Rethinking Literacy Education

Drawing on more than twenty-five years of his teaching and administering of literacy programs, and also on his experience forming literacy policy and conducting research, Quigley reveals some unrecognized truths about who illiterate people are and what they need and want in the way of educational opportunities. Advocating a refocus of attention on the learner, Quigley also points to the practitioners currently working in the field as the key to improving the effectiveness of literacy education. This guide gives those adult educators and trainers concrete suggestions and alternatives for their work, and provides them with historical and evolutionary frameworks that they can use to shape a new philosophy of adult literacy and improve their practice.