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Authors and columns in this department explicitly focus on adult literacy, addressing issues of research, policy, and practice relevant to a wide range of adult learners in different contexts.

The Programme for the International Assessment of Adult Competencies (PIAAC) assesses key skills in literacy, numeracy and problem-solving in technology-rich environments, as well as their relationship to other social outcomes for adults. PIAAC’s developers claimed to better account for adults’ literacy practices than earlier international studies such as the International Assessment of Literacy Study (IALS). Through the sociocultural lens of literacy as social practice, the authors explore the tension between PIAAC’s cognitive orientation and its attempt to factor in meaningful literacy practices. Specifically, they analyse PIAAC’s conceptualisation of literacy practices as instantiated in the background questionnaire given to adult participants. They conclude that PIAAC’s conceptualisation does not align well with current theoretical understandings of literacy practice, as evidenced by (1) its conflation of several key literacy terms, including text, genre and practice, and (2) its erasure of context, purpose and social interaction from literate practice. Thus, the authors found considerable room for improvement in the assessment of adults’ actual literacy practices. Les usages de la littératie et le Programme pour l’évaluation internationale des compétences des adultes (PIAAC): une critique conceptuelle – Le Programme pour l’évaluation internationale des compétences des adultes (PIAAC) évalue des compétences clés en littératie, en numératie et concernant la résolution de problèmes dans des environnements technologiques, ainsi que ce qui en résulte pour les adultes au sein de la société. Les concepteurs du PIAAC affirmaient que leur programme prenait mieux en compte les usages que faisaient les adultes de la littératie que d’autres études internationales antérieures comme, par exemple, l’Enquête internationale sur la littératie des adultes (IALS). À travers le prisme socioculturel de l’usage social de la littératie, les auteurs se penchent sur le décalage entre l’orientation cognitive du PIAAC et la tentative de ce dernier de prendre en compte des usages utiles de la littératie. Ils analysent particulièrement la conceptualisation du PIAAC concernant les usages de la littératie tels qu’ils sont exemplifiés dans le questionnaire de référence remis aux participants adultes. Ils concluent que la conceptualisation du PIAAC est mal adaptée aux notions théoriques actuelles concernant l’usage de la littératie ainsi que le démontrent (1) l’amalgame qu’il fait de plusieurs termes clés de la littératie, y compris des mots texte, genre et usage, et (2) sa suppression du contexte, du but et de l’interaction sociale de l’usage de la littératie. Ainsi les auteurs ont-ils constaté qu’il y a largement matière à améliorer l’évaluation des usages concrets de la littératie.

This article describes factors that influence the success of collaborations involving science, technology, engineering, and mathematics (STEM) and Education faculty at research-focused universities who work toward postsecondary STEM education improvement. We provide insight into how interdisciplinary faculty may successfully collaborate given their different disciplinary backgrounds. We explore the importance of education research brokers, individuals credited with helping STEM faculty understand, respond to, and recognize the importance of education research and theory. In addition, we discuss the advantages of appointments of brokers within STEM versus Education Departments. We identify key characteristics that help build and sustain interdisciplinary collaboration and establish the critical roles of brokers at institutions that strive to improve education.

In this methodological and theoretical article, we address the need for more cross-case work on studies of literacy in use within different social and cultural contexts. The Cultural Practices of Literacy Study (CPLS) project has been working on a methodology for cross-case analyses that are principled in that the qualitative nature of each case, with its layers of context and interpretive meaning making by the researcher, is maintained while still allowing for data aggregation across cases. We present a model of a literacy practice that emerged from this work as one that may contribute to the work of other literacy researchers who are looking for theoretically driven ways to analyze and interpret ethnographic accounts of literacy practice on a larger scale and to answer questions about literacy practice across studies. We describe our theoretically based coding scheme, as well as the development of a large ethnographic database of literacy practices data and the technical aspects of lifting ethnographic data into a large database. We also provide a description of a pilot cross-case analysis as an example of the promise of such qualitative cross-case databases.

In this qualitative case study, we explore local adult educators’ preparation to teach refugees, along with their professional development needs. This analysis focuses on 10 tutors and instructors in a midsize Southeastern city. Data collection involved an open‐ended questionnaire, semi‐structured interviews, and observations; analysis involved open coding, theme generation, data matrices, and participant checking. Findings indicated that most participants had some level of preparation, although the amount and nature of this preparation varied widely; yet, even those with teaching certification felt un‐ or under‐prepared to teach ESL and/or literacy to adult refugees. Participants needed relevant training, opportunities to connect with “people resources”, and other supports. We discuss implications for offering ongoing, targeted professional development for adult ESL educators. FREE author podcast

This ethnographic study explored the ways in which media, particularly television, connected with English language and literacy practices among Sudanese refugees in Michigan. Three families with young children participated in this study. Data collection included participant observation, interviews, and collection of artifacts over 18 months, with a focus on television events as the units of analysis. Data analysis focused on television practices connected with literacy practices for adults and children. Results indicated that television offered important cultural connections with participants' beliefs, values, and attitudes regarding their Sudanese heritage, the new U.S. context, and religious practices. Both adults and children believed television was an important resource for learning and recognized potential problems with too much viewing. Most significantly, analysis suggested important connections between television practices and the development of both English language abilities for all family members and the development of real-world literacy practices, especially for the children.

Perry describes what is meant by background knowledge, explains why it is important, and shares research findings specific to adult literacy. Examples of adult literacy instructional tools are provided.

This research review examines trends in recent scholarship concerning primary school literacy instruction in Southern Africa. Past scholarship, particularly that which originated from western researchers, focused on technical or structural issues facing literacy instruction in the region, such as language of instruction, school conditions, availability of books, and teacher training. Newer scholarship that has emerged primarily from African researchers focuses more on sociocultural and sociopolitical issues such as promoting a 'reading culture', shaping language policy, and examining literacy as a local social practice. Increasingly, researchers advocate local, rather than western/northern, solutions to African problems in literacy development and instruction. However, African perspectives are nevertheless influenced by western perspectives and agendas, as a result of colonialism, postcolonialism, and globalisation. Hybrid solutions that combine western and African perspectives therefore may be important for literacy development in the region.

Authors and columns in this department explicitly focus on adult literacy, addressing issues of research, policy, and practice relevant to a wide range of adult learners in different contexts.

In the era of No Child Left Behind, what literacy research is still needed? How should it be conducted? And what role does research play in determining the kinds of literacy experiences that actually take place in classrooms? This forward-thinking book brings together leading authorities to address these vital and hotly debated questions. Contributors analyze the existing knowledge on core aspects of literacy education, describe how science is currently informing practice, and identify important methodological challenges and research directions. A highlight of the book is a chapter in which Michael Pressley offers an insightful critique of Reading First as well as practical recommendations for improving future policies.