducted with qualitative methods including focus groups, interviews, reflexive inquiry and ethnographic research. Findings indicate that the informal learning of both tutors and students plays an important role in literacy learning, particularly in creating moments of profound connection that the author refers to as resonance.


The State, The People, And The Colony: Towards A Critical History Of Early Newfoundland Literacy, Leona M. English Jun 2011

The State, The People, And The Colony: Towards A Critical History Of Early Newfoundland Literacy, Leona M. English

Adult Education Research Conference

Adult literacy in nineteenth century Newfoundland was greatly influenced by the island’s positioning, first as a colony of Britain, and later as a struggling country dependent on experts, pedagogical methods and philanthropy from the home country and its religious institutions. Literacy efforts contributed to the general “civilizing” of the outpost and enabled it to become increasingly self reliant, at least for select periods of time. This study analyses some of these early literacy efforts, asking critical questions of colonialism, organization, gender, and religion.


The Enactment Of Hegemony Through Identity Construction: Insights From Thepresentation Of Self In Everyday Life, Brendaly Drayton, Esther Prins May 2009

The Enactment Of Hegemony Through Identity Construction: Insights From Thepresentation Of Self In Everyday Life, Brendaly Drayton, Esther Prins

Adult Education Research Conference

This paper uses Goffman’s dramaturgical analysis to examine how hegemony maintains its power and influence in the life of the individual. The analysis reveals that the power of hegemony lies in the construction of particular identities that shape our interactions and limit our imagined futures.


In Other Languages: Toward A Critical Pedagogy Of Visual Discourse, Patricia Holland Webb Sep 2008

In Other Languages: Toward A Critical Pedagogy Of Visual Discourse, Patricia Holland Webb

Adult Education Research Conference

The language of visuality, despite its ubiquitous “voice” in contemporary global life, is all but ignored in education theory. This paper proposes a theoretical framework for critical pedagogic study of visual meaning structures and interpretation, drawing on psychoanalytic theory, critical theory, and notions of multiliteracy.