On Wednesday, May 30, from 9:00 a.m. to noon (Eastern Time), the National Academy of Science hosts a free webcast of a public discussion meeting about the recent National Research Council (NRC) report entitled Improving Adult Literacy Instruction: Options for Practice and Research.
During the webcast, members of the committee that wrote the report will present the report’s key findings and messages, and invited experts will examine opportunities for acting on the report recommendations and related challenges. Invited speakers and audience members will include policymakers, business leaders, administrators of adult literacy programs offered in adult education programs and community colleges, public and private funders of research and development for literacy, and developers of curricula and education technologies. The discussion is designed to establish some common understandings about the report and to consider how the report may be used to shape and support activities at federal, state, and local levels for improving adult literacy instruction.
Find information about signing on to the webcast at www.nationalacademies.org/adultliteracy. This webcast will be free and open to the public.
Register for the webcast at http://www8.nationalacademies.org/EventRegistration/public/Register.aspx?event=97BF95BD. Registration for the webcast closes on Tuesday, May 29.
Improving Adult Literacy Instruction recommends a program of research and innovation to gain a better understanding of adult literacy learners, improve instruction, and create the supports adults need for learning and achievement. A high level of literacy in both print and digital media is required for negotiating most aspects of 21st century life: succeeding in a competitive job market, supporting a family, navigating health information, and participating in civic activities. According to a recent survey, more than 90 million adults in the United States lack the literacy skills needed to have fully productive and secure lives. Focusing on individuals ages 16 and older who are not in K‐12 education, the report identifies factors that affect literacy development in adolescence and adulthood and examines their implications for strengthening literacy instruction for this population. It also discusses technologies that show promise for supporting adult literacy learners. The report is a valuable resource for curriculum developers, federal agencies, literacy program administrators, educators, and funding agencies.