U.S. adult literacy program practice: a typology across dimensions of life-contextualized / decontextualized and dialogic / monologic
Series or Serial: NCSALL Reports #2
Corporate Name: National Center for the Study of Adult Learning and Literacy (U.S.)
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
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
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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