| RESOURCES:
SELECTIONS FROM SENIORS AND LITERACY: AN ANNOTATED BIBLIOGRAPHY 2004
| This
bibliography, recently published by The Centre, provides references
and
annotations of research articles,
project reports, resource guides and
other documents that address the
issue of seniors’ literacy levels and
practices. It includes web sites from a
range of governmental and non-profit
agencies in Canada and around the
world. The annotations are descriptive
and do not analyse or evaluate. Most
were abridged from abstracts provided
in ERIC or by the authors themselves.
If these were not available, the
annotation was written by researcher
Claire Elliott. Original source is
indicated in square brackets. Excerpts
below have been abridged and relate to
topics discussed in other articles in
this issue of LACMF. |
 Aitkens,
A. (1991). A national
literacy strategy for older
Canadians. Toronto, ON: One Voice,
the Canadian Seniors Network.
Describes a national strategy to
provide literacy education for older
Canadians, in response to a 1989
survey finding that 64 percent of
Canadians aged 55-69 experience
some degree of difficulty with
everyday reading material. The
strategy includes a rationale,
objectives, and a 3-year start-up
plan to develop the commitment,
the tools, and the impetus to work
toward "a society where low literacy
is not a barrier to full participation
of seniors." [ERIC]
Askov,
E. & Forlizzi, L. (1989).
Assessing the educational needs
and interests of students enrolled
in a reading program at a center
for older adults. University Park, PA:
Institute for the Study
of Adult Literacy.
Offers insight into the diverse skills,
values, needs, and educational
interests of a small population of
older adults, aged 60 to 80 years,
enrolled in a reading program.
Highlights general desire for selfimprovement
and self-sufficiency,
while stressing the crucial role of
the tutor in providing motivation
and encouragement. [ERIC]
Brown,
H., Prisuta, R., Jacobs, B. & Campbell, A. (1996). Literacy of
older adults in America: Results
from the National Adult Literacy
Survey. Washington, DC: National
Center for Education Statistics.
http://nces.ed.gov/pubs97/97576.pdf
Details findings of the 1992 National
Adult Literacy Survey with respect
to the prose, document, and
quantitative literacy skills of senior
adults, aged 60 and above. Draws
attention to the lower, assessed skill
levels of this group compared to
those of the under-60 population.
Correlates variations in over-60
scores with variables such as
employment status, educational
attainment, language background
and income. [ERIC]
Celebrating
older learners: Seminar report. (2001). Retrieved January 17,
2004 from the Lifelong
Learning web site:
www.lifelonglearning.co.uk/cols/report.pdf.
Discusses the aims and background
of a 2001 Celebrating Older Learners
seminar in the UK, and offers
statements and recommendations for
good practice developed by seminar
participants. Provides text of selected
speeches, summaries of innovative
projects targeted to older adults, and
suggests further readings and useful
web sites. [CE]
Courtenay,
B.C., Stevenson, R.T. & Suhart, M.P. (1982). Functional
literacy among the elderly: Where we
are(n't). Educational Gerontology 8
(4), pp. 339-352.
Reviews and analyzes studies on
functional literacy among older adults. Results indicate conceptual
confusion, an undereducated
older population, inadequate
measurements, and samples with
disproportionate percentages of older
persons. Conclusions indicate the
need for educational gerontologists to
increase efforts at improving literacy
education. [Author]
Cusack,
S.A. (1995). Developing a lifelong learning program:
Empowering seniors as leaders in
lifelong learning. Educational
Gerontology 21(4), pp. 305-320.
Describes the use of an
emancipatory education model,
wherein 9 older women (65-85) were
trained as research associates to
conduct needs assessments of their
peers. Posttest and focus group
results support the effect of learning
on seniors' mental, physical, and
social health; increased self-esteem;
and ability to express ideas and be
heard. [ERIC]
Fisher,
J.C. (1987). The literacy level among older adults: Is it a problem?
Adult Literacy and Basic Education 11(1), pp. 41-50.
Describes the low level of
participation in ABE by older adults
with minimal education, and
considers impact that illiteracy has
on older adults. Argues that little
evidence exists by which to assess
the severity of the problem, or to
measure the degree to which low
level literacy skills are detrimental
to the well-being of older adults.
Discusses role of reading in this
group, the adequacy of commonlyused
definitions and measures, and
makes recommendations. [Author]
Fisher,
J.C. (1990). The function of literacy in a nursing home context.
Educational Gerontology 16, pp.
105-116.
Examines the literacy use of 28 older
adult nursing home residents in
relation to life experiences and
perceptions of retirement and aging.
Focuses on the emergent themes of
continuity and change between
present literacy usage and that of
earlier life stages, perceptions of the
purpose of literacy, the role of need
in motivating older adults to use
literacy skills, and contextual
support for their use. [Author]
Fisher,
J.C. & Wolf, M.A. (1998).
Using learning to meet the
challenges of older adulthood.
San Francisco, CA: Jossey Bass.
Seven papers examine the nature,
role and impacts of learning in the
lives of older adults, as determined
by existing research and best
practices in the field of educational
gerontology. Discusses past policy
initiatives, the role of technology,
new approaches, and implications for
the future in light of a growing senior
population. [CE]
Fraser,
J. (2002). Determinants of health maintenance among older
adults learning to use computers.
Thunder Bay, ON: Confederation
College of Applied Arts and
Technology. Retrieved January 17,
2004 from the CATALIST web site:
http://prometheus.cc.uregina.ca/catalist/research/Papers/no%20end.htm.
Reports findings of a survey of
older adults who participated in
a computer course designed on
principles of educational gerontology
research. Identifies positive
statistical correlations, as reported
by participants, between health
maintenance variables and
participation in the course.
Concludes participation in "learning…is an active choice,
which opens avenues of coping
and adjusting skills…" that will aid
participants in their older lives. [CE]
Freer,
K.J. (1994). How the rural elderly view literacy in their lives.
Educational Gerontology 20(2),
pp. 157-169.
Discusses the findings of interviews
with 10 rural elderly residents with
less than elementary education.
Describes factors contributing to an
increased need for literacy in
respondents' lives, such as a
growing desire to satisfy coping
and expressive needs, the reduced
effectiveness of earlier coping and
compensation strategies with
advancing years, and the generally
adverse effect of low literacy on
quality of life. [ERIC]
 Goettler,
D.L. (1994). Older adult literacy resource materials: An
annotated bibliography. Regina, SK:
Seniors' Education Centre,
University of Regina.
Lists twenty-five titles that focus on
older adult literacy needs, issues,
and programs. Includes current Canadian literature in the area, as
well as pertinent U.S. documents.
Materials cover topics ranging from
older adult literacy program
development and learning resources
to titles of selected general literacy
materials. [ERIC]
Hart,
D., Long, E., Breslauer, H. & Slosser, C. (2002).
Nonparticipation in literacy and
upgrading programs: A national
study. Toronto, ON: ABC Canada.
Details findings of a national survey
into individuals' reasons for not
participating in literacy programs,
despite widespread advertising and
availability of services. Statistics
were based on responses of a
representative sample from across
Canada, of whom 40% were over the
age of 50 years. Most frequent
reasons for nonparticipation among
older adults included work/family
commitments, followed by lack of
interest. [CE]
Heisel,
M.A. (1980). Adult education and the
disadvantaged older adult:
An analytical review of the
research literature.
Educational Gerontology 5(2), pp. 125-137.
Offers an overview of existing
research on older adults and
education, and argues that
participation in educational
activities may provide relief from
social isolation, illiteracy, or lack
of information about health care
and services, and be instrumental
in preventing intellectual decline,
increasing self-confidence and
enhancing the quality of life.
[Author]
Jacobs, B. (1987).
Combating
illiteracy among the elderly: A
cost-effective strategy: Final project
report. Washington, DC: Literacy
Education for the
Elderly Project (LEEP).
Describes final outcomes of the
Literacy Education for the Elderly
Project (LEEP), designed to target
literacy education to the older adult.
Implemented in 27 sites nationwide,
the program sought to establish
relevant and accessible senior
literacy programs by linking existing
aging services networks with local
literacy networks, and providing
specific training to administrators
and tutors in the needs of older
adults. [ERIC]
Kasworm,
C.E. & Medina, R.A.
(1989). Perspectives of literacy
in the senior adult years.
Educational Gerontology 15, pp. 65-79.
Observes that literacy in the senior
adult years has historically been
defined by concepts created for
youth and young adult literacy
research and programs. Explores
alternative perspectives and research
on adult literacy. Identifies key
principles affecting literacy in the
senior adult years that highlight
relationship of literacy and its use
to senior adults' frame of reference,
their social context, self-education
activities, and age/life context.
[Author]
Kenan,
S. (1991). Literacy for older adults: A how to manual for
practitioners. Toronto, ON: The
Office for Senior Citizens' Affairs.
Offers tips/advice to groups and
practitioners to establish effective
literacy programs for older adults.
Outlines elements of successful
programming: planning, recruitment,
training, tools, content, and delivery.
Based on secondary research, openended
interviews, and participatory
observations and experiences of the
author. Includes profiles of learning
partnerships, and useful facts about
literacy and its purposes for older
adults. [CE]
Manning,
M. (1993). Education for the fourth age: Opportunities for
older people. Melbourne, Australia:
Council of Adult Education.
Examines the educational needs and
interests of older housebound adults,
and identifies practical issues in the
delivery of educational programs, based on findings from interviews
with seniors and a research review.
Highlights value of education for
older adults, but stresses need for
appropriate content and flexible
delivery systems. Outlines the
'challenges' and makes recommendations
for further research. [CE]
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