|Author||Reder, S. & Bynner, J.|
|Tracking adult literacy and numeracy skills.|
|Full reference||Reder, S. & Bynner, J. (2009). Tracking adult literacy and numeracy skills. New York: Routledge.|
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.
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
|Contributor´s name + email|
Stéphanie Barillé - firstname.lastname@example.org