Interviews with staff and students of five Alberta literacy programs about their participatory practices elicited three themes: student representation, from silence into speech, and working across differences. The way social identity played a role in power relations between literacy workers and students must be addressed for true student…

Adult literacy students (n=344) read, retold, and answered questions about two narrative and/or expository passages. Miscue analysis revealed few differences across nine reading levels. Results of the three tasks indicate adults at all stages of literacy development make effective use of their knowledge as they read. An integrated, spiral…

"In Quest of the Quick Fix: Staff Development in the 'National Literacy Training Act'" (Quigley) argues that professional development programs must consider "literacy for what?""Foundations for Adult Learning and Development Policy" (Craig) evaluates a policy document of the Alberta Advanced Education Ministry. (SK)

Adult literacy students (n=94) were interviewed upon program entry; follow-up interviews with 69 were conducted over 3 years. They perceived positive cognitive, psychological, and social changes from participation, especially initially. Increased school demands and minimal social support made some less positive about themselves by the end of their…

Craig raises concerns about the Movement for Canadian Literacy's proposal in terms of jurisdictional and organization issues regarding literacy and government role. Quigley examines the notion that workplace literacy is a panacea for economic development and warns of dangers in a major shift of funding to this form of literacy. (SK)