U.S. adult literacy program practice: a typology across dimensions of life-contextualized / decontextualized and dialogic / monologic

Corporate Name: National Center for the Study of Adult Learning and Literacy (U.S.)

Series or Serial: NCSALL Reports #2

Publisher: Harvard Graduate School of Education

Published At: Cambridge, MA

Date Published: 1998

Distributor: NCSALL Reports, World Education

Source Address: 44 Farnsworth Street

Source City/State/Zip: Boston MA 02210-1211

Phone: 617-482-9485

Material Type: Research/Technical Report

Intended Audience: General

Physical Media: Print

Physical Description: 28 p.

Subjects: Adult Education; Adult Programs; Adult Literacy; Classification; Surveys; Program Content

Abstract:
This typology of adult literacy programs in the United States was created from a survey of 217 agencies. Programs were categorized by two dimensions. One was how much program content and materials reflect the specific needs and sociocultural context of the learner (life-contextualized/decontextualized). The second was how involved the learner is in the decision-making with regards to the activities of the literacy program (dialogic/monologic). Most programs were found to be decontextualized and monologic.

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