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	<title>literacy &#8211; Australian Journal of Adult Learning</title>
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	<link>https://ajal.net.au</link>
	<description>Critical thinking and research in the field of adult learning</description>
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		<title>Literacy strategies used by adults with intellectual disability in negotiating their everyday community environments</title>
		<link>https://ajal.net.au/literacy-strategies-used-by-adults-with-intellectual-disability-in-negotiating-their-everyday-community-environments/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Sat, 30 Nov 2013 23:30:08 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[Research report]]></category>
		<category><![CDATA[community]]></category>
		<category><![CDATA[intellectual disability]]></category>
		<category><![CDATA[literacy]]></category>
		<category><![CDATA[strategies]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=2109</guid>

					<description><![CDATA[Authors: Michelle F. Morgan, Karen B. Moni and Monica Cuskelly; University of Queensland Edition: Volume 53, Number 3, November 2013 Summary:    This paper presents the findings from one part of a participatory research investigation about the literacy strategies used by three young adults with intellectual disability in their everyday community environments. Using data collected through video &#8230; <p class="link-more"><a href="https://ajal.net.au/literacy-strategies-used-by-adults-with-intellectual-disability-in-negotiating-their-everyday-community-environments/" class="more-link">Continue reading<span class="screen-reader-text"> "Literacy strategies used by adults with intellectual disability in negotiating their everyday community environments"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>A case study of a volunteer-based literacy class with adults with developmental disabilities</title>
		<link>https://ajal.net.au/a-case-study-of-a-volunteer-based-literacy-class-with-adults-with-developmental-disabilities/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Tue, 15 Oct 2013 06:32:11 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[adult education]]></category>
		<category><![CDATA[developmental disability]]></category>
		<category><![CDATA[health]]></category>
		<category><![CDATA[literacy]]></category>
		<category><![CDATA[volunteers]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=1897</guid>

					<description><![CDATA[Author: Jacqueline Lynch, York University, Toronto, Canada Edition: Volume 53, Number 2, July 2013 Summary: The purpose of this study was to examine participants’ perspectives on how a volunteer-based adult literacy class supports the learning of adults with developmental/intellectual disabilities. Interviews were conducted with four tutors, three adult learners, and two coordinators and observations of the &#8230; <p class="link-more"><a href="https://ajal.net.au/a-case-study-of-a-volunteer-based-literacy-class-with-adults-with-developmental-disabilities/" class="more-link">Continue reading<span class="screen-reader-text"> "A case study of a volunteer-based literacy class with adults with developmental disabilities"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Recruiting and retaining learners in workplace literacy programs in New Zealand</title>
		<link>https://ajal.net.au/recruiting-and-retaining-learners-in-workplace-literacy-programs-in-new-zealand-2/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Tue, 15 Oct 2013 00:51:54 +0000</pubDate>
				<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[literacy]]></category>
		<category><![CDATA[recruitment]]></category>
		<category><![CDATA[retention]]></category>
		<category><![CDATA[workplace programs]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=1834</guid>

					<description><![CDATA[Author: John Benseman: Unitec Institute of Technology, Auckland Edition: Volume 53, Number 1, April 2013 Summary: Successful workplace literacy and numeracy programs are dependent on effective strategies to recruit and then retain course participants. This article reports on the recruitment strategies used in a large workplace literacy and numeracy project involving 535 workers in 18 courses. It &#8230; <p class="link-more"><a href="https://ajal.net.au/recruiting-and-retaining-learners-in-workplace-literacy-programs-in-new-zealand-2/" class="more-link">Continue reading<span class="screen-reader-text"> "Recruiting and retaining learners in workplace literacy programs in New Zealand"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Recruiting and retaining learners in workplace literacy programs in New Zealand</title>
		<link>https://ajal.net.au/recruiting-and-retaining-learners-in-workplace-literacy-programs-in-new-zealand/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Tue, 01 Oct 2013 05:43:46 +0000</pubDate>
				<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[literacy]]></category>
		<category><![CDATA[recruitment]]></category>
		<category><![CDATA[retention]]></category>
		<category><![CDATA[workplace programs]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=1783</guid>

					<description><![CDATA[Author/s: John Benseman Edition: Volume 53, Number 1, April 2013 Summary: Successful workplace literacy and numeracy programs are dependent on effective strategies to recruit and then retain course participants. This article reports on the recruitment strategies used in a large workplace literacy and numeracy project involving 535 workers in 18 courses. It provides an analysis &#8230; <p class="link-more"><a href="https://ajal.net.au/recruiting-and-retaining-learners-in-workplace-literacy-programs-in-new-zealand/" class="more-link">Continue reading<span class="screen-reader-text"> "Recruiting and retaining learners in workplace literacy programs in New Zealand"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Empowerment of women through literacy education: some issues for Nigeria’s consideration</title>
		<link>https://ajal.net.au/empowerment-of-women-through-literacy-education-some-issues-for-nigerias-consideration/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Mon, 06 May 2013 04:15:46 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[Non-refereed article]]></category>
		<category><![CDATA[general education]]></category>
		<category><![CDATA[literacy]]></category>
		<category><![CDATA[Nigeria]]></category>
		<category><![CDATA[non-formal education]]></category>
		<category><![CDATA[women]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=1638</guid>

					<description><![CDATA[Author/s: A. Okediran and M.G. Olujide Edition: Volume 46, Number 1, April 2006 Summary: This paper examines the status of women in the pre- and post-independent era in Nigeria and in contemporary society. It explores the introduction of western general forms of dichotomies, discriminations and apathy that general education has caused in their life, and &#8230; <p class="link-more"><a href="https://ajal.net.au/empowerment-of-women-through-literacy-education-some-issues-for-nigerias-consideration/" class="more-link">Continue reading<span class="screen-reader-text"> "Empowerment of women through literacy education: some issues for Nigeria’s consideration"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Tackling the issues and challenges of using video data in adult literacy research</title>
		<link>https://ajal.net.au/tackling-the-issues-and-challenges-of-using-video-data-in-adult-literacy-research/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Mon, 15 Apr 2013 07:35:29 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[benefits]]></category>
		<category><![CDATA[literacy]]></category>
		<category><![CDATA[teaching aid]]></category>
		<category><![CDATA[video]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=1530</guid>

					<description><![CDATA[Author/s: Ali R. Abasi and Maurice C. Taylor Edition: Volume 47, Number 2, July 2007 Summary: Although video has long been used as a teaching aid in adult literacy and basic education, literacy researchers seem to have ignored the potential benefits of using video as a tool that could add rigour to research. Reporting on &#8230; <p class="link-more"><a href="https://ajal.net.au/tackling-the-issues-and-challenges-of-using-video-data-in-adult-literacy-research/" class="more-link">Continue reading<span class="screen-reader-text"> "Tackling the issues and challenges of using video data in adult literacy research"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Literacy practitioners’ perspectives on adult learning needs and technology approaches in Indigenous communities</title>
		<link>https://ajal.net.au/literacy-practitioners-perspectives-on-adult-learning-needs-and-technology-approaches-in-indigenous-communities/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Tue, 19 Mar 2013 03:59:01 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[Indigenous]]></category>
		<category><![CDATA[literacy]]></category>
		<category><![CDATA[online]]></category>
		<category><![CDATA[practitioners]]></category>
		<category><![CDATA[synchronous platform]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=981</guid>

					<description><![CDATA[Author/s: Michelle Eady, Anthony Herrington and Caroline Jones Edition: Volume 50, Number 2, July 2010 Summary: Current reports of literacy rates in Australia indicate an ongoing gap in literacy skills between Indigenous and non-Indigenous Australian adults, at a time when the literacy demands of work and life are increasing. There are many perspectives on what &#8230; <p class="link-more"><a href="https://ajal.net.au/literacy-practitioners-perspectives-on-adult-learning-needs-and-technology-approaches-in-indigenous-communities/" class="more-link">Continue reading<span class="screen-reader-text"> "Literacy practitioners’ perspectives on adult learning needs and technology approaches in Indigenous communities"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Becoming an Australian citizen: Some dimensions of assessing a citizenship-type literacy amongst adults</title>
		<link>https://ajal.net.au/becoming-an-australian-citizen-some-dimensions-of-assessing-a-citizenship-type-literacy-amongst-adults/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Tue, 19 Mar 2013 03:14:50 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[Non-refereed article]]></category>
		<category><![CDATA[citizenship test]]></category>
		<category><![CDATA[literacy]]></category>
		<category><![CDATA[NESB]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=968</guid>

					<description><![CDATA[Author/s: James A Athanasou Edition: Volume 50, Number 1, April 2010 Summary: This paper evaluates a 20-item assessment of citizenship literacy in an adult sample comprising 179 persons of English-speaking and non-English speaking background. The results indicated that the assessment was internally consistent and that as expected it distinguished English-speaking from non-English speaking participants. The &#8230; <p class="link-more"><a href="https://ajal.net.au/becoming-an-australian-citizen-some-dimensions-of-assessing-a-citizenship-type-literacy-amongst-adults/" class="more-link">Continue reading<span class="screen-reader-text"> "Becoming an Australian citizen: Some dimensions of assessing a citizenship-type literacy amongst adults"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Promoting literacy for adults with intellectual disabilities in a community-based service organisation</title>
		<link>https://ajal.net.au/promoting-literacy-for-adults-with-intellectual-disabilities-in-a-community-based-service-organisation/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Mon, 17 Dec 2012 04:19:26 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[Uncategorized]]></category>
		<category><![CDATA[VET]]></category>
		<category><![CDATA[intellectual disabilities]]></category>
		<category><![CDATA[literacy]]></category>
		<category><![CDATA[older adults]]></category>
		<category><![CDATA[participation]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=461</guid>

					<description><![CDATA[Author/s: Karen B. Moni, Anne Jobling, Michelle Morgan and Jan Lloyd Edition: Volume 51, Number 3, November 2011 Summary: Despite the importance of and advocacy for developing literacy skills for successful and rewarding participation in the community, there remains a common perception that becoming literate is not possible for people with intellectual disabilities. Until recently, &#8230; <p class="link-more"><a href="https://ajal.net.au/promoting-literacy-for-adults-with-intellectual-disabilities-in-a-community-based-service-organisation/" class="more-link">Continue reading<span class="screen-reader-text"> "Promoting literacy for adults with intellectual disabilities in a community-based service organisation"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Adult language, literacy, numeracy and problem-solving skills in the workplace</title>
		<link>https://ajal.net.au/adult-language-literacy-numeracy-and-problem-solving-skills-in-the-workplace/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Sun, 16 Dec 2012 23:41:49 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[VET]]></category>
		<category><![CDATA[adult literacy]]></category>
		<category><![CDATA[life skills survey]]></category>
		<category><![CDATA[literacy]]></category>
		<category><![CDATA[LLN]]></category>
		<category><![CDATA[numeracy]]></category>
		<category><![CDATA[problem-solving]]></category>
		<category><![CDATA[social disadvantage]]></category>
		<category><![CDATA[workplace]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=142</guid>

					<description><![CDATA[Author/s: James A. Athanasou Edition: Volume 52, Number 1, April 2012 Summary: This paper examines the performance of the eight major occupational categories across the four skill areas of the Adult Literacy and Life Skills Survey. The results indicated that some 38–64% of employed Australians were below minimal competence (at Level 1 or Level 2) &#8230; <p class="link-more"><a href="https://ajal.net.au/adult-language-literacy-numeracy-and-problem-solving-skills-in-the-workplace/" class="more-link">Continue reading<span class="screen-reader-text"> "Adult language, literacy, numeracy and problem-solving skills in the workplace"</span></a></p>]]></description>
		
		
		
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