B: Contributions to Program, Policy, and Research

The most significant contribution of the study was a conceptualization, and more importantly, a demonstration of adult literacy development that shifts focus away from a skills–based approach towards a practice–based approach. Urging programs to make such a shift is not a novel idea, but what is unique—and the strength of this study— is a demonstration of some of the issues that may need to be considered in making such a shift. The focus of this section is to review the original definition of adult literacy and re–present a conceptualization of adult literacy development that has been informed by the situated frameworks used in the study. The modified definition will then be used to help guide a discussion of how the study contributes to program, policy, and research development. In addition, suggestions for future research will be made within each section.

A CLEARER CONCEPTUALIZATION OF A LITERACY DEFINITION

This research was guided in part by a broad definition of adult literacy; one that incorporates skills, tasks, practices, and critical reflection (Lytle & Wolfe, 1989). Returning to the definition, after gaining an understanding of the social nature of literacy and learning in the employment preparation program, led to a clearer conceptualization of the original. Figure 1 illustrates how the four elements that comprise the definition work together within a sociocultural understanding of adult literacy.

Figure 1: A clearer conceptualization of Lytle and Wolfe's (1989) definition