Too often adult literacy programs seem based on the assumption that, if learners work hard on skills for six months, they will have "acquired" literacy, as though it is a set of skills adults can "get" from a tutor (Kazemek, 1985). One study of 20 adult literacy classes in eight U.S. states found basic (not higher level) skills the predominant instructional focus (Beder & Medina, 2002). This is unfortunate, for educators have long known that learning is most powerful when it is authentic, connected to the world that exists beyond the classroom. Authentic reading and writing create motivated and engaged readers and writers. Indeed, early pioneers considered interest to be of primary importance to learning (e.g., Dewey, 1913; James, 1890/1950). Later scholars have shown that, when students have both interest in what is being taught and access to interesting materials, learning, motivation, effort, and attitudes improve.