UCL Discovery
UCL home » Library Services » Electronic resources » UCL Discovery

The evolution of evidence problems in adult literacy and numeracy: how did we get into the current impasse and how can we get out of it?

Carpentieri, JD; (2019) The evolution of evidence problems in adult literacy and numeracy: how did we get into the current impasse and how can we get out of it? International Journal of Lifelong Education , 38 (6) pp. 644-656. 10.1080/02601370.2019.1692256. Green open access

[thumbnail of Carpentieri AAM TLED-0668_IJLE_revised_Oct2019.pdf]
Preview
Text
Carpentieri AAM TLED-0668_IJLE_revised_Oct2019.pdf - Accepted Version

Download (537kB) | Preview

Abstract

The field of Adult Literacy and Numeracy (ALN) has an evidence problem. This paper analyses that problem through the lens of three overarching types of evidence available to researchers and policymakers: Type 1 evidence, which provides descriptions of the scope of social problems; Type 2 evidence measuring the impacts of programmes addressing those problems; and Type 3 evidence of the mechanisms through which programme impacts are realised. Whereas ALN was once characterised by a lack of Type 1 evidence of ALN problems and Type 2 evaluative evidence of programme impacts, there is now an abundance of these evidence types. However, ALN finds itself in an ‘evidence impasse’: it repeatedly appears that programmes aimed at improving ALN skills do not do so. This impasse may be the product of evaluation failure, not programme failure. I argue that evaluations should place greater emphasis on the production and analysis of Type 3 evidence of the mechanisms through which adult basic skills may be improved over time. This paper outlines a strategy for doing so, with a particular emphasis on long-term impact of literacy and numeracy practices on basic skills.

Type: Article
Title: The evolution of evidence problems in adult literacy and numeracy: how did we get into the current impasse and how can we get out of it?
Open access status: An open access version is available from UCL Discovery
DOI: 10.1080/02601370.2019.1692256
Publisher version: https://doi.org/10.1080/02601370.2019.1692256
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: Literacy practices, PIAAC, literacy skills, basic skills, evaluation
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society
URI: https://discovery.ucl.ac.uk/id/eprint/10087959
Downloads since deposit
88Downloads
Download activity - last month
Download activity - last 12 months
Downloads by country - last 12 months

Archive Staff Only

View Item View Item