ERIC Number: ED329662
Record Type: RIE
Publication Date: 1990
Reference Count: N/A
Technologies for Literacy.
Congress of the U.S., Washington, DC. Office of Technology Assessment.
The Office of Technology Assessment (OTA) is undertaking a comprehensive assessment of literacy in the United States. The assessment will examine how technology offers new resources and creates opportunities to reach learners and improve productivity of learning. OTA will identify ways to increase learning access in existing programs and overcome economic, social, institutional, and technological barriers. In assessing new roles for technology, the study will analyze the changing requirements for skills and knowledge. In this effort, OTA will incorporate existing data and information about what people know, how they learn, and what they need to know in the workplace, the home, and the community. The assessment will look at the current base of adult education and family literacy services in schools, community colleges, community-based organizations, volunteer networks, libraries, and businesses. OTA will examine how these programs work, who is being reached, and what opportunities can be created by new institutional arrangements and emerging technology. Literacy is not a new issue for Congress. Several recently enacted laws, as well as House and Senate bills in conference, expand literacy services through a variety of institutions. Improving the literacy skills of all citizens is one of the six national goals agreed to at the Education Summit. OTA's work on educational technology, worker training, adolescent health, rural telecommunications, and economic development will provide useful background information. (Forty-one footnotes and a list of 12 major federal program supporting literacy efforts are included in this document). (NLA)
Descriptors: Adult Basic Education, Adult Literacy, Community Programs, Economic Development, Economic Factors, Educational Technology, Functional Literacy, Institutional Role, Knowledge Level, Learning Processes, Learning Strategies, Literacy Education, Skill Analysis, Social Influences, Technological Advancement, Technological Literacy, Workplace Literacy
Publication Type: Reports - Descriptive
Education Level: N/A
Authoring Institution: Congress of the U.S., Washington, DC. Office of Technology Assessment.
Identifiers: United States