Gordon Ade-Ojo

TL;DR: The authors explored the narratives of two UK adult literacy learners, who provided a description of the value or otherwise of their engagement with a transformative curriculum and pedagogical approach, while one of the learners reveals his frustration at the lack of transformative opportunities in his learning programme, the other offers illustration of how transformative learning can be encouraged and how it can actually transform the life of its beneficiaries.

TL;DR: In this paper, the authors track the evolution of adult literacy policy in the UK across three decades, highlighting convergences between policy phases and the promotion of democratic learning spaces, arguing that, although it is generally accepted that democratic learning space are perceived as beneficial to adult literacy learners, policy has often deterred its promotion and, therefore, implementation.

TL;DR: The notion of what constitutes "literacy" has shifted over time, from the de-coding of words where it is placed in the realm of an individual, cognitive skill to multiple literacies in the 21st century.

TL;DR: In this article, the authors explore the gradual evolution of adult literacy policy from the 1970s using philosophical, sociological and economic frames of reference from a range of perspectives to highlight how priorities have changed.