Identifies three significant findings about Canadian literacy from the first International Adult Literacy Survey, examines their significance for educators and policymakers, and proposes a number of interventions to support literacy learning, especially for families from low socioeconomic backgrounds. Makes the case for a concerted effort by…

In 2002-03, a qualitative study examined the experiences of 70 stakeholders connected to two community-based adult literacy programs in Manitoba, Canada. Self-directed learning was one of several elements that these research participants considered essential to the learning process. These literacy stakeholders defined self-directed learning as a…

Describes the background of Literacy Canada-Laubach, a voluntary agency working toward 100 percent literacy, as well as Canadian research on adult illiteracy and the background of political support for this issue. Makes eight specific recommendations to the Canadian government on such topics as a National Literacy Council, funding, and materials…

Distinguishes between functional and elective illiterates and attempts to explain the extent and causes of elective illiteracy in Canada. Describes a model of reading activity that confirms expected bivariate associations between elective illiteracy and education, settlement type, language, age, and occupation but reveals three complicating higher…

The International Adult Literacy and Skills Survey (IALSS), released on November 9, takes a closer look at Canadians' ability to deal with everyday literacy demands. In today's information-based society and economy, literacy is more important than ever. IALSS defines literacy as one's capacity to "use printed and written information to…

This bibliography was compiled for The Centre for Literacy's 2004 Summer Institute: "Adult Basic Education: Impact of Policy on Practice: International Perspectives". The references and annotations point to relevant research studies, advocacy papers, and government documents that describe and discuss the role that policy plays in shaping…

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…

Examines a model of professional development including preprofessional, autonomous, collegial, and postprofessional phases. Addresses the importance of reflective practice in moving from autonomous to collegial. Suggests the potential for computer-mediated communication to promote reflective dialogue. (Contains 30 references.) (SK)

This booklet of information and accompanying reading selections are intended to help a tutor get started with a new adult learner. The booklet does not provide suggestions for teaching strategies, but rather discusses conducting the initial assessment of learners, observing the student reading, categorizing the students into one of three stages,…

This document consists of 11 information sheets on conducting literacy audits for social agencies in Calgary, Alberta (Canada). The literacy audit is a systematic in-house assessment of the accessibility of an agency for low literate adults. The packet begins with five information sheets that provide questions and answers under the following…

This annotated bibliography lists 25 materials that focus on older adult literacy needs, issues, and programs. It includes current Canadian literature in the area, as well as pertinent U.S. documents. The materials cover topics ranging from older adult literacy program development and learning resources to selected titles of general literacy…

The author suggests that illiterates are portrayed by the media as incompetents leading miserable lives and that this image is incorrect for the majority. He commends the 1987 Southam News series on literacy for not following this trend; he describes the series and how it has put adult literacy on the Canadian agenda. (CH)

A survey of 11 adult literacy practitioner research networks in the United States, United Kingdom, Australia, and Canada indicated the following: primary purposes were professional development and outlet for practitioner voice; predominant methods were action and participatory research; 10 had government funding; and challenges included lack of…

Describes a Canadian curriculum development project; analyzes underlying policy assumptions. Advocates involvement of prison educators and inmates in the process if curriculum is to meet the educational needs of inmates. (Author/LAM)

Compares and comments on two recent national surveys of adult literacy standards in the United States and Canada, which move away from reporting the number of literates/illiterates and use levels of literacy proficiency. Notes that different concepts for literacy levels, different types of sampling, and different ways of measuring literacy and…