Learning, Literacy, and Participation: Sorting Out Priorities

Abstract

The purpose of this qualitative study was to explore the motivations of adults with low literacy skills toward literacy and learning. Sixteen community members were interviewed in order to determine community views on literacy among adult poor readers and to identify potential low-literate study participants. Twenty-seven low-literate adults were interviewed about their learning. The resulting model of forces affecting participation in literacy education and learning illustrated the following findings: (a) the dominant community view perpetuated messages about participation in literacy programs, but did not provide low literates with the opportunity to publicly talk about their own literacy, (b) adults with low literacy skills viewed learning as separate from literacy, (c) practical application, understanding, and challenge motivated low literate adults to learn; (d) most deterrents related to participation in literacy education rather than learning; and (e) women who rarely left the home environment had difficulties in perceiving themselves as learners.