Developing Adult Literacy: Approaches to Planning, Implementing, and Delivering Literacy Initiatives
Oxford: Oxfam (2007), xii, 289 pp.
Contains illustrations, acronyms pp. x, bibliogr. pp. 264-279, index
ISBN 978-0-85598-596-7
Signature commbox: 00-Education-E 2007
"The first part sets out the four key concepts of literacy (as skills, tasks, social practices, and critical reflection), and describes associated approaches used throughout the world. The second half covers preparation and planning, offering practical guides for each key element of literacy-programme development. Using case studies from literacy programmes in many countries including Egypt, India, Indonesia, Mali, Nigeria, the Philippines, and Uganda, the authors demonstrate the importance of literacy and its power to improve lives. They also show that the role literacy plays in social and economic development is not a simple one, and literacy is never a quick-fix solution." (Oxfam website)
I. UNDERSTANDING THE CONTEXT
1 Introduction, 2
2 The international context, 7
3 Mainstreaming gender, 18
II. UNDERSTANDING LITERACY
4 What do we mean by literacy? 32
5 Literacy as skills, 43
6 Literacy as tasks, 57
7 Literacy as social practice, 72
8 Literacy as critical reflection, 87
III. UNDERSTANDING THE PREPARATION PROCESS
9 Planning for literacy, 108
10 The language of literacy, 123
11 Monitoring and evaluating literacy programmes, 135
IV. UNDERSTANDING THE LEARNING PROCESS
12 How people learn to read and write, 152
13 Approaches to curriculum, 169
14 Resources for literacy, 186
15 Training and supporting literacy educators, 207
16 Assessing literacy learning, 232
V. MAKING SENSE OF ADULT LITERACY
17 Conclusions, 254
1 Introduction, 2
2 The international context, 7
3 Mainstreaming gender, 18
II. UNDERSTANDING LITERACY
4 What do we mean by literacy? 32
5 Literacy as skills, 43
6 Literacy as tasks, 57
7 Literacy as social practice, 72
8 Literacy as critical reflection, 87
III. UNDERSTANDING THE PREPARATION PROCESS
9 Planning for literacy, 108
10 The language of literacy, 123
11 Monitoring and evaluating literacy programmes, 135
IV. UNDERSTANDING THE LEARNING PROCESS
12 How people learn to read and write, 152
13 Approaches to curriculum, 169
14 Resources for literacy, 186
15 Training and supporting literacy educators, 207
16 Assessing literacy learning, 232
V. MAKING SENSE OF ADULT LITERACY
17 Conclusions, 254
