developing an adult literacy and numeracy curriculum ... · development of adult literacy and...

Developing an adult literacy and numeracy curriculum, assessment and

instructor training: A review of the literature

By Johanna Geraci

Submitted to PTP Adult Learning and Employment Program as a requirement for

Nunavut Arctic College’s Northern ABE Enhancement Initiative

July, 2012

Literature Review - PTP - July 2012

i

Contents

Introduction .................................................................................................................................................. 1

Objectives ..................................................................................................................................................... 1

Methods ........................................................................................................................................................ 1

Literature retrieval .................................................................................................................................... 2

Literature selection ................................................................................................................................... 2

Findings ......................................................................................................................................................... 3

Barriers ...................................................................................................................................................... 4

Facilitators ................................................................................................................................................. 6

Motivators ................................................................................................................................................. 7

Program design ......................................................................................................................................... 7

Hours of instruction ............................................................................................................................... 8

Instructors ............................................................................................................................................. 8

Collaborative practice ........................................................................................................................... 8

Program Support ................................................................................................................................... 9

Goals and expectations ......................................................................................................................... 9

Achievements ........................................................................................................................................ 9

Assessment ............................................................................................................................................ 9

Course development ............................................................................................................................... 10

Content ................................................................................................................................................ 10

Program delivery ................................................................................................................................. 10

Instructional strategies ........................................................................................................................... 10

Reading ................................................................................................................................................... 11

Writing .................................................................................................................................................... 12

Numeracy ................................................................................................................................................ 13

Assessment ............................................................................................................................................. 14

Instructor Training .................................................................................................................................. 15

Conclusion ................................................................................................................................................... 16

References .................................................................................................................................................. 17

Appendix: Databases, websites and search terms ..................................................................................... 21


ii


1

Introduction

Nunavut has the lowest adult literacy and numeracy rates in the country. According to the 2003

International Adult Literacy and Skills Survey, 73% of adults in Nunavut scored less than level 3 in literacy

and 78% scored less than level 3 in numeracy (Human Resources and Skills Development Canada

(HRSDC) and Statistics Canada, 2005). These numbers must be viewed with caution given the high

percentage (60%) who claim Inuktitut as their first language but were tested in either English or French.

The numbers do, however, point to potential concerns about the ways in which the needs of learners

are being met by the current education system. It also points to challenges adults might face when

participating in areas of family, work and community life that require a basic understanding of literacy

and numeracy.

The Nunavut Adult Learning Strategy (NALS) is the first step in a larger plan to deliver adult

education and training in Nunavut (Government of Nunavut and Nunavut Tunngavik, 2008). NALS

recognizes that one of the challenges with their strategy is providing “... the training, education and

skills that individuals will need to engage in their communities, obtain employment in positions that

have typically been filled by non-residents, and become active participants in the self-determination

goals outlined in the NLCA (p. 5).” The need exists for literacy and numeracy programs to be designed

with the expressed goal of supporting individuals in achieving their goals of community participation,

employment and self-determination.

A proven curriculum that can be adopted for use in adult literacy and numeracy programs in

Nunavut does not exist. There is, however, a growing evidence base regarding effective practice and a

move in the field of education to apply this evidence to programming (Comings, 2003; Kruidenier, 2002).

In fact, England’s National Research and Development Centre for adult literacy and numeracy (NRDC)

has made it a priority to provide a solid evidence base for instructors and trainers to use in practice.

Similarly, the Canadian Council on Learning (CCL), whose mandate ended in 2012, promoted research

and evidence-based decision-making about learning from childhood through to adulthood. A recent

review of the literature about improving adult literacy and numeracy skills found that there is a great

deal of knowledge about what constitutes effective teaching practice. Also noted in this review is that

this knowledge infrequently finds its way into practice (Vorhaus, Litster, Frearson, & Johnson, 2011).

Objectives

The purpose of this literature review is to provide an evidence base to be used in the

development of adult literacy and numeracy courses, assessment and instructor training for the pre-

employment program at Nunavut Arctic College (NAC).

Methods

The ways in which the literature review is intended to be used led to a unique approach for

identifying relevant documents. The search focussed not only on evidence related to adult education


2

and learner outcomes but also on adult education for specific populations. To meet both of these

requirements, the bibliographic search was conducted in two stages. The search began with an

investigation of Nunavut-, Inuit- and Aboriginal-specific literature about adult education programs. The

next stage of the literature search was aimed at identifying literature from the range of adult literacy

and numeracy programs that were clearly linked with learner outcomes. For both stages, the search

included open access databases and relevant websites (see Appendix).

Literature retrieval

The goal of the initial search was to locate qualitative and quantitative research studies and

program evaluations that linked characteristics of adult literacy and numeracy with improved learner

outcomes for Inuit populations in Nunavut. Websites were searched based on how they were organized;

either key words were used or the relevant sections (e.g. publications, educational resources) were

explored. Search terms that included “Inuit”, “Nunavut”, “Indigenous”, “Aboriginal”1 and “adult” were

used to meet the population focus, matched with terms that included “literacy”, “numeracy”, “adult

basic education” and “pre-employment programs” (see Appendix). Documents from a brief literature

search conducted earlier in the year were also gathered. Literature from the earlier search focussed on

Inuit- and Nunavut-specific research and policy documents about adult education and was not

necessarily specific to literacy and numeracy. The lack of empirical data about adult literacy and

numeracy programs and practices with this population focus led to the next step in the literature

retrieval.

The second stage of the literature search was aimed at identifying studies beyond the Inuit or

Aboriginal contexts that showed a relationship between adult literacy and numeracy programs,

assessment, instructor training, and improved learner outcomes. Emphasis was placed on identifying

evidence to inform literacy and numeracy course development scheduled to begin in the fall 2012. To

locate this literature, similar search terms were used without including a population focus. Literature

reviews were specifically sought during this stage of the bibliographic search. The rationale behind this

decision was to benefit from the wealth of information already summarized by these published reviews

of the adult literacy and numeracy literature. In addition, literature reviews are commonly designed for

the purposes of informing policy and practice thus are ideal for meeting the objectives of this particular

review. In addition to the reviews themselves, the bibliographies of the reviews were used to locate

original sources.

Literature selection

Broad selection criteria were employed for the Inuit and Aboriginal literature owing to a lack of

empirical research evidence that met the objectives of the literature review. All English-language,

Canadian adult education programs were included if they linked program components with learner or

program outcomes. Literature was excluded that was not program- or outcomes-oriented, was

1 Aboriginal is used in this document to denote the first peoples of Canada as it is the most common term used in the adult

education literature cited in this review.


3

theoretical or based solely on authors’ personal experiences. Owing to the broad inclusion criteria,

studies that might otherwise be excluded from a more systematic approach were included with the

expectation that they would contribute in some ways to the evidence required to meet the objectives of

the review.

For the broader search, English-language literature reviews about adult literacy, numeracy and

basic education programs linked with learner outcomes were included if they were explicit in their

methodology. Unless specifically noted by another review as contributing in a meaningful way to the

evidence base, literature reviews that were not explicit in their methods were excluded. During the

initial reading of the retrieved documents, studies and reviews specific to learners with very low level

literacy, English as a second language and learning disabilities, as well as learners enrolled in workplace

literacy instruction and computer-assisted instruction were excluded.

For both stages of the review, abstracts were reviewed and documents deemed relevant to the

purpose of the review were retrieved.

Findings

The findings presented here come from both the Aboriginal-specific literature search and the

broader literature search about adult literacy and numeracy and learner outcomes. The literature that

informed the first three sections of the review (barriers, facilitators and motivators) comes from the

Canadian Aboriginal literature, while the broader literature formed the basis for the remaining sections.

The rationale behind this decision is based on the content of the literature itself. The Inuit, Nunavut and

Aboriginal2 literature is largely dedicated to theories and concepts about developing holistic and

culturally relevant approaches to education (Brant, 2006; Ostrowidzki & Pryce, 2009; St. Denis, Silver,

Ireland, George, & Bouvier, 2009). This literature is largely informed by principles of Aboriginal

worldviews rather than by empirical evidence and is not designed to provide practical recommendations

for adult literacy and numeracy courses. In fact, researchers and organizations have cited these gaps in

the field of Inuit education, noting a lack of evidence-based research (Inuit Tapiriit Kanatami (ITK), 2011)

and a lack of concrete recommendations (Abele & Graham, 2010) on which to move forward. Despite

the lack of empirical evidence, this body of literature provides the context within which learners and

educators engage in adult education. This context is important for understanding the factors that

support and encourage learner participation, thus this literature has been used to describe barriers,

facilitators and motivators. While it may not be possible to isolate precisely the barriers, facilitators and

motivators that will be at play in the pre-employment program, it is worthwhile to examine those

commonly cited in an effort to maximize the likelihood of program success. Describing the barriers,

facilitators and motivators identified in the Inuit and Aboriginal literature is also useful because it clearly

demonstrates the common experiences of all adult learners. Adult learners in Nunavut experience a

2 The Canadian Constitution (Constitution Act, 1983, Part II, section 35) recognizes three distinct groups of Aboriginal peoples in

Canada: Inuit, Métis and Indian (generally known as First Nations), each with distinct languages, cultures and spiritual beliefs (Government of Canada, 2009). While sharing a common history as Canada’s first peoples, considerable differences exist between Canada’s Aboriginal peoples that may not be considered when using the term Aboriginal or Indigenous.


4

number barriers, facilitators and motivators that are similar to those experienced by adult learners

elsewhere, lending support to the decision to use the broader literature to meet this project’s needs.

The literature that informed the remaining sections of the document was taken from the

broader search. This literature, based on qualitative and quantitative research findings, is derived largely

from published literature reviews and original research studies described in each of these reviews

(Benseman, Sutton, & Lander, 2005; Coben, 2003; Condelli, Safford-Ramus, & Sherman, 2006; Grief,

Meyer, & Burgess, 2007; Kruidenier, MacArthur, & Wrigley, 2010; MacLeod & Straw, 2010; Vorhaus,

Litster, Frearson, & Johnson, 2011).This literature was able to link elements of program design,

assessment and instructor training to improved outcomes. Where there has been extremely limited or

absent outcomes data, promising practices and inspection evidence3 have been used. The reviews have

been cited where they present summaries of findings. The original sources are cited when accessed and

reviewed regarding their individual findings. To preserve the meaning of the research findings, direct

quotes are frequently employed.

This document cites a number of studies and reviews and their corresponding outcomes. No

attempt was made to capture these outcomes, such as increased test scores, improved confidence or

changes to engagement in literacy practices, under a common term or to describe each outcome

individually. Instead, those terms used by the authors to describe outcomes are used in this review. This

was done because while terms like learner progress, learner gains and increased achievement might

represent different outcomes in different studies, all relate to some measure of improvement and meet

the objectives of this review.

The term adult literacy and numeracy, has been used in this document to denote what authors

refer to as adult basic education (ABE) and language, literacy and numeracy (LLN). Adult literacy and

numeracy is used in this document as it explicitly captures the objectives of literacy and numeracy

courses.

Barriers

The information presented in this section and the sections that follow on facilitators and

motivators is taken primarily from reports about Canadian adult education programs with Aboriginal

populations, though not specifically literacy and numeracy programs. Proactive Information Services Inc.

(Proactive) produced three reports about a portfolio development course developed by Nunavut Arctic

College (2008, 2009, 2010). The 2010 document provides a summary of the evidence and has been

referenced throughout. Other documents describe on-reserve adult basic education programs in

Saskatchewan (Cottrell et al., 2011), six Manitoba adult literacy programs that serve primarily or

exclusively Aboriginal learners (Silver, Klyne, & Simard, 2003), an adult bridging course for Aboriginal

learners in British Columbia (Thompson Rivers University and Aboriginal Transitions Research Fund

(TRU-ATRF), 2009) and a discussion about Aboriginal adult learning needs identified in Atlantic Canada

(Canadian Council on Learning (CCL), 2008). With the exception of Proactive (2008, 2009, 2010), the

3 Inspection reports are based on evidence of quality provided by inspectors. These reports provide insight into effective

practices in education but are not derived from empirical studies.


5

literature describing Aboriginal learners and programs in Canada is not specific to Inuit populations and

may have limited generalizability to learners and programs in Nunavut.

Barriers to adult education are generally considered to be factors that discourage participation

in the program. Barriers may present themselves at an individual level or at the level of an institution or

system. Personal barriers are the result of a learner’s personal situation while system-related barriers

are the result of program characteristics that discourage participation. Barriers to implementation

identified by Proactive (2010) are described here because of their potential relevance to this project.

Cottrell et al. (2011) identify personal barriers to success as overcrowded housing, family

violence, negative family interactions and peer pressure. Proactive (2010) identifies challenges at home

and in learners’ personal lives without going into the detail provided by Cottrell et al. Other personal

barriers identified in the literature on Aboriginal adult learners include distance from the education

program and a lack of transportation to the program (CCL, 2008; Cottrell et al., 2011; Silver et al., 2003;

TRU-ATRF, 2009), learner shyness (Silver et al., 2003), lack of confidence and low-esteem. Cultural values

and practices that impede learners’ attendance such as wakes and funerals (Cottrell et al., 2011) and

social challenges including poverty, addiction and poor nutrition (TRU-ATRF, 2009) are also found to be

barriers to participation. None of these barriers are described by Proactive (2010), which suggests the

learner sample in the study did not experience these same barriers or the barriers were not captured

during the evaluation.

One of the most commonly cited system-related barriers to attending adult education programs

is lack of childcare services (CCL, 2008; Cottrell et al., 2011; Proactive, 2010; Silver et al., 2003). The state

of the education facility and insufficient student funding are also noted to be barriers to attending

(Cottrell et al., 2011). Other system-related barriers identified in the literature are racism and

discrimination (Silver et al., 2003; TRU-ATRF, 2009), lack of respect for different learning styles,

undiagnosed learning disabilities, and a lack of Aboriginal instructors (TRU-ATRF, 2009). Class

composition is noted as a barrier to success by Proactive (2010). Their findings suggest that classroom

dynamics, based on the sex and the age of the students, can be a barrier to success for learners who

may not feel comfortable with their classmates.

One of the system-related barriers noted by Proactive (2008) that is not described in other

literature reviewed is the barrier posed by language. In Nunavut, a learners’ first language may be

Inuktitut or Inuinnaqtun, while the language of instruction in many adult education programs is English.

According to Berger (2006), the bilingual (Inuktitut and English) school system is not meeting the needs

of the communities and students often leave school unable to function adequately in either language.

Thus, barriers may be experienced by Inuit learners who function in two languages but may struggle

with literacy in both. One instructor’s comment illustrates this challenge:

I notice when you talk about literacy skills it is almost like they [the learners] are stuck in the

middle. It is like they don’t have a first language, they have two second languages … when I

listened I thought everybody’s first language was Inuktitut, just from the way that they talked in

class. Until I realized their Inuktitut wasn’t at the level I thought (Proactive, 2008, p. 42).

A number of barriers to implementing the NAC portfolio development program are described by

Proactive (2010). These barriers were not experienced in all course locations and thus may not arise in


6

subsequent adult education programs undertaken in Nunavut. Their relevance to this document centres

on the potential challenges involved in delivering adult education courses in Nunavut where limited

access to material and human resources is common. Barriers identified in remote communities include

lack of program funding, lack of infrastructure, poorly equipped facilities, intermittent access to the

internet, lack of adult educators, high staff turnover, program scheduling conflicts and low attendance

rates (Proactive, 2010). Despite these challenges, the program was successfully implemented and

subsequently embraced by learners and instructors.

Facilitators

Facilitators are those factors that encourage learner participation. Like barriers, facilitators may

present themselves at an individual level or at the level of an institution or system. Implementation

facilitators, activities which enable the establishment and continuation of programs, were also described

by Silver et al. (2003) and Proactive (2010).

The personal facilitators most often attributed to learner success are family support (CCL, 2008;

Cottrell et al., 2011; Proactive, 2010; Silver et al., 2003; TRU-ATRF, 2009), the availability of childcare

(Silver et al., 2003) and transportation to the education facility (TRU-ATRF, 2009). Proactive found that

providing connections with elders and the community and positive feedback about work accomplished

are also significant facilitators for learners.

System-related facilitators to success are described as one-on-one personalized attention that

accommodates different learning styles and ability levels (Silver et al., 2003) and sufficient time to work

with individuals at their own pace using teaching methods geared to their needs (TRU-ATRF, 2009).

Silver et al. (2003) note this personalized attention can come from an instructor or tutor. The authors

also note that social and emotional support provided by instructors is a key to success and that

counselling is an important part of adult programs (Silver et al., 2003). Peer support and a spirit of

cooperation (TRU-ATRF, 2009), as well as having elders on site or involved in course work (TRU-ATRF,

2009; Proactive, 2010) are also facilitators. Distance education is described as a facilitator by TRU-ATRF

(2009) because of its self-paced, flexible nature. Additional facilitators include offering a safe, supportive

classroom environment that is non-hierarchical and personalized (Silver et al., 2003; Proactive, 2010),

encouraging laughter and humour, and providing learners with clear expectations with respect to their

work (Silver et al., 2003). Silver et al. also suggest delivering an orientation session for learners that

focuses on skills related to studying, time management and organization.

According to Proactive (2010), numerous other components of programming and delivery

facilitate learner participation. These include classes of mixed ages and sexes where older learners have

a tendency to teach younger learners about traditional Inuit ways, flexible curriculum that can be

adapted to meet individual learning needs, and flexible delivery (some instructors taught the portfolio

development course as a two-week course compared with other educators who integrated the content

into other courses). Individualized content, valuing what learners offer and opportunities for hands-on

activities are also described as facilitators. In addition, recommended improvements to the NAC

program include more ice breakers, more Inuit games and providing educators with a realistic time

frame for delivering the curriculum.


7

The system-related facilitators suggest that instructors and the classroom environment play a

critical role in learners’ success. Silver et al., (2003) offers the following description of a positive

classroom environment:

Much of the very considerable success of Adult Learning Centres is attributable to the energy and

passion and commitment of their staff, and to their determination to run organizations

characterized by a non-hierarchical structure and a commitment to equality and human dignity,

and a belief in the human potential that lies within each of us (p. 29).

With regard to program implementation, Silver et al., (2003) suggest that resource allocation should be

flexible enough to allow programs to spend money in ways that best suit community needs. Proactive

(2010) found that sufficient provision of resources and opportunities for professional development and

training contribute to successful implementation of the program.

Motivators

Motivation to attend is briefly mentioned here as it describes learners’ personal reasons for

attending adult education courses. Motivators are also addressed as a key variable in the success of

adult learners (Silver et al., 2003). These motivators include learners wanting to better themselves

(Proactive, 2008) and to better their lives for their children and their families (Silver et al., 2003).

Personal goals are also described as motivators (Cottrell et al., 2011; Proactive, 2008; Silver et al., 2003)

which include helping children do their homework (Silver et al., 2003), having plans for future

employment, becoming self-sufficient (Cottrell et al., 2011), obtaining more gainful employment, getting

off social assistance and getting out of poverty (Silver et al., 2003). Goals that motivate learners noted

by Cottrell et al. include contributing to the community in meaningful ways, such as filling in service gaps

(daycares, mechanics, carpentry, accounting) and the desire to “restore aspects of traditional culture,

such as language, which [is] in danger of being lost” (p.64). It is also important to acknowledge that the

absence of motivators can disadvantage an individual learner. For example, where employment is

noted as a motivator (Cottrell et al., 2011; Silver et al., 2003) a lack of jobs upon graduation from adult

education programs is noted as an impediment to success by Cottrell et al. It is thus important to

consider that adults may not be motivated to attend if they are unable to recognize an advantage in

doing so.

Program design

The data gathered about program design is linked with learner and program success. These

components are related to the broader program structures and most extend beyond PTP’s work. They

are summarized here to offer a view of how they relate to the success of learners and programs and to

underscore their influences when evaluating a program. Assessment, which is a component of PTP’s

work, has been included here as an important part of program design and provides a strong rationale for

using assessment in adult education. It is also described later in the document with details that will be


8

used to adapt the assessment tool for the literacy and numeracy courses being developed for this

project.

Hours of instruction

Using the research evidence to determine the requisite number of hours to achieve learner

success is challenging. Some of these challenges result from the differences between learners’ skills and

knowledge entering a program and the lack of agreement about what defines learner success (Vorhaus

et al., 2011). With these challenges in mind, the findings from Benseman et al. (2005) and Vorhaus et al.

(2011) suggest that both literacy and numeracy programs require at least 100 hours of instruction.

Additional findings include the following:

Learners with low levels of skills may need more than 100 hours of instruction (Benseman et al.,

2005)

Progress in writing may require a minimum of 134 hours according to Grief et al. (2007) whereas a

minimum of 150 hours is suggested by others (Comings, Sum, & Uvin, 2001 as cited in Comings,

2006)

Reading comprehension may increase in programs with more than 50 hours of instruction but some

studies showed mixed results (Benseman et al., 2005)

Reading comprehension may be related to the number of hours spent per week and the regularity

of learning though neither have been a focus of the research (Benseman et al., 2005)

Instructors

The findings regarding characteristics of instructor qualifications and conditions of their

employment are summarized as follows:

Qualified teachers with experience in subject matter have a positive impact on learners (Vorhaus et

al., 2011; MacLeod & Straw, 2010)

Limited findings suggest that full-time teachers enhance learner gains (Benseman et al., 2005)

instructors with adequate time for lesson planning enhance learner gains (Basic Skills Agency, 2000;

Benseman, 2001; Brooks et al., 2001; Fitzgerald & Young, 1997; Kruidenier, 2002b; Padak et al., 2002

as cited in Benseman et al., 2005)

Instructors with adequate opportunities for professional development are linked to learner progress

(Benseman et al., 2005; MacLeod & Straw, 2010; Vorhaus et al., 2011)

Collaborative practice

While relatively little is documented about collaborative practices in literacy and numeracy

courses, the following findings support attempts to find opportunities to do so:

Classroom assistants who work together with instructors to develop lessons, rather than functioning

in assistant or teaching aid roles, are related to effective teaching practice (Office for Standards in

Education, Children's Services and Skills (Ofsted), 2007)

Peer support (sharing skills, ideas, friendships) is part of effective programming and is important to

learners (Ward & Edwards, 2002). Peer support may enhance learner gains but the evidence base is

not solid (Benseman et al., 2005)


9

Program Support

The benefits of supporting literacy and numeracy programs are well documented in the

literature. The following provides descriptions of these supports as components of effective programs:

Enabling instruction or settings - such as providing aides for teachers (Kruidenier et al., 2010)

Resources, funding and supportive policies (MacLeod & Straw, 2010)

Strategies to recruit and retain learners (MacLeod & Straw, 2010)

Strategies to “develop community-wide learning support systems that strengthen collaboration

among educational providers and social service and community-based organizations to meet

learners’ needs” (Condelli, Kirshstein, Reder, Silver-Pacuilla, & Wrigley, 2010, p. 9)

Measures to support and encourage coordination and collaboration between agencies, stakeholders

and employers (MacLeod & Straw, 2010)

Goals and expectations

There is some evidence to suggest that learners benefit from programs with learning goals and

expectations as described in the following:

Learning plans that are developed for every learner and include opportunities for regular

assessment and review with learners (Benseman et al., 2005)

High expectations on behalf of programs and instructors for learners’ achievements (Swain, Baker,

Holder, Newmarch, & Coben, 2005; Torgerson, et al., 2004)

Achievements

The literature suggests that there may be benefits related to recognizing students’

achievements during their course of learning. Forms of recognition supported by evidence are:

Opportunities for learners to gain credits and accreditation so they can move on to further study if

desired (Basic Skills Agency, 2000 as cited in Vorhaus et al., 2011)

Formal acknowledgements and celebrations of learners’ accomplishments (like graduation

ceremonies) are central to the outcomes achieved in some programs (Benseman, 2002, 2003 as

cited in Benseman et al., 2005)

Assessment

Including assessment in literacy and numeracy courses are briefly described here as they relate

to learner gains and persistence:

Opportunities for assessment (initial, formative and self-assessment) are related to learner

persistence and learner gains (Vorhaus et al., 2011)

Formative assessment has been shown to make a significant contribution to learning gains relative

to other teaching and learning strategies (Black & William, 1998, 2003 as cited in Vorhaus et al.,

2011)


10

Course development

Content

Surprisingly little is known about literacy and numeracy course content as it relates to learner

progress. The following evidence describes content that is likely to improve learner outcomes:

Authentic documents (content derived from the learner’s everyday environment) appear to be

linked to learner gains (Condelli, 2003; Condelli & Wrigley, 2004a; Kruidenier, 2002b; Padak &

Padak, 1991; Purcell- Gates, Degener, Jacobson, & Soler, 2002 as cited in Benseman et al., 2005).

The more authentic the materials and activities are, the more likely learners will be able to report a

change in their out-of-class literacy practices (Purcell-Gates, Degener, Jacobson, & Soler, 2002)

Highly authentic classes, according to Purcell-Gates et al. (2002) are typified by those that use only:

texts that occur naturally in the lives of people outside of a classroom (e.g., newspapers,

journals, novels, work manuals, driver’s license materials). Further, the reading writing activities

that occur with these texts is the same as those that would occur with the texts outside of a

learning situation. It is the confluence of these two factors that make programs highly authentic

(p. 80)

Program delivery

Similar to the research about program content, there is very little known about the

characteristics of program delivery that are conclusively linked with learner gains. The elements of

effective program delivery that are supported by evidence include:

Providing multiple ways of learning that include self-study, in-class learning, learning by distance and

information and communications technology (ICT) (Vorhaus et al.,2011, p. 135)

Employing holistic approaches to learning is related to successful programs in community-focused

adult literacy and numeracy. This includes learning that is related to the lived experiences of

learners, proving a suitable location for learning and the integration of basic skills. It can be

important not to label training as basic skills since prospective learners can be discouraged by such a

label (Hannon et al., 2003 as cited in Vorhaus et al., 2011, p. 53)

Instructional strategies

According to Vorhaus et al., 2011, the limited number of intervention studies precludes

definitive descriptions about instructional practices that improve learners’ achievement. The following

are teaching practices that show principles of good practice but are not necessarily derived from

empirical research:

Using a range of teaching strategies and “[d]eliberate and sustained acts of teaching” that address

the individual needs of learners is related to learner gains (Benseman et al., p. 6)

Programs that incorporate “project-based instruction” focused on the common interests of learners,

and that employ authentic practices and a wide range of writing tasks (Gillespie, 2001; Kelly,

Soundranayagam, & Grief, 2004; Purcell-Gates et al., 2002 as cited in Benseman et al., 2005, p. 8)

are more likely to promote learner gains


11

Employing well developed questioning strategies through instruction and addressing learners’ needs

according to their level of understanding (Looney, 2007 as cited in Vorhaus et al., 2011)

Providing instruction that supports learners’ autonomy and develops the skills necessary to conduct

self-assessments and to meet their everyday literacy and numeracy needs (Looney, 2007 as cited in

Vorhaus et al., 2011)

Employing instructors with “subject-specific teaching skills…that include phonics, oral reading

fluency, comprehension and appreciation of what is read, and how to apply these and other skills to

texts on both paper and screen” (Vorhaus et al., 2011, p. 71)

Offering “embedded [skills] provision tailored to meet individual needs; the assessment and

diagnosis of needs; and progression opportunities for learners” (MacLeod & Straw, 2010, p. 8)

Reading

There is more research on the topic of reading than on any other aspect of literacy and

numeracy programming (Benseman et al., 2005). Within this body of research related to adult learners,

more attention is paid to comprehension than to the other components of reading such as alphabetics,

fluency or vocabulary (Kruidenier et al., 2010). While the research shows that reading comprehension

usually improves with attendance in literacy programs, it is not always clear how literacy programs make

these improvements (Benseman et al., 2005; Kruidenier et al., 2010). Similarly, it is not clear why literacy

programs tend not to improve vocabulary (Benseman et al, 2005). Despite these ambiguities, evidence

showing a positive relationship between engagement in literacy practices and reading ability is

beginning to emerge. The Longitudinal Study of Adult Learning (LSAL) shows that increased engagement

in everyday literacy practices results in increased reading ability, suggesting that practice may lead to

proficiency (Reder, 2009). The following findings emerge from the adult literacy and numeracy research:

“explicit, structured teaching of alphabetics [phonemic awareness and word analysis], fluency,

vocabulary building and comprehension” is more likely to result in learner gains (Besser et al., 2004;

Kruidenier, 2002b; Rich & Shepherd, 1993; Sabatini, 2002; Snow & Strucker, 2000 as cited in

Benseman et al., 2005, p. 7)

Multiple readings of the same text and frequent readings of text can improve fluency (Kruidenier et

al., 2010)

Opportunities to repeatedly use new words and to form a deep understanding of these words can

improve vocabulary (Kruidenier et al., 2010)

Oral reading is a component of effective programs (Vorhaus et al., 2011) and is likely to enhance

learner gains (Benseman et al., 2005).

Replacing silent reading with opportunities for learners to engage in ‘active reading’ (reading aloud

or reading in pairs) supports learner progress (Benseman et al., 2005)

Instruction on multiple aspects of reading and direct reading comprehension strategy instruction

that includes “guided practice in specific strategies with learners gradually taking responsibility for

implementing the strategies” may improve comprehension (Kruidenier et al., 2010, p. 9)


12

Reciprocal reading (where one learner acts as learner and one as instructor who asks questions

about a text (Rich & Shephard, 1993 as cited in Brooks et al., 2007) is an effective teaching strategy

and appears to enhance learner gains (Benseman et al., 2005)

A “rigorous, sequential approach to developing speaking and listening, and teaching reading, writing

and spelling through systematic phonics” raises the attainment of literacy learners at highest risk of

not gaining the skills they need (Office for Standards in Education, Childrens' Services and Skills

(Ofsted), 2011a, p. 5)

Teaching fluency (greater speed in reading aloud) may lead to increases in reading achievement

(Kruidenier et al., 2010)

Writing

According to the review conducted by Benseman et al. (2005), there is a limited pool of

outcome-related research about the ways in which adults learn to write. Evidence is also very limited

about what constitutes effective teaching practice in writing. One of the reasons for this limited

research is the challenge associated with assessing writing and learners’ progress in writing, a challenge

that frequently arises in large-scale research projects where a considerable amount of scoring is

required (Kelly et al., 2004). What the limited body of research with adults has shown is that there may

be benefits gained through the use of “authentic everyday, learner-related content” (Benseman et al.,

2005, p. 69). While there is an extensive body of research evidence regarding effective writing

instruction in children (Kruidenier et al., 2010), this literature has not been used to inform this review.

Instead, the following section describes what is currently known about effective strategies for writing in

adult learners:

Approaching writing as a social practice is related to learner progress (Kelly et al., 2004, p. 52)

Using ‘authentic’ everyday, learner-related content is likely to improve writing practices of adults

(Benseman et al., 2005; Kelly et al., 2004). “Reading newspapers to learn the news relevant to

students’ lives and interests, writing letters that get sent to real people in the lives of the

students.....[and] writing notices and accounts for newsletters that get printed and read by real

people...” leads to improvements in reading and writing practices outside the classroom (Purcell-

Gates et al., 2002, p. 91)

Authentic practice (making links between what happens in the classroom and life outside the

classroom) may have a greater impact on confidence than on competence because of studies that

show authentic documents have a negative relationship with test scores (Grief et al., p. 9)

An approach to writing instruction that responds to the needs of learners as they occur and

embraces the “teachable moment” has a positive impact on learners’ progress” in writing (Grief et

al., 2007, p.9)

Collaboration between small groups of learners as well as between instructors and learners may be

important in the teaching and learning of writing (Kelly et al., 2004). Findings from Grief et al. (2007)

do not support this and show that collaborative group learning is negatively correlated with the self-

reported confidence of learners’ when writing in public places, including their work environment


13

Opportunities for a variety of text compositions and for discussion about the tasks assigned, as well

as providing individual learners with feedback while they are writing, is considered effective

teaching practice (Grief et al.,2007, p. 8-9)

Learner goals that correspond with program objectives may be important in the teaching and

learning of writing (Kelly et al. 2004, p. 57)

“Writing should be viewed as a process in which the writer interacts with what he/she has written.

Planning and revising a text are as much part of this process as physically writing it.” (Kelly et al.,

2004, p. 6)

Numeracy

There is very little research regarding effective practice in numeracy programs (Coben, 2003;

Benseman et al., 2005; Condelli et al., 2006; Vorhaus et al., 2011). Condelli et al., (2006) suggest the lack

of evidence is the result of a number of factors that include “little agreement on what constitutes

numeracy; poor professional development in numeracy; limited understanding of how adults with

diverse characteristics, needs, and backgrounds obtain numeracy skills; and the lack of alignment among

content standards, curricula and instruction, and assessments” (p.1). Elaborating on challenges

conceptualizing numeracy, Coben (2003) notes that the relative invisibility of some maths results in the

activity not being recognized as math but rather thought to be just “common sense” (p. 11). While the

evidence base for developing a numeracy course for adult learners is limited, the following are

promising practices and inspection evidence that can be used to inform course development:

Research on adults’ use of mathematics in their everyday and work contexts suggests that

mathematical activity is “deeply embedded in the contexts in which it takes place” (Coben, 2003, p.

7)

Instructors should “build on knowledge learners already have and help them overcome their fear of

maths, expose and treat misconceptions as a subject for discussion, promote reasoning and problem

solving over ‘answer getting’, and make creative use of technology (Vorhaus et al., 2011, p. 12). In

contrast, a literature review conducted by Condelli et al. (2006) found that using technology does

not lead to any more improvements in learning than instruction without the use of technology (p.

26)

Improving learners’ conceptual understanding of math is supported by the Realistic Mathematics

approach. This approach encourages learners to “write and publish their own mathematical

problems, using a process of generating ideas, drafting, peer and teacher review and redrafting.

(Coben, 2003, p. 116)

“discussion-based resources and learner-centred approaches” are associated with learner gains

(Vorhaus et al., p. 69)

Part of effective teaching in adult numeracy, according to Inspection evidence (Office For Standards

In Education, Children’s Services and Skills (Ofsted), 2011b) includes instructors who:

o provide individualized learning including learning plans

o acknowledge learners’ past struggles with numeracy and build on their current skills


14

o possess a developed understanding of mathematics and can help learners understand

where they made mistakes and how to work their way to the right answer

o encourage and support learners understanding of, and confidence in, mathematics

o provide everyday purposeful contexts for learners to use numeracy

o assess the progress of learners and provide them with constructive feedback

Assessment

Monitoring and evaluating learner progress through formal assessment is a subject of

tremendous debate. One of the main reasons for this is the lack of appropriate tests. In the United

States, much of the testing is done to satisfy program funding requirements rather than to gather

reliable data on learner achievement (Benseman et al., 2005). The limited body of literature based on

both research and professional wisdom suggests that assessment is an important part of effective adult

literacy and numeracy provision (Benseman et al., 2005; Black & William, 1998, 2003 as cited in Vorhaus

et al., 2011). Formative assessment has been shown to make a significant contribution to learning gains

(Black & William, 1998, 2003 as cited in Vorhaus et al., 2011) and a review by Kruidenier et al. (2010)

suggests that effective teaching is dependent on accurately assessing (both initially and on-going)

learners’ reading abilities. Because of this positive relationship between assessment and effective

programming, Vorhaus et al. (2011) suggest that assessment instruments can be used alongside

“measures of engagement in literacy and numeracy practices” to “provide a framework for identifying

and tracking [adult literacy and numeracy] development” (p. 62). The following assessment practices are

supported by evidence:

Assessment ideally happens at the beginning of a course in order to determine the skills and

knowledge learners bring to the program and what they wish to work on (Kruidenier et al., 2010)

Formative assessment used to assess and diagnose need is part of effective programming (MacLeod

and Straw, 2010 as cited in Vorhaus et al., 2011)

Assessment of reading should incorporate more than silent reading and oral comprehension

questions (Benseman et al., 2005; Kruidenier et al., 2010) since this alone might not be enough

information to adequately identify learners’ needs (Kruidenier et al., 2010, p.19)

Assessment that considers the diversity of reading and writing skills in learners and measures all

four components of reading is likely to result in learner gains (Benseman et al., 2005)

Assessment that incorporates self-assessment and instructor-led assessment using positive, verbal

feedback may enhance learner gains (Benseman et al., 2005, p. 99)

Gains in confidence are important and should be assessed as a way of evaluating how effective a

program is ( Eldred, Ward, Snowden & Dutton., 2006)

Vorhaus et al. (2011, p. 61-62) summarize the findings from a review of formative assessment

conducted by Derrick and Ecclestone (2008). This review did not use a systematic approach but was

included in Vorhaus et al. (2011) because the findings are supported by a broad range of studies.

Their findings show that:

o learning should be structured more like a conversation that is happening between learners

and instructors


15

o instructors should continually evaluate how they communicate with learners and pay close

attention to listening, understanding, questioning and feedback skills

o provide timely and constructive feedback to learners about the task rather than the learner

o foster a supportive learning environment where students feel comfortable enough to ask

questions and to provide potentially incorrect answers

o peer and self-assessment should be a fundamental component of every learning situation

o learners may benefit from working collaboratively (p. 61-62)

Numeracy instructors should assess learners’ progress by focusing on developing the knowledge and

skills of the learners as well as ensuring they understand what is required of them during

evaluations and assessments (Ofsted, 2011b, p. 3)

Assessment should include recognizing soft-outcomes (e.g., self-esteem and confidence).

Recognizing soft outcomes is positively correlated with learner persistence and should exist “within

a broad framework of achievement and a system of formative assessment that recognizes small

steps (Vorhaus et al., 2011, p. 110)

Instructor Training

The literature suggests that initial instructor training is essential (Benseman et al., 2005) but

descriptions of what this training should entail are less clear. The research also suggests that a number

of characteristics of instructors themselves are important in delivering literacy and numeracy courses to

adult learners. The following describe the practical components of effective instructor training and the

broader influences on learners that should inform this:

Instructors need to be well trained in the reading process; that is – “they need to be skilled enough

to observe learners reading and understand what they are seeing and to know how to teach to

overcome the difficulties observed” (Benseman et al., 2005, p. 64)

Instructors should be trained to teach writing as a process (Grief et al., 2007)

Instructors need specific training in numeracy – both in their understanding of the subject and their

skills in teaching it (Coben, 2003, p. 117)

Instructor training should “ emphasize both technical expertise and positive teacher qualities, and …

integrate the teaching of subject and pedagogic knowledge” (Vorhaus et al., 2011, p. 79)

Effective teacher training should:

o be rooted in the current understanding of the ways in which adults learn

o support instructors to evaluate their own attitudes about what to teach and how to teach it.

o provide instructors with the tools to think about how the broader social, cultural and policy

environments influence their practice

o consider the importance of context on learning and that learning in one environment may

not be transferred to another

o consider that more complex learning materials may not, in and of themselves, change

learners’ practice

o encourage instructors to try to understand the subject matter from the learners’

perspectives (Morton, McGuire & Banham, 2006)


16

Instructors should be aware that mistakes and misunderstandings learned early in life are likely to

continue into the adult years (Coben, 2003)

Instructors should understand learners’ literacy experiences as well as be informed about the

reading process overall so they can confidently identify the factors contributing to delayed learning

in their students (Snow & Strucker, 2000 as cited in Benseman et al., 2005)

Instructors should be sensitive to any prior negative experiences of education (Hannon et al., 2003

as cited in Vorhaus et al., 2011)

Instructors should understand the multiple barriers faced by many learners that prevented them

from achieving literacy skills in their previous educational experiences (Ofsted, 2011a as cited in

Vorhaus et al., 2011)

Conclusion

Based on the available evidence, a number of factors are shown to support learner gains. For

example, building on learners’ experiences, using authentic contexts and employing on-going

assessment have been found to contribute positively to improved program outcomes. In addition to

what the research evidence shows is effective practice, efforts to redesign pre-employment literacy and

numeracy courses at Nunavut Arctic College will benefit from the knowledge derived from the

Aboriginal and Inuit-specific literature describing barriers, facilitators and motivators learners

experience when accessing adult education programs. Lastly, these efforts will benefit from local

community context that includes input from stakeholders in Nunavut. Interviews and observations will

be conducted in purposively sampled Nunavut communities and the data gathered will add to the

existing evidence base regarding curriculum, assessment and instructor training for the pre-employment

program in the territory.

The adult literacy and numeracy literature frequently cites the need to develop a stronger

evidence base for adult education programs. This same body of literature also shows that a body of

evidence currently exists which can be used to begin building evidence-based courses that support

learner progress. This literature review has used a select body of evidence to capture and summarize the

research with the aim of developing such courses. Combined with upcoming data collection in Nunavut,

this literature review provides a solid foundation on which to build the pre-employment literacy and

numeracy courses, assessment instrument and instructor training that will be a fundamental part of the

pre-employment program at Nunavut Arctic College.


17

References

Abele, F., & Graham, K. (2010). The literature in Inuit-centred curriculum and teaching approaches:

Literature review. Retrieved from Inuit Tapiriit Kanatami:

https://www.itk.ca/publication/documentation-national-strategy-inuit-education

Benseman, J., Sutton, A., & Lander, J. (2005). Working in the light of Evidence, as well as aspiration: A

literature review of the best available evidence about effective adult literacy, numeracy and

language teaching. Auckland: Ministry of Education.

Berger, T. R. (2006). Conciliator's final report: The Nunavut Project. Vancouver, BC: Nunavut Literacy

Council. Retrieved from http://www.nunavutliteracy.ca/english/research/research.htm

Brant, J. (2006). The Aboriginal literacy curriculum toolbox: Cultural philosophy, curriculum design,

strategies for self-directed learning. Ontario, Canada: Ningwakwe Learning Press.

Brooks, G., Burton, M., Cole, P., & Szczerbinski, M. (2007). Effective teaching and learning: Reading.

London: National Research and Development Centre for Adult Literacy and Numeracy.

Canadian Council on Learning (CCL). (2008). Canadian outreach initiative: Aboriginal peoples. Retrieved

from Canadian Council on Learning: http://www.ccl-

cca.ca/ccl/aboutccl/knowledgecentres/adultlearning/OurWork/CommunityOutreach/Aboriginal.

html

Coben, D. (2003). Adult numeracy: Review of research and related literature. A report of the DfES

National Research and Development Centre for Adult Lieteracy and Numeracy. Nottingham:

University of Nottingham.

Comings, J. (2003). Establishing an evidence based education system. Cambridge, MA: Harvard Graduate

School of Education.

Comings, J. (2004). Evidence-based education: A perspective from the United States. England: University

of Nottingham. Retrieved from http://hdl.voced.edu.au/10707/89244

Condelli, L., Kirshstein, R., Reder, S., Silver-Pacuilla, H., & Wrigley, H. S. (2010). Changing the odds:

Informing policy with research on how adult learners succeed. Washington, DC.: American

Institutes for Research.

Condelli, L., Safford-Ramus, K., & Sherman, R. (2006). A review of the literature in adult numeracy:

Research and conceptual issues. Washington, D.C.: The American Institutes for Research.

Cottrell, M., Prytula, M., Hajnal, V., Pelletier, T., Greyeyes, V., & Henry, S. (2011). Saskatchewan on-

reserve adult basic education: Hope for the future. Saskatoon, SK: University of Saskatchewan.


18

Derrick, J., & Ecclestone, K. (2008). English language literature review:. In Teaching, learning and

assessment for adults: Improving foundation skills. OECD Publishing.

doi:http://dx.doi.org/10.1787/172251338713

Eldred, J., Ward, J., Snowden, K., & Dutton, Y. (2006). Catching confidence: The nature and role of

confidence - ways of developing and recording changes in the learning context. UK: National

Institute of Adult and Continuing Education (NIACE).

Government of Canada. (2009). Government of Canada.Affirmation of Aboriginal Affiliation Form

(AAAF). A. Definition of Aboriginal Peoples. Retrieved from Definition of Aboriginal Peoples.:

http://www.psc-cfp.gc.ca/plcy-pltq/eead-eeed/dg-gd/aaa-bg-dr-eng.htm

Government of Nunavut and Nunavut Tunngavik. (2008). Nunavut adult learning strategy. Iqaluit:

Author.

Grief, S., Meyer, B., & Burgess, A. (2007). Effective teaching and learning: Writing. London: National

Research and Development Centre for Adult Literacy and Numeracy (NRDC).

Human Resources and Skills Development Canada (HRSDC) and Statistics Canada. (2005). Indicators of

well-being in Canada: Learning - overview. Retrieved from Human Resources and Skills

Development Canada: http://www4.hrsdc.gc.ca/[email protected]?iid=79

Inuit Tapiriit Kanatami (ITK). (2011). First Canadians, Canadians First. Ottawa: Author.

Kelly, S., Soundranayagam, L., & Grief, S. (2004). Teaching and learning writing: A review of research and

practice. London: National Research and Development Centre for Adult Literacy and Numeracy.

Kruidenier, J. (2002). Research-based principles for adult basic education reading instruction.

Washington, DC: National Institute for Literacy.

Kruidenier, J. R., MacArthur, C. A., & Wrigley, H. S. (2010). Adult Education Literacy Instruction: A Review

of the Research. Washington, D.C.: National Institute for Literacy.

MacLeod, S., & Straw, S. (2010). Adult basic skills: Reading. Reading, UK: CfBT Education Trust.

Morton, T., McGuire, T., & Banham, M. (2006). A literature review of research on teacher education in

adult literacy, numeracy and ESOL. London: National Research and Development Centre for

Adult Literacy and Numeracy.

Office for Standards in Education, Children's Services and Skills (Ofsted). (2007). Direct learning support

in colleges: A survey of current practice. London: Author. Retrieved from

http://www.ofsted.gov.uk/resources/direct-learning-support-colleges-survey-of-current-

practice

Office for Standards in Education, Childrens' Services and Skills (Ofsted). (2011a). Removing barriers to

literacy. London: Author. Retrieved from www.ofsted.gov.uk/publications/090237.


19

Office For Standards In Education, Children’s Services and Skills (Ofsted). (2011b). A good adult

numeracy tutor. London: Author.

Ostrowidzki, E., & Pryce, M. M. (2009). Indigenization framework for Aboriginal literacy. Merritt, B.C.:

Nicola Valley Institute of Technology.

Proactive Information Services Inc. (Proactive). (2008). PLAR and Portfolio Development at Nunavut

Arctic College: Year 1 final summative report. Winnipeg, MB: Author.

Proactive Information Services Inc. (Proactive). (2009). Portfolio learning assessment and Portfolio

development at Nunavut Arctic College: Overall year 2 evaluation report. Winnipeg, MB: Author.

Proactive Information Services Inc. (Proactive). (2010). Portfolio learning assessment and portfolio

development at Nunavut Arctic College: Comprehensive evaluation report. Winnipeg, MB:

Author.

Purcell-Gates, V., Degener, S. C., Jacobson, E., & Soler, M. (2002). Impact of authentic adult literacy

instruction on adult literacy practices. Reading Research Quarterly, 70-92.

Reder, S. (2009). Scaling up and moving in: Connecting social practices views to policies and programs in

adult education. Literacy and Numeracy Studies, 16.2/17(1), 35-50.

Silver, J., Klyne, D., & Simard, F. (2003). Aboriginal learners in selected adult learning centres in

Manitoba. Manitoba: Canadian Centre for Policy Alternatives.

St. Denis, V., Silver, J., Ireland, B., George, N., & Bouvier, R. (2009). Reclaiming the learning spirit:

Learning from our experience. Saskatoon, SK and Calgary, AB: University of Saskatchewan,

Aboriginal Education Research Centre, First Nations and Adult Education Research Consortium

and Adult Learning Knowledge Centre.

Swain, J., Baker, E., Holder, D., Newmarch, B., & Coben, D. (2005). ‘Beyond the daily application’: making

numeracy teaching meaningful to adult learners. London: National Research and Development

centre for adult literacy and numeracy.

Thompson Rivers University and Aboriginal Transitions Research Fund (TRU-ATRF). (2009). A learning

bridge for Aboriginal adults (ALBAA): Final report. Kamloops, BC: Thompson Rivers University.

Torgerson, C., Brooks, G., Porthouse, J., Burton, M., Robinson, A., Wright, K., & Watt, I. (2004). Adult

literacy and numeracy intervention outcomes: A review of controlled trials. London: National

Research and Development Centre for adult literacy and numeracy.

Vorhaus, J., Litster, J., Frearson, M., & Johnson, S. (2011). Review of Research and Evaluation on

Improving Adult Literacy and Numeracy Skills. London: Department for Business Innovation and

Skills.


20

Ward, J., & Edwards, J. (2002). Learning journey: Learners voices. Learners' views on progress and

achievement in literacy and numeracy. London, UK: Learning and Skills Development Agency

(LSDA).


21

Appendix: Databases, websites and search terms

Databases and websites

Aboriginal Education Research Centre (http://aerc.usask.ca/publications.html)

Canadian Council on Learning (CCL) (http://www.ccl-cca.ca/)

Centre for Research on Lifelong Learning (http://crell.jrc.ec.europa.eu/)

CfBT Education Trust (http://www.cfbt.com)

Education Resources Information Centre (ERIC) (http://www.eric.ed.gov/)

Evidence for Policy and Practice Information and Co-ordinating Centre (EPPI-Centre)

(http://eppi.ioe.ac.uk/webdatabases/Intro.aspx?ID=6)

National Adult Literacy Database (NALD) (http://www.nald.ca/)

National Centre for the Study of Adult Learning and Literacy (NCSALL) (http://www.ncsall.net/?id=990)

National Institute for Literacy (http://www.caliteracy.org/nil/)

National Institute of Adult Continuing Education (NIACE) (http://www.niace.org.uk)

Nunavut Literacy Council (http://www.nunavutliteracy.ca/home.htm)

National Research and Development Centre for Adult Literacy and Numeracy (NRDC)

(http://www.nrdc.org.uk/index.asp)

Wiley Online Library (http://onlinelibrary.wiley.com/)

Population search terms

Inuit, Nunavut, Aboriginal, Indigenous, Adult

Program and learning search terms

Literacy, Numeracy, Reading, Writing, Math, Education, Education programs, Education curriculum,

Basic education, Pre-employment program, Literature review

http://aerc.usask.ca/publications.html

http://www.ccl-cca.ca/

http://crell.jrc.ec.europa.eu/

http://www.cfbt.com/

http://www.eric.ed.gov/

http://eppi.ioe.ac.uk/webdatabases/Intro.aspx?ID=6

http://www.nald.ca/

http://www.ncsall.net/?id=990

http://www.caliteracy.org/nil/

http://www.niace.org.uk/

http://www.nunavutliteracy.ca/home.htm

http://www.nrdc.org.uk/index.asp

http://onlinelibrary.wiley.com/