Over the past decade, the field of health literacy has advanced from providing limited tools for simplifying language into the basis for a viable theory of the complex relationship between knowledge, attitudes, behavior, and health outcomes, ranging from the individual to the societal level. While roughly a decade passed between what seem to be…

The term "illiterate" that is commonly used to describe someone who cannot read or write is an absolute term, which fails to recognize that those who are deemed "illiterate" are probably in fact "literate" to some degree. The approach taken to define and measure literacy in the International Adult Literacy Survey (IALS) acknowledges the limitation…

Argues that literacy in the United States, more than an educational concern, is a powerful sociopolitical force. Describes many definitions of "literacy" from different contexts, including political and educational. Explains the origins of the OLRC (Ohio Literacy Resource Center). Concludes that in just one year of operation, the OLRC…

It is argued that there are particular kinds of literacies, each defined by its own characteristic format, style, and context of use. The significant question for the future is not "How literate?" but "Literate how?" (13 references) (LB)

What does it mean to be literate in the 21st century? Fifty years ago a high school graduate with some basic reading and writing ability could get a well-paying blue-collar job. Today a person at the same level might have trouble finding good work and may be considered illiterate in some circles. The past half-century has brought us not only…

In 11 innovative programs examined as part of a U.S. study on adult English-as-a-Second-Language (ESL) literacy, the philosophies that informed the ESL curricula ranged from literacy that encouraged personal growth or individual empowerment to literacy for social adaptation or assimilation. (Contains 35 references.) (Author/LB)

The problems and extent of adult illiteracy are presented in this workshop report, which explores how computer and communication technology might be applied in adult literacy education. The introduction provides statistics and a discussion of past and current attempts to teach illiterate adults. The major portion of the report focuses on what…

Forty representative learning disabilities specialists from 19 states met to discuss ways of improving the diagnosis, remediation, and counseling of adults with learning disabilities. First, the activities of the Jones Learning Center at the University of the Ozarks regarding diagnosing and mainstreaming college students with learning disabilities…

This booklet is based on information shared at the 42nd session of the International Conference on Education held in Geneva, Switzerland, in September 1990. Sources include speeches, working documents, final reports, questionnaire replies, national reports, and other publications produced especially for the meetings. The booklet was produced as a…

This document presents the text of a roundtable discussion on the topic of best practice in workplace literacy in which six individuals representing the following agencies/organizations participated: Ontario (Canada) Ministry of Education; City of York Board of Education; an employer in Markham, Ontario; a community literacy group in Ontario's…

The author uses the diverse role of scribes in different periods of time and different places as a lens through which to understand both literacy and illiteracy. Examples from fiction, film, social history, and interviews with various individuals, including adult literacy teachers, are used to support the following arguments: (1) moments of…

The National Reading Panel (NRP) reviewed quantitative reading research focusing on grades K-3 to identify methods leading to reading success. The following areas were identified as key areas in the process of beginning to read: (1) phonemic awareness; (2) phonics; (3) fluency; (4) vocabulary; and (5) comprehension. The research findings were…

The extent to which vocational education and training policy is nurturing lifelong learning in Finland was examined. The analysis focused on the following issues: the political and structural framework of education in Finland; mechanisms supporting lifelong learning; and pedagogical solutions and learning environments facilitating lifelong…