Improving Adult Literacy Within the Workforce

The purpose of this literature review will be to explore instructional strategies that can increase reading fluency amongst an adult population that is not currently reading at least on a high school level while in a workplace setting. This review will also look at becoming a lifelong learner, learning in a workplace environment, situated learning theory of adult learning, Reflective Learning, and the overall benefits of adult learning.

Adult literacy is a major social issue in the United States. The Pro Literacy Organization, estimates that approximately 14% of individuals over the age of 16 can only read on a fifth grade level. Their stats show also that 29% of the adults only have the ability to read at the eighth grade level. They also state that about half of the population with lower than average literacy rates live in poverty.

Literacy in simple terms means that a person can read and write. Probably one of the most important aspects of being literate is having solid reading skills. A literate individual will have the ability to understand communication verbally as well as understand any symbols or letters. When sounds are produced, the individual will be able to combine sounds with words. Literacy isn’t always about being able to read words, it is also being able to decipher meanings from the words spoken or read. For example, if a person can read a certain word but yet cannot make a connection between written words and the actual physical meaning of a word, that person will likely be considered illiterate. If an individual is able to read words and understand there meaning, those words can be put together to form sentences, paragraphs, and then put into stories or maybe even into books.

Adult literacy rates are also found within the corrections system of America. Stats say that there are almost seventy-five percent of the inmates in the state prisons of America as well as around fifty-nine percent of prisoners in the federal prison system are classified illiterate or not having finished high school (site). Many theories have a direct or indirect effect on an adult’s ability to understand the somewhat difficult concepts of literacy. Every adult should be encouraged to gain more practice and more exposure in whatever way they need to thrive in literacy, and the fundamental elements of learning.

Since adults have to find their own motivations for learning, they have to understand that dynamic when trying to convince them they need to improve their reading fluency. Learners tend to build on their current knowledge and life’s experiences (Brookfield, 1986). Adults in a general sense will find a way to be able learn something new on their own. While engaging themselves in learning something new, or improving what they already know. Generally speaking, an adult will look at the purposes for learning that is related to their real lives and how those practices will translate to their working life. Learning is usually self-initiated by the learner, and one role of an instructor or trainer has to be to provide a positive environment in which real learning can take place. For example, there are many learning styles which people use in practically any type of learning situation. Showing adults ways to enable learning in order to develop their range of learning is a very crucial element.

Learning applies to just about any real-life scenario. Adults tend to look at how they can use multiple roles to succeed in life. There are a number of possibilities to seek engagement within a workforce, and provide them the ability to learn by having the learner involved in practices that will move them forward. One can use scaffolding to teach literacy to adults which in turn, will give the learner the opportunity to develop new experiences. (Knowles, 1973). Adults will then build upon those new experiences.

Lifelong Learners

There are approaches to Lifelong learning based on the concept that one takes an investment in their future when it comes to education and some type of training that has benefits that will benefit an individual as well as a society. One can also be lifelong learners to help them in the workplace, or either through a combination of human capital as well as social capital. Organizations need to be flexible when it comes to managing knowledge, and must have the ability to constantly change in order to keep ahead of competitors (Edwards & Usher, 2001).

Situated Learning

Situated learning theory focuses on learning as a matter of practice that is embedded within cultural, social, and organizational contexts. (Contu & Willmott, 2003). This theory is in contrast to other ways of learning that is focused on cognitive processes that is going on within an individual’s own mind. Using this particular cognitive approach, each learner is thought to possess a fixed propensity for learning, as well as fixed preferences on certain learning styles. (Bloomer & Hodkinson, 2000). This particular theory contests that once knowledge has been learned, it has a possibility to be transferred to other sites and contexts. (Contu & Willmott, 2003). It is also noted that relations within the community can become a common place of practice, and are seen to have the ability to provide acquisition, and provide a transformation of meaning, especially what is noted as legitimate knowledge and learning (Contu & Willmott, 2003).

In various areas of the United States, literacy standards will vary. The majority of states will often have their own standards by which school districts teach their students. Despite the differences in school systems, there are some common standards of literacy that are standardized across many areas. Students regardless of age or level of schooling, should possess certain levels of competency when it comes to being considered literate Goad, (2002). Often, their levels of literacy are found in their ability to base their knowledge over an entire text while others learns can simply analyze words and comprehend common phrases.