Resources for Research and Advocacy on Women's Literacy

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This page is dedicated to an individual session of the WE LEARN 2009 Conference.
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WE LEARN 2009
RESOURCES FOR RESEARCH AND ADVOCACY ON WOMEN'S LITERACY

Abstract: This session will present research from around the world on women and literacy as a way of starting a discussion about the connections between research, advocacy and leadership. Individual presentations will focus on research about the relationships between literacy and issues such as employment, poverty, and homelessness. The session will include handouts about these issues and information about other places to access and comment on research about women and literacy. The session will balance presenting the research with time for group discussion and brainstorming about how to move forward. The main goal of this session is to discuss how advocates can use research to help focus and support their efforts, and how advocacy efforts can help shape the research agenda.

Presenters: Lorna Rivera & Erik Jacobson with Angela Kelly and Shamim Ali

Presenters' Comments: I am looking forward to this session. I think often researchers, advocates, and students don't have many opportunities to come together to share resources and ideas. We will have handouts of resources we have already collected, but will ask participant to share their own knowledge and ideas. We plan on uploading this participant-enhanced list of resources after the session is over.

Thanks for a great session to all participants. We will post the resources, ideas and questions you had as soon as possible.

Related Resources:

Highest Priorities for Research (as identified by session participants)

  • Statistical research on how many people's educational success is affected by violence and to what extent it is affected (including within violence, of course, the violence of racism)
  • Better funding streams, especially at the federal level, for programs, academics, and grad students
  • Lower level readers
  • Affective issues and literacy
  • Dissemination
  • Resource map awareness (potential learner knowledge of local resources)
  • US Women's issues
  • Data about the positive results/outcomes to adults, community, economy, etc. when women move from the lowest literacy levels to higher levels, even if they won't be GED ready for a longer time or if they are lit level ESOL students. It's always a struggle to advocate for our literacy programs that support those students at the lowest literacy levels because so many of the stats seem to be GED-based or High School or Higher Ed oriented

Best Practices for Advocacy (as identified for session participants)

  • Engaging adult literacy students in participatory research (taking on significant roles)
  • Utilizing doctoral students/grads to provide advocacy through "service learning and/or loan forgiveness programs


Comments/Questions:

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