Constructing Adult Literacies at a Local Literacy Tutor-Training Program
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| Title: | Constructing Adult Literacies at a Local Literacy Tutor-Training Program |
|---|---|
| Language: | English |
| Authors: | Roderick, Ryan |
| Source: | Community Literacy Journal. 2013 7(2):53-75. |
| Availability: | Community Literacy Journal. Department of Writing, Rhetoric, & Discourse, DePaul University, 802 West Belden Avenue, Chicago, IL 60614. Tel: 906-370-0206; Web site: http://communityliteracy.org/ |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2013 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Adult Education Adult Basic Education |
| Descriptors: | Adult Literacy, Program Evaluation, Interviews, Instructional Materials, Teaching Methods, Lesson Plans, Teacher Attitudes, Reading Comprehension, Reading Fluency, Teacher Education, Goal Orientation, Reading Skills, Writing Skills, Teacher Student Relationship |
| ISSN: | 1555-9734 |
| Abstract: | This study investigates how literacy was constructed at an adult literacy organization's volunteer tutor-training program. By drawing on qualitative analysis of training texts used during training, such as training evaluations, and data gathered from interviews with experienced tutors, it is possible to identify the assumptions about literacy constructed by the training program and tutors' training practices. Tutors seemed to present mixed assumptions about literacy: students simultaneously were given authority over their own literacy practices and literacy goals, while a sentiment of universally valued reading and writing skills was also present in terms of achieving fluency. (Contains 2 tables, 2 figures, and 2 endnotes.) |
| Abstractor: | As Provided |
| Number of References: | 25 |
| Entry Date: | 2014 |
| Access URL: | https://www.communityliteracy.org/index.php/clj/article/view/189 |
| Accession Number: | EJ1015301 |
| Database: | ERIC |
| Abstract: | This study investigates how literacy was constructed at an adult literacy organization's volunteer tutor-training program. By drawing on qualitative analysis of training texts used during training, such as training evaluations, and data gathered from interviews with experienced tutors, it is possible to identify the assumptions about literacy constructed by the training program and tutors' training practices. Tutors seemed to present mixed assumptions about literacy: students simultaneously were given authority over their own literacy practices and literacy goals, while a sentiment of universally valued reading and writing skills was also present in terms of achieving fluency. (Contains 2 tables, 2 figures, and 2 endnotes.) |
|---|---|
| ISSN: | 1555-9734 |
