<div dir="ltr">As always, Tom, we appreciate your generosity in sharing your latest insights.<div>Happy Juneteenth,</div><div>David P.</div></div><br><div class="gmail_quote"><div dir="ltr" class="gmail_attr">On Mon, Jun 20, 2022 at 2:45 PM Thomas Sticht <<a href="mailto:tgsticht@gmail.com">tgsticht@gmail.com</a>> wrote:<br></div><blockquote class="gmail_quote" style="margin:0px 0px 0px 0.8ex;border-left-width:1px;border-left-style:solid;border-left-color:rgb(204,204,204);padding-left:1ex"><div dir="ltr"><p>Greetings, Reading Hall of Fame colleagues! Twenty years ago I wrote a brief chapter about the history of the adult education and literacy system in the United States (Sticht, 2002). Seven years later I prepared a chapter for the Cambridge University Press about adult literacy education in industrialized nations, with a focus on the United States, United Kingdom, and Canada (Sticht, 2009). Then a dozen years later, in February of 2021, I was invited by the Oxford University Press to prepare a chapter on adult literacy and basic education in the United States. Since I had already written for Cambridge University I felt that it would only be fair to do something for Oxford University, too, so I agreed to write the paper. The article is now complete and available online (see below).</p><p>The summary for the article states:</p><p>"From colonial times to the modern era the United States has provided adult literacy and basic education (ALBE) for those adults seeking better work, a better home life for themselves and their families, greater educational achievement for their children, and engagement in civic duties for community development. In the Moonlight Schools of Kentucky, illiterate country folk learned to read and write to run their farms and towns better. In the cities, immigrants learned English and their civic duties as citizens in programs of “Americanization.” </p><p>By the 1960s, civil and voting rights movements helped tens of thousands of African Americans learn to read and write so they could exercise their rights of self-government through democracy. In 1966, the United States established for the first time a national Adult Education and Literacy System (AELS) formed in a partnership of the federal and 50 state governments. From serving some 50 thousand or so adults in its early years the AELS enrollments rose over the next 35 years to around 4 million. </p><p>Then, following the implementation of a National Reporting System with stringent performance accountability requirements, enrollments fell over the next 20 years to less than 1.2 million. But during all these years the AELS provided basic education aimed at achieving general educational outcomes and benefited from research and development projects leading to the implementation of special programs in which the basic skills of English language, reading, writing, and arithmetic were taught contextualized within the domains of workplace, health, civics, family, and digital knowledge. </p><p>At the end of the first two decades of the 21st century, the AELS had seen its mandate extended from helping adults gain contextualized skills and knowledge, and the achievement of a secondary school level of education, to gaining access to postsecondary, college, and specialized certificate programs within a career pathway with recurring education and credentialing. There is increasing interest in moving forward with ALBE within a full “lifelong” and “lifewide” AELS."</p><p>Reviewers of the article commented:</p><p>Reviewer # 1: “…<strong><span style="font-weight:normal"> an extraordinary job of summarizing developments in the US. … knowledge and portrayal of how developments were linked including their individual and collective significance are powerful. The details provided of the changing nature of these developments, their antecedents and influences afford a narrative which brings to the fore historic figures and their role as well as how developments resonated with America’s economic and political developments.” </span></strong></p><p><strong><span style="font-weight:normal"> Reviewer # 2: “This is a superb, detailed and exhaustive overview of the field drawing upon both contemporary data and a broad historical understanding of its development and foundations. The author is the leader in documenting, advocating and building this field over many decades, and this piece will be a crucial update in a period where, as this contribution establishes, the challenges of extending adult literacy programs and policies remain acute.”</span></strong></p><p><strong><span style="font-weight:normal">I hope some will find this article of interest and use.</span></strong> It is entitled "Adult Literacy and Basic Education in the United States" and is available online by subscription at: </p><p> <a href="https://oxfordre.com/education/view/10.1093/acrefore/9780190264093.001.0001/acrefore-9780190264093-e-1744?rskey=oiUZ2C&result=1" target="_blank">https://oxfordre.com/education/view/10.1093/acrefore/9780190264093.001.0001/acrefore-9780190264093-e-1744?rskey=oiUZ2C&result=1</a></p><p>For those seeking additional information about adult literacy education in the U.S., U.K., and Canada see:</p><p>Sticht, T. (2009). Adult literacy education in industrialized nations. In D. Olson & N. Torrance (Eds.). The Cambridge Handbook of Literacy. Cambridge: Cambridge University Press. (pp. 535-547)</p><p>Sticht, T. (2002). The rise of the Adult Education and Literacy System in the United States: 1600- 2000. In: J. Comings, B. Garner, & C. Smith (Eds.) Annual Review of Adult Learning and Literacy. Vol. 3. San Francisco, CA: Jossey-Bass. Online at: <a href="https://eric.ed.gov/?id=ED508720" target="_blank">https://eric.ed.gov/?id=ED508720</a></p><font color="#888888"><p></p></font><br></div><div id="gmail-m_-8664931354970996029DAB4FAD8-2DD7-40BB-A1B8-4E2AA1F9FDF2"><br>
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</blockquote></div><br clear="all"><div><br></div>-- <br><div dir="ltr" class="gmail_signature"><div dir="ltr"><div dir="ltr"><div dir="ltr"><div dir="ltr"><div dir="ltr"><div dir="ltr"><span style="border-collapse:separate;border-spacing:0px"><span style="border-collapse:separate;border-spacing:0px"><div style="word-wrap:break-word"><span style="border-collapse:separate;border-spacing:0px"><div style="word-wrap:break-word"><span style="border-collapse:separate;border-spacing:0px"><div style="word-wrap:break-word"><span style="border-collapse:separate;border-spacing:0px"><div style="word-wrap:break-word"><span style="border-collapse:separate;border-spacing:0px"><div style="word-wrap:break-word"><span style="border-collapse:separate;border-spacing:0px"><div style="word-wrap:break-word"><span style="border-collapse:separate;border-spacing:0px"><div style="word-wrap:break-word"><span style="border-collapse:separate;border-spacing:0px"><div style="word-wrap:break-word"><span style="border-collapse:separate;border-spacing:0px"><div style="word-wrap:break-word"><span style="border-collapse:separate;border-spacing:0px"><div style="word-wrap:break-word"><div style="font-size:12px;font-family:Helvetica">+++++++++++++++++++++++++++++<br></div><div><p class="MsoNormal" style="margin:0in;font-size:medium;font-family:"Times New Roman",serif;color:rgb(0,0,0)"><b><i><span style="font-size:11pt">“And in the end, it’s not the years in your life that count. It’s the life in your years."</span></i></b><b><i><span style="font-size:11pt">‑—Abraham Lincoln</span></i></b></p></div><div style="font-size:12px;font-family:Helvetica">+++++++++++++++++++++++++++++</div><div style="font-size:12px;font-family:Helvetica">P. David Pearson</div><div style="font-size:12px;font-family:Helvetica">Evelyn Lois Corey <b>Emeritus</b> Professor of Instructional Science</div><div style="font-size:12px;font-family:Helvetica">Graduate School of Education</div><div style="font-size:12px;font-family:Helvetica">University of California, Berkeley</div><div style="font-size:12px;font-family:Helvetica"><br></div><div style="font-size:12px;font-family:Helvetica">email: <a href="mailto:ppearson@berkeley.edu" target="_blank">ppearson@berkeley.edu</a></div><div style="font-size:12px;font-family:Helvetica">other e-mail: <a href="mailto:pdavidpearsondean@gmail.com" target="_blank">pdavidpearsondean@gmail.com</a></div><div style="font-size:12px;font-family:Helvetica"><span style="text-decoration:underline">website for publications</span>: <a href="http://www.pdavidpearson.org" target="_blank">www.pdavidpearson.org</a></div><div style="font-size:12px;font-family:Helvetica"></div><div style="font-size:12px;font-family:Helvetica">*******************</div><div style="font-size:12px;font-family:Helvetica"><b><font color="#674ea7">Please use HOME ADDRESS for responses</font></b></div><div style="font-size:12px;font-family:Helvetica"><div style="color:rgb(34,34,34);font-family:Arial,Helvetica,sans-serif">110 41st Street, Apt 401</div><div style="color:rgb(34,34,34);font-family:Arial,Helvetica,sans-serif">Oakland CA 94611-5237</div></div><div style="font-size:12px;font-family:Helvetica">iPhone: 510 543 6508</div><div style="font-size:12px;font-family:Helvetica">****************************************</div><div style="font-size:12px;font-family:Helvetica"><br></div></div></span></div></span></div></span></div></span></div></span></div></span></div></span></div></span></div></span></div></span></span></div></div></div></div></div></div></div>