ERIC Number: ED445250
Record Type: RIE
Publication Date: 2000-May
Feminist Resources and Curriculum for Women Achieving Literacy. Final Report.
A study examined whether there was a lack of women's literacy materials and whether this was a shared concern among literacy workers. A questionnaire mailed to organizations most interested in literacy issues and how they pertain specifically to women included these four sections: site specifics, specific questions on reading/resource materials, what additional feminist resources they used, and list of responders. Twelve complete responses were returned. Results indicated that 11 sites were evenly located in all parts of the continental United States, and 1 came from western Canada; 2 sites worked only with women learners, while the others served both women and men; programs served learners at various levels of skills; very few of the already available resources were used with any regularity; reasons for not using these materials included expense, advanced reading level, controversial subject material, and language that was too stilted or colloquial; there was very little overlap in the topics of the materials the programs used; and programs would use literacy materials on specific concerns to women if they were available. (Appendixes include the questionnaire, responses to the second section of the questionnaire, resource materials listed by respondents, and factors important in choosing literacy materials for women. An annotated list of 136 women's literacy resources and publishers list is attached.) (YLB)
Descriptors: Adult Basic Education, Adult Literacy, Annotated Bibliographies, Curriculum, Educational Research, Females, Feminism, Instructional Materials, Literacy Education, Reader Text Relationship, Reading Material Selection, Reading Materials, Womens Education
Resource guide full text: http://www.litwomen.org/wltr.html#resource.
Publication Type: Reference Materials - Bibliographies; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Research was made possible with a grant from The LuAnn Dummer Center for Women Graduate Student Research Award, 1999-2000.