Abstract

This study investigates how literacy was constructed at an adult literacy organization’s volunteer tutor-training program. By drawing on qualitative analysis of training texts used during training, such as training evaluations, and data gathered from interviews with experienced tutors, it is possible to identify the assumptions about literacy constructed by the training program and tutors’ training practices. Tutors seemed to present mixed assumptions about literacy: students simultaneously were given authority over their own literacy practices and literacy goals, while a sentiment of universally valued reading and writing skills was also present in terms of achieving fluency.

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Additional Information

ISSN
2162-6324
Print ISSN
1555-9734
Pages
pp. 53-75
Launched on MUSE
2013-08-03
Open Access
N
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