Duncan, S;
Schwab, I;
(2016)
Why Terminology is Important.
Research and Practice in Adult Literacy (RaPAL)
, 88
(Spring)
pp. 20-25.
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Abstract
This paper stems from the work of an ELINET seminar held in Hamburg in January 2015. The seminar participants recognised the vital importance of ensuring that in our research and practice around adult literacy we are mindful of the impact our use of language can have in shaping impressions of the needs and capabilities of adult literacy learners. We considered the range of terminology used to talk about adult literacy and adult literacy learners and agreed upon seven guiding principles that should inform our choices of language when writing or speaking about adult literacy. This short paper explores the reasons why we need principles for our use of adult literacy terminology and examines the thinking behind the particular principles we have chosen. The full version can be found on the ELINET website http://www.eli-net.eu/about-us/news/detail/article/detail/News/elinet-guiding-principles-for-the-use-of-terminology-in-adult-literacy/
| Type: | Article |
|---|---|
| Title: | Why Terminology is Important |
| Location: | UK |
| Open access status: | An open access version is available from UCL Discovery |
| Language: | English |
| Additional information: | Permission to make this article available was kindly granted by Research and Practice in Adult Literacies (RaPAL) - https://rapal.org.uk. |
| Keywords: | Adult literacy, adult education, terminology, literacy, adult learner, skills |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices 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/1476985 |
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