Discusses one central characteristic of "women's way of knowing," some immediate implications for adult literacy instruction, and possible directions for further research. (JOW)

One general theory of knowledge supports a transactional perspective that defines literacy as relative and context-dependent. Exploration of this theory can begin by examining the relationship between metaphor and knowing, focusing on the underlying metaphorical nature of knowledge. If the constructionist, experiential, metaphoric account of…

In exploring the relationship between ethics and adult literacy education, some of the major ethical principles of John Dewey are discussed. The actions of adult educators such as Myles Horton are used to demonstrate these principles. Finally, implications are suggested for ways these principles affect adult literacy programs. (Author)

Suggestions are offered for incorporating George Herbert Mead's ideas on the structure of literacy instruction, the use of volunteer tutors, student assessments, and instructional activities. (JOW)

Describes how the work of modern poets can expand adult learners' views of the uses of reading and writing and their own ability and specifically shows how the works of Carl Sandburg, Lucille Clifton, William Carlos Williams, and Langston Hughes can be used to teach adults to read. (SRT)

The author explores why he believes the Adult Performance Level criteria, related objectives and the instructional strategies, and programs that follow from the objectives are unsupportable by any empirical evidence and detrimental to both individuals and society. (CT)

Imagination is indispensable for knowing the world. However, visual and musical imagery are ignored in education. Adult literacy education can be enhanced by the process of reading the world through print, pictures, and music. (SK)

Literacy must be grounded in creation: imagination, vision, revision, metaphor, and image. Literacy entails imaginative interpretation of texts in private and social contexts. Literacy education that ignores storytelling in favor of "practical" skills prevents construction of perspectives that make experience comprehensible. (SK)

Considers how a spiritual connection across age differences affects literacy education. Notes that the Bible is foremost among the texts adult basic literacy students want to read. Claims that being students of stories of faith and religion does not mean that educators become proselytizers or that they ignore the difference between public and…

Critiques demeaning attitudes toward adult literacy learners implicit in the practices of major literacy programs and examines underlying assumptions about the nature of literacy in light of recent studies. Argues that literacy professionals must confront political and institutional barriers to effective literacy education and offers an…

This article presents the personal literacy journey of the author that originated while driving through Scotland. The journey serves as one touchstone of his own personal and professional life. The author shares what he finds on "this" particular journey: (1) Particular (and often peculiar) interest; (2) Active engagement of the four…

Using James Britton's model of discourse as a touchstone, this paper develops a theoretical base for writing instruction in adult literacy programs. The paper explores writing from an interactionist perspective that views writing as a complex recursive process in which the writer builds meaning with a text according to the purposes for writing,…

Argues that adult literacy instruction should develop slowly over time and begin in the expressive and poetic discourse modes. (HOD)

Argues that using the adult learner's needs and interests to choose individual reading material makes better sense than using inappropriate workbooks and other commercial literacy materials, and offers six criteria for evaluating materials. (HOD)

Argues that metaphor, as it thrives in fiction and poetry, is relevant and even essential, to adult-literacy theory and practice. Argues that the concrete poetic images, metaphors, and stories literacy educators learn from students should help shape their theoretical discussions of adult literacy; and likewise, once learned, these should be the…