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Adult Foundational Education: A Fresh Seed Sown? 
Posted by Laura McLoughlin on November 30, 2022 in categoryFacts & Research

In Adult Literacy Education: The International Journal of Literacy, Language, and Numeracy, Ralf St. Clair of the University of Victoria, Canada, disputes David Rosen’s argument for the need to rename the field “adult foundational education.” 


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Adult Foundational Education: Why a New Name and Definition Is Needed
Posted by Laura McLoughlin on November 17, 2022 in categoryFacts & Research

In the current issue of Adult Literacy Education: The International Journal of Literacy, Language, and Numeracy, David Rosen, a steering committee member of the Open Door Collective, raises the idea that we need a new term to describe our field.  


 


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A Journey Through the Digital World: Fostering Digital Problem Solving Among Adult Learners 
Posted by Laura McLoughlin on November 09, 2022 in categoryFacts & Research

In the final Report from the Field featured in the current issue of the Adult Literacy Education research journal, author Tyler H.J. Frank of Clark College reflects on how in 


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Finally, Some Guidance! Using the Triple E Framework to Shape Technology Integration

When the pandemic shifted adult education classrooms to remote learning, educators and professional developers in California adapted the Triple E Framework to help integrate technology into their adult classrooms in a meaningful way. 

 


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Learning from Each Other: A Partnership Between an Affordable Housing Organization and a Digital Literacy Research Organization 
Posted by Laura McLoughlin on October 26, 2022 in categoryFacts & ResearchcategoryStories from the Field

In the current issue of the Adult Literacy Education research journal, a Report from the Field describes a digital literacy (DL) program that was built through a partnership between an affordable housing community and the Literacy, Language, and Technology Research (LLTR) group. 


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