Literacy Learning Process in the Adult Literacy Systematization Period: A Case of Adult Learners in Ulsan

Joon Heo; Euna Yang

The purpose of this study is to analyze adult literacy learning’s characteristics during the period when the lifelong education act was enacted, supports programs and policies for adult literacy have been expanded by the state and local governments, the academic career acknowledgement system is being implemented. The authors called the period as “adult literacy systematization period” In this study, we collected survey data of the 159 literacy learners’ learning activities in Ulsan Metropolitan City, and analyzed the characteristics of the literacy learning process to verify the differences of learning outputs by variables in inputs or learning environments. The results found out that the literacy learning process can be considered as both “universal” and “functional”, and also learners are experiencing each different process as “self-closed” rather than “extensible”. We also found out that learners with lower academic background and especially who attend adult literacy institutions are experiencing those characteristics more clearly, and older learners tend to experience self-closed process and new future visions can be constructed by participating on continuous and intensive learning process. In this context, this study proposed several extended strategies and policies that help improving adult literacy education practice in the future.

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REFERENCES (31)
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* 2022년 이후 발행 논문의 참고문헌은 현재 구축 중입니다.

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