COURSE OVERVIEW

The purpose of this course is to help participants generate their own stance and theory about the provision of adult literacy education, based upon the research, theory and professional wisdom in this field. The goal is to prepare participants to determine whether, why, and how they want to support adult literacy programs in their own countries or contexts, and the role adult literacy plays as an integral part of a country’s educational system.

The course will cover three major questions related to the provision of basic literacy education:

1. Why is literacy important for individuals and communities, and what role does it/can it play in development?
2. What are the elements of adult literacy programs, and what makes a literacy program successful?
3. What is the role of adult literacy in a country’s comprehensive educational system?

The course readings will focus mostly on adult literacy in developing countries, but participants may focus discussions, class papers and presentations upon adult literacy in the U.S. as well, as an example of adult literacy in an industrialized context.

OBJECTIVES

By the end of the course, participants will be able to:

1. articulate the rationale for supporting adult literacy programs as part of development efforts and state his/her beliefs about the purpose(s) of literacy
2. list different adult literacy program models and the purpose of literacy associated with each
3. outline the elements of adult literacy programs and describe how the design of these elements contributes to the success of programs
4. explain how adult literacy fits into a comprehensive educational system

COURSE TOPICS AND METHODOLOGY

The class is divided into three phases. The first phase of the class (five weeks) focuses on why governments, organizations and individuals might want to promote adult literacy programs. During this phase, we will focus on theories about the purposes and rationale of adult literacy, based on research about the impact of adult literacy on individuals and communities, and as part of the development process, including:

• A brief history of adult literacy in development, including the use of literacy campaigns, international initiatives, national programs, and integrated programs, and an overview of key players in the field of adult literacy (Laubach, Freire, etc.)
• An overview of the research and theory on the rationale for literacy, including the connection between literacy and health, livelihoods, empowerment, community development and cognitive skills.

In the second phase of the class (5 weeks), we will focus on how literacy programs are organized and implemented; specifically, we will look at the common adult literacy program models and how each approach is tied to purposes of literacy. We will also discuss the key elements of literacy programs and how each element contributes to the success of programs, including:

• An overview of several models and approaches to adult literacy (skills- and curriculum-based models, REFLECT, accelerated learning), examples of both basic and integrated literacy programs in specific countries, and a discussion of their underlying philosophy and beliefs about the purpose of literacy.
• A discussion of the elements of successful literacy programs, including teacher training, curriculum and materials, timing and duration, language of instruction, supervision and monitoring, and evaluation.

In the third phase (2 weeks), we will focus on adult literacy as a component of a country’s comprehensive education system, including:

• A comparison of adult literacy systems in developing countries and in the U.S., with a focus on the differences in adult learner populations and the implications of these for the design of systems, and a discussion of the types of systems participants feel are most appropriate for their own countries or contexts.

REQUIREMENTS

The specific requirements for successful completion of the course are:

• Read all assigned readings and participate in discussions during class about the concepts and issues.
• Write 3 short (3-4 paragraph) article annotations to contribute to a database of articles in the Adult Literacy Wiki.
• Write three papers for the class:
  • one, a short 3-5 page paper stating one’s stance about the rationale and purpose(s) for adult literacy (with substantiation from the research and theoretical base, where relevant);
  • two, a short 5-7 page case study about an adult literacy program in the context of one’s choosing, outlining the program purpose, model and approach, and specific nature of the key elements of the program, including an analysis of the program’s strengths and weaknesses (with substantiation from the professional wisdom literature, where relevant)
  • three, a final 12-15 page paper of your own choosing, discussing EITHER a rationale and proposed model for an adult literacy program in one’s own context OR a description of how an adult literacy component fits into a comprehensive educational system within one’s own context or country
• Make a short (10-minute) presentation about the content of your final paper during the last class.

RECOMMENDATIONS FOR FINAL PAPER    

The final writing assignment is an opportunity for you to reflect upon and engage with your theoretical knowledge in regards to games and simulations. Using the literature discussed in class as well as additional references which you have gathered, compose a 10-12 page reflection paper. Some suggestions on possible topics to include in your paper are: Describe the process of designing a game and/or simulation;

• In the description of your game consider:
  • Who is the game intended for – adults and/or youth/children?
  • What are some of the assumptions included in your game regarding the players, context, and culture?
• What methods have you used based on theoretical readings?
• What are some of the ethical questions you have encountered and contemplated?
• What are some of the ways your game might inhibit learning?
• What are some further adaptabilities of the game design: based on process and critique how could this game be used more effectively and/or be adapted for various settings?

GRADING

This seminar is graded on a pass-fail basis. If you wish a letter grade (and are eligible for one), you must inform the instructor in writing by February 10; no changes in grading status will be made after this date. Assessment is based on thorough completion of all assignments; participation in class discussions indicating an awareness of the issues and concepts presented in the weekly readings; completion of the three article abstracts; and demonstration in the three papers and presentation of clear analysis and/or synthesis of issues covered in readings and discussions.

READINGS

Specific readings for each week will be in the complete syllabus distributed on the first day of class. Core readings will be available in class and will include:

Comings, J. and Soricone, L. (2005) Teaching Adults to Read. Boston, MA: World Education/NCSALL.

Literacy for Life: Education for All Global Monitoring Report 2006 , UNESCO, Chapters 5-8.

Additional readings may include:

Stromquist, N.P. (2006) Women’s rights to adult education as a means to citizenship. International Journal of Educational Development 26, pp 140-152.

Charlick, J.A. Accelerating Learning for Children in Developing Countries, USAID.

Archer, D. and Cottingham, S. (1996) Action research report on REFLECT, Education Research Paper No. 17.

Lauglo, J. (2001) Engaging with Adults: The Case for Increased Support to Adult Basic Education in Sub-Saharan Africa. Washington, D.C.: The World Bank, Africa Region Human Development Working Paper Series

Abadzi, H. (2003) Improving Adult Literacy Outcomes: Lessons from Cognitive Research for Developing Countries. Washington, D.C.: The World Bank, Directions in Development Series.

Oxenham, J, et al (2002). Skills and Literacy Training for Livelihoods: A Review of Approaches and Experiences. Washington, D.C.: The World Bank, Africa Region Human Development Working Paper Series