Alexis Cherewka from Pennsylvania State University offers a book review of Contested Spaces of Teaching and Learning: Practitioner Ethnographies of Adult Education in the United States for the Adult Literacy Education research journal. 

John H. Taylor’s story is evidence that it’s never too late to take the steps to improve your life. For him, that meant learning to read.  

In the third and final essay of the Adult Literacy Education Forum section this issue, Leah Katherine Saal from Loyola University Maryland, weighs in on whether a new name for the field would help clarify the range of services provided. 

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.” 

ProLiteracy strives to be a voice that represents those we serve. To do so, we are constantly evaluating everything we do, from our courses and professional development to the language we use. In recent years, we’ve noticed various programs raising the question of whether to use the term students or learners to describe the adults they serve.