Negotiating Literacy Identity in the Face of Perceived Illiteracy: What Counts as Being Literate as an Adult and Who Decides?

Autor/in	Benson, Sheila
Titel	Negotiating Literacy Identity in the Face of Perceived Illiteracy: What Counts as Being Literate as an Adult and Who Decides?
Quelle	In: Adult Basic Education and Literacy Journal, 4 (2010) 3, S.131-139 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-2322
Schlagwörter	Reading Comprehension; Illiteracy; Adult Literacy; Self Concept; Adults; Definitions; Misconceptions; Case Studies; Grounded Theory; Protocol Analysis; Interviews; Religious Cultural Groups; Utah + Suchen Sie Ihr Suchwort? Leseverstehen; Analphabetismus; Selbstkonzept; Begriffsbestimmung; Missverständnis; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Kirchliche Gruppe; Religionszugehörigkeit
Abstract	This article examines the case of an adult reader who has developed literacy practices that represent a wide range of authentic, personally and professionally motivated purposes for reading and writing. Despite this wide range of literacy practices, however, and despite the opportunities they have opened for him, Joseph (his chosen pseudonym) continues to represent himself as illiterate because he struggled with reading comprehension when he was a student. I use this case study as a lens for exploring how defining literacy in terms of formal school-based literacy practices limits how adults can see themselves in terms of competency. We can better take account of the critical thinking and problem-solving that adults regularly engage in by recognizing lifespan literacy practices. (As Provided).
Anmerkungen	Commission on Adult Basic Education and ProLiteracy America. 1320 Jamesville Avenue, Syracuse, NY 13210. Tel: 315-422-9121; Web site: http://www.coabe.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10