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Review: Adult Literacy: Contexts and Challenges

Review: Adult Literacy: Contexts and Challenges RESOURCES learning fit into my practice" by help- tocontribute to the effort for world- cies that led ustothese times, perspec- REVIEW ing them decide whether to focus on wide literacy"-anambitious under- tives, and challenges. , Self-Direction in Adult Learning: Per- instructional methods, individual per- taking. This book is the culmination of speaioe: on Research, 7beory and sonality development, orperhaps both. --by Kevin Freer that effort. Practice, by Ralph G. Brockett and Although I have incorporated self- The authors present a highly read- Assistant Professor ofAdult Roger Hiemstra. New York: Routledge, direction into my own practice for a able text inwhich they place issues Education, The Ohio State 1991. 268 pages. number ofyears, I found the chapter within the context ofdevelopments in University the U.S. An outline ofthe history ofthe onfacilitating self-directed learning to be especially enlightening. In addition, movement and a discussion ofemer- In the 1990s self-directed learning the examples of institutional practices, gent definitions introduces three chap- NOTICES continues tobe a major focus ofadult the outline ofpolicy questions, and the ters that "report onthe scholarship educators, both scholars and practi- discussion ofethical dilemmas inself- about, practice of, and challenges con- 7he ABLE Sampler: AProfessional tioners. The authors ofthis volume direction are helpful both to teachers fronting the adult literacy movement," Development GuideforAdult Litera- propose that this trend will continue and administrators ofadult programs. including measuring literacy, the 0' Practitioners, edited by Sherry and this type oflearning will become I would especially highlight the emergence ofthinking about literacy, Royce (Pennsylvania Department of even more important as we enter the authors' encouragement to variety in and research. After highlighting initia- Education Division ofAdult Basic and twenty-first century. Brockett and the selection oflearning resources, of tives such asthe National Coalition for Literacy Education Programs) Hiemstra provide us with a compre- understanding cultural differences Literacy, the authors present what they hensive overview ofself-direction in among learners, and ofhelping others see as the challenges and issues of learning and strategies for integrating Ie combination oftheory and tounderstand the importance ofinte- the 1990s. this knowledge into our practice. grating self-direction into formal edu- practice in this collection ofreadings Although this text adds much need- (by a veritable "Who's Who" ofadult Their work centers ona conceptual cational practice. edknowledge and insight to the field educators), resources, and references is framework for self-direction, the Per- By "Glancing at the Future" Brock- ofadult literacy, several areas- designed toserve asa starter and guide sonal Responsibility Orientation (PRO) ett and Hiemstra offer a unique and especially the emergence ofnew think- model. Starting from the assumption interesting picture ofwhat the world ing-deserve further attention. The for the personal growth and profes- that personal responsibility is the cor- might be like in the year 2005. This authors fail toinclude participatory sional development ofadult educators nerstone of self-direction, they divide scenario stresses, inconvincing and models ofadult literacy programs, do (the usefulness ofthis volume goes well beyond literacy practitioners). the domain ofself-direction in learn- understandable prose, that self-direc- not recognize the roles new readers ing into two distinct, yet interrelated tion in learning isnot only an impor- have assumed, and do not acknowl- For information contact Sherry Royce, dimensions: aninstructional process tant phenomenon ofthe present, but a edge innovations made by Ruth Colvin, Project Director and Editor, Royce & and a personality characteristic ofthe key ingredient oflifelong learning for founder ofLiteracy Volunteers ofAmer- Royce, Inc., 1938 Crooked Oak Drive, individual. Although they view the future generations. ica, Inc. (LVA). LVA's training and Lancaster, PA 17601 (717-569- 1663). individual learner ascentral to under- materials, continuously updated to standing self-direction, they also --by Rosemary S. reflect current understanding oftheory acknowledge the importance and and practice, have added much to Caffarella influence ofthe social context in the rise ofprofessionalism ofliteracy Associate Professor; Division which the learning takes place. volunteers in the U.S. ofEducational Leadership Few recommendations for practice The book iswritten for both andPolicy Studies, Unitersi- are presented that go beyond those researchers and practitioners. The PRO ty ofNorthern Colorado model itself and the recommendations already made by Hunter and Harman for research included in the final chap- and the Business Council for Effective Literacy. Although pertinent research ter are most useful for those interested REVIEW infurthering research inself-direction and practice are described, there is little critical analysis. The omission ofa inlearning. Also intriguing are the Adult Literary: Contexts and Chal- Ifyou have suggestions for reviews and calls to critique the PRO model, to research agenda issurprising. lenges, by Anabel Powell Newman and notices (especially in non-print for- expand understanding ofthe political Newman and Beverstock conclude Caroline Beverstock. Newark, DE: Inter- mat), ifyou wish toinquire about writ- nature ofself-directed learning, to that we can make progress "atall lev- national Reading Association, Inc., ing a review, orifyou want to submit a conduct further research onthe roles els" and "avoid misspending our 1990. 218 pages. and functions ofadult educators and efforts" within the adult literacy move- review, please contact: institutions inself-directed learning, ment by increased communication, Trenton R. Ferro and GaryJ. and to continue tobridge research The International Reading Associa- cooperation, and collaboration Dean, Resources Editors and practice. tion commissioned Newman and Bev- through the National Coalition for Lit- Adult and Community Education The PRO model also assists practi- erstock to report onand critique a wide eracy. And so we have another call for 218 Stouffer Hall tioners who are struggling with the spectrum ofrecent studies in order to collaboration without fully under- Indiana University ofPennsylvania concept of"where does self-direction in "plan America's literacy future, and standing the social and political poli- Indiana, PA 15705 May 1992 !'-, http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Adult Learning SAGE

Review: Adult Literacy: Contexts and Challenges

Freer, Kevin
Adult Learning , Volume 3 (7): 1 – May 1, 1992
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Publisher
SAGE
Copyright
© 1992 American Association for Adult and Continuing Education
ISSN
1045-1595
eISSN
2162-4070
DOI
10.1177/104515959200300712
Publisher site
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Abstract

RESOURCES learning fit into my practice" by help- tocontribute to the effort for world- cies that led ustothese times, perspec- REVIEW ing them decide whether to focus on wide literacy"-anambitious under- tives, and challenges. , Self-Direction in Adult Learning: Per- instructional methods, individual per- taking. This book is the culmination of speaioe: on Research, 7beory and sonality development, orperhaps both. --by Kevin Freer that effort. Practice, by Ralph G. Brockett and Although I have incorporated self- The authors present a highly read- Assistant Professor ofAdult Roger Hiemstra. New York: Routledge, direction into my own practice for a able text inwhich they place issues Education, The Ohio State 1991. 268 pages. number ofyears, I found the chapter within the context ofdevelopments in University the U.S. An outline ofthe history ofthe onfacilitating self-directed learning to be especially enlightening. In addition, movement and a discussion ofemer- In the 1990s self-directed learning the examples of institutional practices, gent definitions introduces three chap- NOTICES continues tobe a major focus ofadult the outline ofpolicy questions, and the ters that "report onthe scholarship educators, both scholars and practi- discussion ofethical dilemmas inself- about, practice of, and challenges con- 7he ABLE Sampler: AProfessional tioners. The authors ofthis volume direction are helpful both to teachers fronting the adult literacy movement," Development GuideforAdult Litera- propose that this trend will continue and administrators ofadult programs. including measuring literacy, the 0' Practitioners, edited by Sherry and this type oflearning will become I would especially highlight the emergence ofthinking about literacy, Royce (Pennsylvania Department of even more important as we enter the authors' encouragement to variety in and research. After highlighting initia- Education Division ofAdult Basic and twenty-first century. Brockett and the selection oflearning resources, of tives such asthe National Coalition for Literacy Education Programs) Hiemstra provide us with a compre- understanding cultural differences Literacy, the authors present what they hensive overview ofself-direction in among learners, and ofhelping others see as the challenges and issues of learning and strategies for integrating Ie combination oftheory and tounderstand the importance ofinte- the 1990s. this knowledge into our practice. grating self-direction into formal edu- practice in this collection ofreadings Although this text adds much need- (by a veritable "Who's Who" ofadult Their work centers ona conceptual cational practice. edknowledge and insight to the field educators), resources, and references is framework for self-direction, the Per- By "Glancing at the Future" Brock- ofadult literacy, several areas- designed toserve asa starter and guide sonal Responsibility Orientation (PRO) ett and Hiemstra offer a unique and especially the emergence ofnew think- model. Starting from the assumption interesting picture ofwhat the world ing-deserve further attention. The for the personal growth and profes- that personal responsibility is the cor- might be like in the year 2005. This authors fail toinclude participatory sional development ofadult educators nerstone of self-direction, they divide scenario stresses, inconvincing and models ofadult literacy programs, do (the usefulness ofthis volume goes well beyond literacy practitioners). the domain ofself-direction in learn- understandable prose, that self-direc- not recognize the roles new readers ing into two distinct, yet interrelated tion in learning isnot only an impor- have assumed, and do not acknowl- For information contact Sherry Royce, dimensions: aninstructional process tant phenomenon ofthe present, but a edge innovations made by Ruth Colvin, Project Director and Editor, Royce & and a personality characteristic ofthe key ingredient oflifelong learning for founder ofLiteracy Volunteers ofAmer- Royce, Inc., 1938 Crooked Oak Drive, individual. Although they view the future generations. ica, Inc. (LVA). LVA's training and Lancaster, PA 17601 (717-569- 1663). individual learner ascentral to under- materials, continuously updated to standing self-direction, they also --by Rosemary S. reflect current understanding oftheory acknowledge the importance and and practice, have added much to Caffarella influence ofthe social context in the rise ofprofessionalism ofliteracy Associate Professor; Division which the learning takes place. volunteers in the U.S. ofEducational Leadership Few recommendations for practice The book iswritten for both andPolicy Studies, Unitersi- are presented that go beyond those researchers and practitioners. The PRO ty ofNorthern Colorado model itself and the recommendations already made by Hunter and Harman for research included in the final chap- and the Business Council for Effective Literacy. Although pertinent research ter are most useful for those interested REVIEW infurthering research inself-direction and practice are described, there is little critical analysis. The omission ofa inlearning. Also intriguing are the Adult Literary: Contexts and Chal- Ifyou have suggestions for reviews and calls to critique the PRO model, to research agenda issurprising. lenges, by Anabel Powell Newman and notices (especially in non-print for- expand understanding ofthe political Newman and Beverstock conclude Caroline Beverstock. Newark, DE: Inter- mat), ifyou wish toinquire about writ- nature ofself-directed learning, to that we can make progress "atall lev- national Reading Association, Inc., ing a review, orifyou want to submit a conduct further research onthe roles els" and "avoid misspending our 1990. 218 pages. and functions ofadult educators and efforts" within the adult literacy move- review, please contact: institutions inself-directed learning, ment by increased communication, Trenton R. Ferro and GaryJ. and to continue tobridge research The International Reading Associa- cooperation, and collaboration Dean, Resources Editors and practice. tion commissioned Newman and Bev- through the National Coalition for Lit- Adult and Community Education The PRO model also assists practi- erstock to report onand critique a wide eracy. And so we have another call for 218 Stouffer Hall tioners who are struggling with the spectrum ofrecent studies in order to collaboration without fully under- Indiana University ofPennsylvania concept of"where does self-direction in "plan America's literacy future, and standing the social and political poli- Indiana, PA 15705 May 1992 !'-,

Journal

Adult Learning – SAGE

Published: May 1, 1992

There are no references for this article.