The imagined learner in adult literacy education policy research: An international comparison

Abstract

This article provides a comparative analysis of the ways in which learners are portrayed in researchers’ descriptions of adult literacy education policy. Although adult learners are rarely referred to directly in policy or in policy research, a range of assumptions about them may be inferred through close analysis of related research literature. This analysis draws on an earlier meta-synthesis (prepared by the first author and Amy Pickard) of adult learner portrayals in qualitative research which identified a typology of “learner characters” that were predictably employed in descriptions across a large variety of texts. They argued that these learner types were likely to “drive the action” in terms of further research, policy and practice just like characters drive the plot in literary narratives. Asking “Who are the (imagined) learners in research that describes policy documents pertaining to adult literacy?”, this article takes this line of thought further by demonstrating that identifying learner types in policy analysis research can inform thinking about who the policy is really for, what is valued, and who benefits. This, in turn, can provide researchers with a distinctive lens for policy analysis and critique. The authors of this article identify five types of imagined learners: the Problem, the Pawn, the Afterthought, the Competitor, and the Competent Citizen.

The role of creative literature teaching based character on character development

“…However, the teacher's direct involvement is still needed intensively to provide detailed explanations about learning aspects of literature. Because students' appreciation of literary aspects is a manifestation of character development patterns so that the roles, teaching strategies, and the teacher's accuracy in conveying teaching material become motivations that also influence students in forming worldview values in the literary works they are studying (Belzer & Grotlüschen, 2022;Or et al, 2021). To achieve the progress of civilization of the nation, teachers become important actors in shaping the personality, character, morality and intellectual capabilities of students.…”

“…This means that the contribution of learning aspects of literature still has a positive influence on the development of student character even though the influence is relatively low. The low influence of aspects of teaching literature on student character development is due to three factors including (1) the application of literature learning in schools is not optimal, (2) the quality of research instruments needs to be improved, and (3) it is believed that there are still other sub-aspects that play a role in character development , such as family environment, community environment, religious education, and other social aspects (Belzer & Grotlüschen, 2022;Fernández et al, 2021). Even so, it can be proven that the learning aspect of literature needs to be empowered because it has a positive value or influence on students' character development.…”

Effect of Social Practice Approach on Academic Achievement of Adult Learners in Basic Literacy

“…Adult learners in Pakistan frequently accomplish academically at an insufficient level needs to be improved, mainly because they encounter significant obstacles when attempting to apply the academic abilities they have acquired to everyday situations (Kayani, 2019). Even while these learners succeed academically in the classroom, it has yet to be discovered how these skills will be used outside the classroom (Belzer & Grotluschen, 2022). Many of them need help to see how the knowledge they have learned in the classroom can be used in practical settings, discouraging them and making it more difficult for them to sustain their abilities over time.…”