Bibliographic record
Abstract
Three recent books on adult literacy and learning offer diverse perspectives on the broad topic of what works: from research and policy in mainstream adult basic education (ABE) and English as a second official language (ESOL) programs in the United States, to the living of literacy in Newfoundland-Labrador in Canada, and the relationship between cognition and literacy acquisition in the Philippines.Each of these books offers readers a variety of findings and arguments to consider; they each raise questions about the methodological and theoretical frameworks that inform literacy research, and the polarization that seems to exist between functional perspectives (what works) and critical sociological perspectives (works for what, and for whom)?In this review these points are examined for each book in turn, and implications are extracted in the final paragraph.The Annual Review of Adult Learning and Literacy, Volume 1 is the first in a series, coordinated by the National Center for the Study of Adult Learning and Literacy (NCSALL), in the United States.NCSALL is funded by the U.S. Department of Education and is a collaborative effort between the Harvard Graduate School of Education and World Education (a nonprofit organization based in Boston).The annual review series is aimed at "policymakers, scholars and practitioners who are dedicated to improving the quality of adult basic education (ABE), adult English for speakers of other languages (ESOL) and adult secondary education (ASE) programs" (p.xvii).This first volume contains 8 chapters that range in topics from new legislation, youth participation in adult literacy programs, implications for adult literacy of reading difficulties in young children, health literacy, the use of technology in adult literacy programs, and a review of trends and practices in adult learning and literacy in the United Kingdom.Perhaps a more accurate title for this volume might be the annual review of adult learning and literacy in the United States.Although the issues and topics
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.010 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.002 | 0.001 |
| Bibliometrics | 0.006 | 0.010 |
| Science and technology studies | 0.001 | 0.004 |
| Scholarly communication | 0.007 | 0.009 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.004 | 0.005 |
| Insufficient payload (model declined to judge) | 0.003 | 0.002 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".