The social context activity model of adult literacy instruction posits that literacy is a relative phenomena and literacy needs are specific to the individual and the social context within which the individual operates. Instruction is based on the concept of activity with a prospective focus on the formation of students' shared and personal literacy motives and goals. The social context program contains four phases: (1) planning; (2) assessment; (3) transition; and (4) maintenance. In the planning phase, common interest and needs of the social unit cluster are identified, students are accessed through their social unit, and small learning groups are formed. Three intermittent assessment phase sessions are conducted to identify student self-perceptions used to guide content of the literacy instructional activities. The transition phase includes nonthreatening reading, writing, speaking, and listening activities to build peer support and transform students' negative resignations toward learning. The maintenance phase contains more structured literacy activities used to teach students self-directional mediational devices that promote independence in continued literacy improvement. (Two figures diagramming the social context model are included; 40 references are attached.) (Author/RS)