practices, and include literacy and numeracy as part of a whole set of skills which will help to bring about changes in people's lives.
This is a densely packed book, full of examples
unsuitable spaces when no classroom was available. So despite the examples being distant
from the experience of most of us, there is much food for thought. Adult literacy learners come to classes in their own time, each with his or her
and references to many other studies. It benefits own aims and motivation, which may or may not from repeated readings. (I had to read it twice to be the same as their neighbour's. As Street and extract examples that I could remember.) The “stories from the field” are numerous but they are embedded in detailed analysis and
references to other literature. Some examples, twelve in all, are highlighted in textboxes - I
would have welcomed more of these. However, it is – as would be expected - a full account of over 40 years of experience. I enjoyed the photographs illustrating the descriptions of learners and classes – I read about the classes that took place at the side of the road because there was nowhere suitable, but it became much more meaningful when I saw the photograph on the following page of learners sitting in a row on
Rogers conclude, the key to successfully achieving those aims is to identify and build on existing literacy practices, drawing together the everyday, informal literacies with the more formal classroom literacy.
Yvonne Spare has taught adult literacy across the whole range of settings for many years, including teacher training, before moving on to work as a research fieldworker for the University of Sheffield, NRDC and the Institute of Education. Since then she has worked as an independent researcher and consultant for various educational organisations, including the
the verge with traffic passing immediately behind National Literacy Trust and the Reading Agency. “with all the interruptions, noise and even jeering that result” (p123). On the face of it this looks like an example of a culture (in this case Uganda) that did not value adult learning and teaching, yet many of us probably have memories of teaching adult learners in
She continues to work as an independent consultant and is currently developing a proofreading website to help small businesses and individuals. Contact:
yvonne.spare@gmail.com
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