Literaturnachweis - Detailanzeige
| Autor/in | Thomas, Audrey M. |
|---|---|
| Institution | National Literacy Secretariat, Ottawa (Ontario). |
| Titel | Encouraging Adults To Acquire Literacy Skills = L'Alphabetisation: encourager les adultes a participer aux programmes. |
| Quelle | (1990), (52 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch; französisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; Adult Basic Education; Adult Literacy; Basic Skills; Dropout Characteristics; Dropouts; Foreign Countries; French; Illiteracy; Literacy Education; Participation; Public Relations; Publicity; School Holding Power; Student Motivation; Student Recruitment; Canada |
| Abstract | According to a 1989 survey, 6.9 million people or 38 percent of the Canadian adult population are low-literate. They are mostly older, are equally men and women, and live in rural and urban areas. Besides literacy acquisition for personal purposes, there are national purposes, such as responding to labor needs. Reasons for nonparticipation in literacy programs are financial, personal, special needs, anxiety, past school experiences, low perceived need and distractions, institutional constraints, instructional strategies, lack of support systems, and structural. Participants have identified these motivational factors: educational advancements; self-improvement; literacy development; community/church involvement; economic need; family responsibilities; job advancement; diversion; launching into new life cycle; and urging of others. Educational variety is essential to reach potential learners. Publicity and recruitment strategies include print, radio and television, and exhibits and displays. Strategies to reach learners are field workers; door-to-door canvassers; literacy vans; walk-in locations; and family literacy projects. Programs may be sponsored by communities, colleges, school boards, employers, libraries, and private agencies. Student retention is achieved by catering to individual learning needs, actively involving learners, and providing all necessary supports. (YLB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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