Research on adult literacy suggests that some formidable problems lie ahead as efforts continue toward ensuring that every adult in the United States is literate and possesses skills necessary for economic competitiveness and citizenship. Among the difficulties facing existing approaches are three interrelated issues. First, current programs serve only a small percentage of those considered needing improved literacy skills. Second, literacy development appears to be a slow process for participants. Third, retention of the literacy skills and knowledge developed is uncertain. One way to begin thinking about new programmatic approaches to literacy development is to broaden the basic concept of literacy and view it as an attribute of individuals and the environments and contexts in which they live and work. Literacy programs can be designed to affect both the individual through instruction and the environment in which the learner uses literacy. This broadened notion of literacy programming carries with it an expanded sense of program participation and outcomes. Program participation includes engagement in formally organized instructional activities and literacy activities in targeted environments. Program outcomes include proficiencies at performing various literacy activities in targeted environments. Such programs may be readily developed in the workplace or in more traditional formats and settings. (Contains 12 references.) (YLB)