PropertyValue
?:abstract
  • The aim of this special issue is to question and, in our exploration, unsettle the rising hegemony of skills-oriented approaches and ideologies driven by the power of international literacy surveys such as the Programme for the International Assessment of Adult Competencies (PIAAC) in the field of adult education. This special issue is the culmination of many years of collaboration and discussions. Two symposiums were held in 2016 that have established the foundations of this collection of research papers: the first one was in Maynooth, as part of the European Society for Research on the Education of Adults Conference, and the second in Dublin, as part of the European Educational Research Association Conference. Yet, the scope of the special issue goes beyond Europe and includes perspectives from different national contexts (Canada, Germany, Japan, New Zealand, Pakistan, and the United Kingdom) that present alternative views on adults’ literacy practices. It sheds light on adults’ literacy practices, on the creativity needed to research these practices, and on the obstacles researchers and practitioners face in trying to confront the dominant skill-oriented perspective on literacy (Duckworth & Hamilton, 2016). This creativity can be seen in the multi-disciplinary frameworks drawn on in this special issue, frameworks that have literacy practices as their central orientation as they aim to account for the socio-political influences and political processes that shape adult literacies. The papers focus on aspects that are generally not considered in large-scale literacy surveys such as multilingual literacy practices, emotions, and social contexts. Drawing on the New Literacy Studies (NLS), the papers adopt a ‘literacy as social practice’ perspective (Barton & Hamilton, 1998; Street, 1984). This perspective recognises that there is more to literacy than skills. Accordingly, literacies are looked at in terms of what people do, as part of social interactions, as multimodal, and as situated in complex and layered social contexts. (xsd:string)
?:author
?:comment
  • https://doi.org/10.1080/02601370.2019.1614105. (PIAAC) (xsd:string)
?:dataSource
  • PIAAC-Bibliography (xsd:string)
?:dateModified
  • 2019 (xsd:gyear)
?:datePublished
  • 2019 (xsd:gyear)
?:doi
  • 10.1080/02601370.2019.1614105 ()
?:duplicate
?:eprint
?:fromPage
  • 361 (xsd:string)
is ?:hasPart of
?:inLanguage
  • english (xsd:string)
?:isPartOf
?:issueNumber
  • 4 (xsd:string)
is ?:mainEntity of
?:name
  • Critical viewpoints on adult literacy practices at the time of PIAAC (xsd:string)
?:publicationType
  • article (xsd:string)
?:sourceInfo
  • Bibsonomy (xsd:string)
  • In International Journal of Lifelong Education, 38(4), 361-365, 2019 (xsd:string)
?:studyGroup
  • PIAAC - Programme for the International Assessment of Adult Competencies (xsd:string)
?:tags
  • 2019 (xsd:string)
  • FDZ_PIAAC (xsd:string)
  • PIAAC (xsd:string)
  • PIAAC_input2019 (xsd:string)
  • PIAAC_pro (xsd:string)
  • SCOPUSindexed (xsd:string)
  • article (xsd:string)
  • checked (xsd:string)
  • english (xsd:string)
  • indexproved (xsd:string)
  • jak (xsd:string)
  • reviewed (xsd:string)
?:toPage
  • 365 (xsd:string)
rdf:type
?:url
?:volumeNumber
  • 38 (xsd:string)