Adult literacy, learning identities and pedagogic practice

Jim Crowther, Kathy MacLachlan, Lyn Tett

Research output: Contribution to journalArticlepeer-review

25 Citations (Scopus)


This article discusses the relationship between persistence in adult literacy and numeracy programs, changes in the participants' attitudes to engaging in learning and pedagogic practices using data from eight Scottish literacy education organizations. It argues that literacy learning can act as a resource that enables vulnerable adults to change their dispositions to learning, achieve their goals and make a transition towards their imagined futures. Pedagogic practices that operate from an approach that emphasized learners' strengths, rather than their deficits, and critically interrogated learners' experiences used as a resource for learning were the most successful in enabling this transition. Holistic provision that creates a supportive community of practice was found to be the most effective in bringing about the positive changes that learners identified they wished to make in their lives.

Original languageEnglish
Pages (from-to)651-664
Number of pages14
JournalInternational Journal of Lifelong Education
Issue number6
Publication statusPublished - Nov 2010
Externally publishedYes


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