What's in a Definition? The Implications of Being Defined and Strategies for Change

Authors

  • Eunice Askov Pennsylvania State University

DOI:

https://doi.org/10.56105/cjsae.v15i2.1914

Abstract

Definitions of literacy for adults range from school-based models to functional skills models to a social constructivist approach to literacy. The definition of literacy is especially important because assessment practices reflect an assumed definition of literacy. The author advocates that practitioners adopt a social constructivist worldview of literacy and offers challenges for reconciling the current emphasis on a skills-based model for accountability with this model of literacy.

Résumé

Les définitions de l'alphabétisation pour les adultes varient et elles vont du modèle de base de l'école jusqu'aux modèles d'habiletés fonctionnelles, allant même jusqu'à une approche constructiviste. La définition de l'alphabétisation prend beaucoup d'importance car les pratiques d'évaluation reflètent la définition à laquelle on adhère. L'auteur soutient id que les praticiens adoptent une vision sociale constructiviste de l'alphabétisation et il leur offre des défis pour réconcilier l'emphase présentement mise sur le modèle fondé sur les habiletés avec son propre modèle de l'alphabétisation.

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Published

2001-11-01

How to Cite

Askov, E. (2001). What’s in a Definition? The Implications of Being Defined and Strategies for Change. Canadian Journal for the Study of Adult Education, 15(2), 7–18. https://doi.org/10.56105/cjsae.v15i2.1914

Issue

Vol. 15 No. 2 (2001)

Section

Perspectives

License

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