Previous research on digital storytelling (DST) has focused chiefly on children and youth, but we know little about how it is used in non-formal adult education. This article analyzes a DST class in rural Ireland, which was organized by a family literacy program and offered for parents at an elementary school. Data sources included fieldnotes,…

Supportive social relationships are an important dimension of marginalized women's participation in community-based adult education programs. However, policy makers and researchers often consider these social dimensions to be tangential or secondary to instrumental outcomes such as obtaining employment or increasing standardized test scores.…

Background/Context: Educational researchers have long sought to understand the factors that enable or constrain persistence in non-formal family literacy and adult education programs. Scholars typically posit three sets of factors influencing persistence: situational (learners' life circumstances), institutional (programmatic factors), and…

Due to federal budget cuts in 2005-06, 11 family literacy programs in Pennsylvania switched from federal Even Start to state (Act 143) funding. Simultaneously, state welfare requirements stipulated that in most circumstances adult education is not an allowable work activity for welfare recipients over age 20. This study examined how these policy…