Constructing Adult Literacies at a Local Literacy Tutor Training Program

Ryan Roderick

Abstract


This study investigated 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 was possible to identify the assumptions of literacy constructed by the training program and assumptions about literacy constructed by tutors’ training practices. Tutors seemed to present mixed assumptions about literacy: students simultaneously were given authority over their own literacy and literacy goals, while a sentiment of universally valued reading and writing skills was also present in terms of achieving “fluency."


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Publication of the Community Literacy Journal is made possible through the generous support of the English Department and the Writing and Rhetoric Program at Florida International University. The CLJ is a journal of the Conference on Community Writing.