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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
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  Data: Constructing Adult Literacies at a Local Literacy Tutor-Training Program
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  Data: 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/
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  Data: <searchLink fieldCode="DE" term="%22Adult+Literacy%22">Adult Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Evaluation%22">Program Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Interviews%22">Interviews</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Materials%22">Instructional Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Lesson+Plans%22">Lesson Plans</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Comprehension%22">Reading Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Fluency%22">Reading Fluency</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education%22">Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Goal+Orientation%22">Goal Orientation</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Skills%22">Reading Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Skills%22">Writing Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink>
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  Data: 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.)
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  Data: 25
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      – Text: English
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        StartPage: 53
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      – SubjectFull: Program Evaluation
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      – SubjectFull: Interviews
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      – SubjectFull: Lesson Plans
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      – SubjectFull: Reading Comprehension
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      – SubjectFull: Reading Fluency
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      – SubjectFull: Teacher Education
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      – SubjectFull: Goal Orientation
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      – SubjectFull: Reading Skills
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      – SubjectFull: Writing Skills
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      – SubjectFull: Teacher Student Relationship
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