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1.6
AuthorReder, S. & Bynner, J.
Title
Tracking adult literacy and numeracy skills.
Language
English
Date2009
Full referenceReder, S. & Bynner, J. (2009). Tracking adult literacy and numeracy skills. New York: Routledge.
Summary
This book is a collection of longitudinal studies of adult literacy and numeracy, conducted primarily in the United States and Britain. The authors note that globalization and the increasing use of technology in the workplace put a higher premium on literacy and numeracy skills and that the consequences of not developing these skills are economic, social, and emotional marginalization. Examining long-term activities and the resulting changes in literacy development can inform literacy program practices and policy, creating opportunities to generalize and positively impact a broader audience of adult learners. The book is divided into four sections: literacy development studies of adults over time; “What works” studies examining student, teacher, and classroom experience; studies on the impact of policy and programmatic structure; and studies of the impact of socioeconomic context. The studies are largely quantitative, providing sound examples of such methodologies for social research.
Key words
Literacy, numeracy, adult education, methodology
Other interesting information
Literacy education has an impact on adult’s lives and well-being. Educational development also has a positive impact on social and economic development.
Interest for the project
3/5
Contributor´s name + email
Stéphanie Barillé -   stephanie@unak.is
Co-funded by The Erasmus+ programme of the European Union.
This project has been funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
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