Adult Literacy as a Social Practice: An Integral Component of Lifelong Learning

Chenyue Shi

doi:10.47297/wspiedWSP2516-250034.20250911

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Adult Literacy as a Social Practice: An Integral Component of Lifelong Learning

9卷第11期

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Adult Literacy as a Social Practice: An Integral Component of Lifelong Learning
Adult Literacy as a Social Practice: An Integral Component of Lifelong Learning
University College London, London, WC1E 6BT, UK
2025年9卷第11期页码：155-158
纸质出版：2025-11-30
DOI：10.47297/wspiedWSP2516-250034.20250911
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Chenyue Shi. (2025). Adult Literacy as a Social Practice: An Integral Component of Lifelong Learning. 国际教育与发展（英文版）, 9(11), 155-158.

Shi Chenyue.Adult Literacy as a Social Practice: An Integral Component of Lifelong Learning[J].Journal of International Education and Development,2025,09(11):155-158.
Chenyue Shi. (2025). Adult Literacy as a Social Practice: An Integral Component of Lifelong Learning. 国际教育与发展（英文版）, 9(11), 155-158. DOI： 10.47297/wspiedWSP2516-250034.20250911.

Shi Chenyue.Adult Literacy as a Social Practice: An Integral Component of Lifelong Learning[J].Journal of International Education and Development,2025,09(11):155-158. DOI： 10.47297/wspiedWSP2516-250034.20250911.

摘要

Abstract

Due to global transformation caused by digitalization

migration and changes in labor market

the need for adult literacy education has become part of adapting to contemporary life. The paper claims that if adult literacy education wants to achieve lifelong learning

it should pay attention to the fact that it is a kind of sociocultural phenomenon. Skills approach to literacy

which has had an impact in policy circles

breaks literacy down into skills that can be measured

such as reading and writing for economic reasons. It ignores the complexities of everyday literacy activities such as building relationships or forming an identity. Sociological or anthropological perspective take a dynamic view of literacy and do not overlook the experiences of multiliteracies-digital literacy-and this view includes lifelong learning because of its emphasis on: 1. Literacy education is recognized as a lifelong process (UNESCO

2022); 2. Motivation from inside

based on genuine needs such as caring; 3. To enhance agency and participation so as to empower those who have been excluded

but hegemonic policies are either literate or illiterate

job or employment focused. The article concludes that there needs to be a shift in policy with a whole and context-based approach that takes into account different pathways.

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Keywords

references

Hamilton , M (2010). 'The Social Context of Literacy' , in Hughes , N & Schwab , I (Eds) . Teaching Adult Literacy: Principles and Practice . Maidenhead : Open University Press. Chapter 1 , pp. 7 - 27 .

Hanemann U . ( 2015 ). Lifelong literacy: Some trends and issues in conceptualising and operationalising literacy from a lifelong learning perspective. International Review of Education, [online] 61 ( 3 ), pp. 295 – 326 .

Hughes , N. et al . ( 2008 ) Teaching adult literacy : principles and practice / [edited by ] Nora Hughes and Irene Schwab. Nora Hughes & Irene Schwab (eds.). Maidenhead: Open University Press .

Kalman J . ( 2008 ). Beyond definition: Central concepts for understanding literacy . International Review of Education , 54 ( 5-6 ), pp. 523 – 538 .

Moss G . ( 2020 ). Literacies and social practice: sociological perspectives on reading research . Education 3-13 , 49 ( 1 ), pp. 41 – 51 .

McCombs B . L . ( 2010 ). Motivation and Lifelong Learning. Educational Psychologist , 26 ( 2 ), pp. 117 – 127 .

Papen U . ( 2005 ). Adult Literacy as Social Practice. [online] Routledge .

Street B . V . ( 1984 ). Literacy in theory and practice . Cambridge : Cambridge University Press .

UNESCO Institute for Lifelong Learning UIL) . (2022)Global Report-GRALE UIL . unesco.org [online] Available at : https://uil.unesco.org/adult-education/global-report https://uil.unesco.org/adult-education/global-report .

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