Publication:
Constructing Adult Literacies at a Local Literacy Tutor-Training Program

dc.contributor.authorRoderick, Ryan
dc.date.accessioned2024-01-12T19:18:39Z
dc.date.available2024-01-12T19:18:39Z
dc.date.issued2013
dc.description.abstractThis 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.
dc.identifier.citationRoderick, Ryan. “Constructing Adult Literacies at a Local Literacy Tutor-Training Program.” Community Literacy Journal, vol. 7, no. 2, spring 2013, pp. 53-75.
dc.identifier.issn1555-9734
dc.identifier.urihttps://doi.org/10.1353/clj.2013.0010
dc.identifier.urihttps://dspace.husson.edu/handle/20.500.14298/101
dc.language.isoen_US
dc.rightsTest Test Test
dc.titleConstructing Adult Literacies at a Local Literacy Tutor-Training Program
dc.typeArticle
dspace.entity.typePublication
relation.isAuthorOfPublicationa25338e0-9fe7-4c7d-a950-796408251a27
relation.isAuthorOfPublication.latestForDiscoverya25338e0-9fe7-4c7d-a950-796408251a27
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