ERIC Number: ED460274
Record Type: RIE
Publication Date: 2001-Sep
"I Did It for Myself": Studying Efforts To Increase Adult Student Persistence in Library Literacy Programs.
Comings, John P.; Cuban, Sondra; Bos, Johannes M.; Taylor, Catherine J.
This report describes the design of the Literacy in Libraries Across America (LILAA) persistence study, the strategies that participating libraries are using to increase student persistence, and emerging implementation issues. It describes existing patterns in student persistence, identifies factors that support or inhibit persistence, and begins to explore the relationship between program strategies and persistence. Chapter 1, an introduction, is followed by Chapter 2 that discusses the context for the persistence study. It reviews relevant literature and discusses the history of library literacy programs. Chapter 3 presents the research design. Chapter 4 provides early findings from the initial qualitative research that suggest three categories of themes and their related strategies that are particularly important in explaining student persistence: programmatic (integrating the program into the library; respecting and caring for adult students; reflecting the core principles of libraries), instructional (curricula; assessment; technology; volunteer tutors), and student-based (disabilities; cultural and personal identity; sponsors; personal goals). Chapter 5 contains the case studies of the five library literacy programs in the persistence study, which are New York, Greensboro, Redwood City, and Queens Borough, and Oakland Public Libraries. Chapter 6 concludes the report by summarizing the importance of studying persistence and the opportunities and challenges. The Appendix describes briefly 10 other library literacy programs that are part of the LILAA initiative but are not included in the persistence study. (YLB)
Descriptors: Academic Persistence, Adult Basic Education, Educational History, Libraries, Library Role, Literacy Education, Program Design, Program Implementation, Qualitative Research, School Holding Power, Strategic Planning, Student Attrition
Manpower Demonstration Research Corporation, 16 East 34 Street, New York, NY 10016. Tel: 212-532-3200. For Union Carbide Foundations, full text on web site: http://www.mdrc.org.
Publication Type: Reports - Research
Education Level: N/A
Sponsor: DeWitt Wallace/Reader's Digest Fund, Pleasantville, NY.; Office of Educational Research and Improvement (ED), Washington, DC.; Ford Foundation, New York, NY.; Ewing Marion Kauffman Foundation, Kansas City, MO.; Ambrose Monell Foundation, New York, NY.; Alcoa Foundation, Pittsburgh, PA.; George Gund Foundation, Cleveland, OH.; Grable Foundation, Pittsburgh, PA.; New York Times Foundation, NY.; Open Society Inst., New York, NY.
Authoring Institution: National Center for the Study of Adult Learning and Literacy, Boston, MA.; Manpower Demonstration Research Corp., New York, NY.
Note: Part of the Literacy in Libraries Across America (LILAA) initiative. Dissertation also supported by Anheuser-Busch, Heinz Family, and Union Carbide Foundations.