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Despite large-scale interventions, significant numbers of adults worldwide continue to have problems with basic literacy, in particular in the area of reading. To be effective, adult reading teachers need expert knowledge at practitioner level. However, practices in adult reading education vary widely, often reflecting the individual beliefs of each teacher about how an adult can learn to read. In this study, phenomenographic analysis was used to identify categories of approaches to teaching adult reading, used by a group of 60 teachers in Western Australia and New Zealand. Four approaches were identified: reassurance, task-based, theory-based and responsive. It is argued that for teachers to become effective and consistent in responding to learner needs, they must understand their own beliefs and the consequences of these. The identification of different approaches in adult reading education is an important step in this process. [ABSTRACT FROM AUTHOR]

People with mental health problems, learning difficulties and poor literacy and numeracy are at risk of social exclusion, including homelessness. They are often disconnected from the formal education systems, with few opportunities for education and employment. Academic research has demonstrated a link between literacy and numeracy and social connectedness, however the pathways to enact this are not well understood. This paper presents insights into how a community based adult literacy program in Brisbane, Australia provides a successful model of socially inclusive learning. The paper is based on a 12-month action research project conducted by the Queensland University of Technology in conjunction with Anglicare Southern Queensland 2013-2014. The methodology for the project was qualitative in nature, involving participant observation of lessons, and semi-structured interviews with former and present students, volunteer tutors and the teacher. The central research focus was how literacy education can act as an instrument of social connection to the community. [ABSTRACT FROM AUTHOR]

The field of family literacy, both theory and practice, has much to offer adult literacy education. However, family approaches in adult literacy are under-theorised and underdeveloped if the holistic wellbeing of the intended participants in programs based on these approaches is the primary concern. This article discusses one dimension of a larger study which explored the wellbeing-related effects of participation in four family focused adult literacy programs in New Zealand. This article discusses the principles and practices that were common across the programs. The study found that, despite differences in program content, foci and approaches, common principles and practices reflected shared values and beliefs about literacy and about people which shaped the program design and participants' experiences of the program. I reaffirm the ideological nature of literacy, highlighting the necessity of paying attention to values and beliefs in literacy programs in order that the effects of involvement in them are in the best interests of individual participants, their families and their communities. [ABSTRACT FROM AUTHOR]

This paper describes a literacy program delivered at the Kirketon Road Centre (KRC), a primary health centre located in Kings Cross, Sydney. KRC was established to meet the health needs of 'at risk' young people, sex workers, and people who inject drugs. The literacy program was initiated from within an Aboriginal health group at KRC, following a request from clients in the group. A teacher from Tranby Aboriginal College delivered the literacy program one afternoon every fortnight over a period of approximately one year. This paper is based on recorded and transcribed 'reflection' discussions undertaken over several months between the literacy teacher, a KRC counsellor and the researcher immediately following the literacy sessions. Of particular interest is the nature of the literacy program and its pedagogical approach which is based largely on the delivery of popularly themed worksheet exercises. These activities represent in some ways an approach to adult literacy education that we term 'autonomous', that is, as a single set of skills generalisable to other life contexts. This pedagogical approach, however, needs to be understood in relation to the social capital outcomes of the course which take into account the complex and varying relationships and networks of the client group. The real value of the course can be seen largely in terms of the social capital outcomes for individual participants. [ABSTRACT FROM AUTHOR]

The article discusses the development of the National Foundation Skills Strategy which will promote adult literacy and numeracy programs in Australia. It notes that the federal government has allocated an increase funding budget for the program necessary for economic skills development. Moreover, this strategy aims to enhance the holistic socioeconomic aspects of individuals and communities essential for productivity development and for promoting international competitiveness.

This paper examines the relationships between adult learners' lives and the literacy, numeracy and language learning in which they are engaged. The paper brings together the results of a set of detailed studies of adult learners' lives, summarising common findings from the studies and providing a set of implications for policy and provision. Finally, the paper outlines a model of the aspects of people's lives that are significant for effective language, literacy and numeracy learning. The four part model covers people's histories, their current identities, their current life circumstances and imagined futures. [ABSTRACT FROM AUTHOR]

The purpose of this study was to investigate how adult students learn collaboratively with other peers in both formal and non-formal adult literacy programs and what teaching styles best support this learning. A multi-site case study research design was used involving several different literacy organizations in Eastern Ontario, Canada, and in Central London, United Kingdom. Findings suggest that collaborative learning is the cement that bonds the various building blocks in a community of literacy practice across small, large and tutorial types of programs. Central in this framework is the component called the Instructor's Philosophy and Teaching Perspective which helps explain the teaching and learning transactions. [ABSTRACT FROM AUTHOR]

Literacy and health are deeply influential in social participation, utilisation of social resources and quality of life. This paper discusses interacting discourses and common conceptual points shared by the adult literacy and public health fields and situates how the sub-field at the intersection of these two domains, known as 'health literacy', is constructed and enacted. Emerging approaches that recognise the convergence of education and health within international policy, research and in practice are articulated. The paper argues a case for re-thinking the literacy-health connection from a cross-sectoral perspective and for more effective approaches furthering the interests of both life-long learning and wellbeing. [ABSTRACT FROM AUTHOR]

There are strong expectations that information and communication technology (ICT) will enhance the learning of adult literacy, numeracy and English for speakers of other languages (ESOL). Much previous work in this area has been based on surveys and interviews, and so in order to get a better picture of the role of ICT we carried out observations of classroom practice of tutors with experience of using ICT in teaching. The classroom observations showed that most ICT-based teaching consisted of group presentation followed by an activity supported by individual tutoring, and that most learners used a desktop computer working individually, mainly for practice, though there was some use of ICT for creating new materials, or for accessing information. Teachers adapted the use of ICT to their own style of teaching, and different patterns of ICT use were found in numeracy, literacy and ESOL. Some tutors described ICT as ‘just another teaching tool’ and so the technological demands were kept to a minimum, but other tutors saw ICT skills as important elements of ‘new literacies’. The findings of this project indicated the need for further development that will inform an intervention study, which will develop and test new strategies for incorporating ICT in adult literacy, numeracy and ESOL classes. [ABSTRACT FROM AUTHOR]

The article discusses findings in a year-long study funded by the National Council for Vocational Education and Research which explored the relationship between literacy practices and the use of information and communication technology (ICT) in adult literacy education. The study generated a report, an extended literature review and detailed descriptions of case-study sites. Among key understandings from the study is that new literacies required for effective and critical use of ICT in adult literacy education are multiple and multimodal, and are based around the integration of previously separate modes of communication.

The article reports on the pilot of the EvenStart financial literacy parent program which ran over a school term in Australia in 2004. Taking a whole family approach, working with both parents and children, and drawing on popular education principles are key features of the program that commenced among low income school communities. An evaluation report concluded that the project was innovative in its approach and developed a strong collaborative relationship involving a prominent non-government organization, a major bank, and educational authority. For the parent program, the challenge remains to develop ways of delivery into an existing statewide targeted program for disadvantaged low socio-economic schools and communities.

The article discusses finding in a project from Great Britain's National Research and Development Centre for Adult Literacy and Numeracy which explored the ways in which numeracy has the potential to transform students' identities. The paper draws on Bourdieu's concept of habitus and its relation to learners' identities in general , and to their mathematical identities in particular. It also builds on work by Bartlett and Holland and Roswell who argue the notion of habitus can underplay the possibility of change.

An introduction is presented in which the editor discusses various reports within the issue including community based adult literacy program in Brisbane, Queensland, adult educators who are learning to become numeracy teachers in Switzerland, and vocational education.