Discusses the development of adult literacy services, particularly in libraries, and describes a course developed at San Jose State's School of Library and Information Science that provides education as well as practical training for librarians who work with adult literacy services in libraries. A list of intern placement literacy sites is…

Five strategies that may be useful for adults uncomfortable with schooling were identified by Project Lifelong Learning: (1) meet learner needs; (2) develop support for lifelong learning; (3) accommodate learner differences; (4) develop higher order skills; and (5) enable learners to use all language processes in daily life. (SK)

The literacy field hopes that literacy will be considered separately from the S-2 Omnibus Education Bill in Congress. Problems remain in the definitions of literacy, establishment of a National Institute for Literacy, lack of investment in teacher training and technology, and accountability. (SK)

Discusses adult literacy and the need for appropriate instruction to prepare workers for job-related reading. (MG)

Patients must be able to understand oral and written instructions and health care materials. Patients with low literacy levels need educational programs and materials designed to teach them how to manage their health needs. (SK)

It is suggested that those championing the growing national family literacy movement in the United States miss the point that society itself, not the families, constructs the conditions of poverty. Implications for meaningful change are discussed. (Contains 13 references.) (LB)

As the number of organizations engaged in some form of workplace literacy training grows, their capacity to enhance worker skills/knowledge and improve productivity becomes more challenging. Two factors are important: instructional program fit in the workplace and types of organizational support available. (Contains six references.) (LB)

Problems in the definition of competency-based education are discussed. Theory and examples are cited in three areas: limited range of competencies, emphasis on knowledge rather than use, and lack of requirements for a phrasebook approach. (Contains four references.) (LB)

The term "alternative assessment" has become commonplace in the field of adult English-as-a-Second-Language (ESL) literacy. Just what it means and how to practice it are discussed. (Contains 14 references.) (LB)

Includes "Broadening Our Horizons" (Holden); "Reading through 'Literacy Broadsheet'" (Hazell); "Tracking Writing through 49 Issues of 'Literacy Broadsheet'" (McGuirk); "Maths, Literacy--or Numeracy?" (Johnston); "Workplace Education: A 'Literacy Broadsheet' Perspective" (Adams); "I Always…

Examines four "puzzling" results of the National Adult Literacy Survey: (1) the ability to use printed information effectively is unevenly distributed in the United States; (2) adults exhibited a large gap between performance and perception of literacy skills; (3) increased literacy did not always correspond with significant earnings…

Outlines optimistic and pessimistic views regarding the future nature of paid work. Discusses how trust (or social capital) is the missing link that forges connections between the economy, community, and economic markets. Discusses human and social capital as they relate to literacy and to employment. Offers reflections on these topics from people…

Using information and communications technology (ICT) with adult literacy and numeracy learners (open/flexible learning, Internet, electronic mail) enables adult learners to gain ICT skills that are increasingly necessary for employability and further education. (JOW)

Reviews evidence regarding the content, standards, and use validity of the International Adult Literacy Survey's performance scales and self-assessment scales. Concludes that there are serious questions about the performance scales and that self-assessment data may help identify adults who believe they have poor literacy skills. Suggests that…

The arguments for the monitoring and evaluation of adult literacy and basic education programs are no different from those justifying monitoring and evaluation of any other educational program. The priority and status accorded different programs are likely to determine commitment to their internal and external evaluation and the form that these…