Adult Literacy Overview

Principles

Definition

Adult literacy is an academic concept and field of research concerned with the reading, writing, numeracy, and diverse communication practices of individuals beyond the typical schooling age, investigating their acquisition, development, functional application across various contexts, and broader societal implications for well-being and participation.

Ontological type

Instructional Approaches

Theoretical Frameworks

Social and Economic Outcomes

Key developments

Key Figures

Health Literacy Standardization era

Rosemary S. Caffarella [1] of the University of Wisconsin–Madison [3] and Virginia Commonwealth University [4] contributed to the Health Literacy Standardization era. Her key contribution is the publication Learning in Adulthood: A Comprehensive Guide [6], which framed adult learning principles for health literacy training and standardization, shaping policy-relevant education in clinical practice. Sharan B. Merriam [2] of the University of Georgia [5] also helped shape discourse on adult learning during this period. Her key contribution is Learning in Adulthood: A Comprehensive Guide [6], which deepened understanding of adult learning in health literacy and informed measurement-driven practice and evaluation.

Digital and Information Literacies era

Mark Kutner [1], a leading figure in adult literacy research during the Digital and Information Literacies era, contributed to national assessment work through the National Center for Education Statistics (NCES) [5]. His contributions include The Health Literacy of America's Adults: Results from the 2003 National Assessment of Adult Literacy [5], The Health Literacy of American Adults:Results from the 2003 National Assessment of Adult Literacy [6], and Literacy in Everyday Life: Results from the 2003 National Assessment of Adult Literacy [7], which collectively linked health literacy to everyday life and informed assessment practices for this era. Jany Rademakers [2], whose work in this era is linked to Maastricht University [3] and Rutgers, The State University of New Jersey [4], contributes to cross-national insights into health literacy and education. Her 2013 paper The Relationship Between Health, Education, and Health Literacy: Results From the Dutch Adult Literacy and Life Skills Survey [8] demonstrates how sociotechnical tasks shape health literacy and educational outcomes in the Dutch context, underscoring the global relevance of information and digital literacies in lifelong learning.

Inclusive AI and Data Literacy era

Ana Pérez-Escoda [1] emerges as a pivotal figure in this era, with affiliations to Universidad Rey Juan Carlos [3] and Universidad Nebrija [4], reflecting pan-institutional engagement in inclusive literacies during 2020-2023. Her contributions, highlighted by the paper Digital Literacy and Higher Education during COVID-19 Lockdown: Spain, Italy, and Ecuador [6], analyze how pandemic-driven digital pedagogy shifted higher education, exposed access barriers, and spurred inclusive curriculum design—crucial for scalable, equitable learning in this era. Davy Tsz Kit Ng [2] is affiliated with the University of Hong Kong [5], a leading hub for AI and data-literacy research during this era. His key contribution through the paper <scp>AI</scp> Literacy: Definition, Teaching, Evaluation and Ethical Issues [7] offers a framework for defining AI literacy, outlining teaching and evaluation approaches and addressing ethical issues, which was essential for standardizing curricula in inclusive AI education during 2020-2023.