Adult Literacy, Learning Identities and Pedagogic Practice

Autor/inn/en	Crowther, Jim; Maclachlan, Kathy; Tett, Lyn
Titel	Adult Literacy, Learning Identities and Pedagogic Practice
Quelle	In: International Journal of Lifelong Education, 29 (2010) 6, S.651-664 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-1370
Schlagwörter	Adult Literacy; Academic Persistence; Foreign Countries; Student Attitudes; Learner Engagement; Goal Orientation; Educational Objectives; Holistic Approach; Communities of Practice; Student Experience; Teaching Methods; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Ausland; Schülerverhalten; Zielorientierung; Zielvorstellung; Educational objective; Bildungsziel; Erziehungsziel; Holistischer Ansatz; Community; Studienerfahrung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This article discusses the relationship between persistence in adult literacy and numeracy programs, changes in the participants' attitudes to engaging in learning and pedagogic practices using data from eight Scottish literacy education organizations. It argues that literacy learning can act as a resource that enables vulnerable adults to change their dispositions to learning, achieve their goals and make a transition towards their imagined futures. Pedagogic practices that operate from an approach that emphasized learners' strengths, rather than their deficits, and critically interrogated learners' experiences used as a resource for learning were the most successful in enabling this transition. Holistic provision that creates a supportive community of practice was found to be the most effective in bringing about the positive changes that learners identified they wished to make in their lives. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10