This book sheds light on the ways in which adults in the twenty-first century interact with technology in different learning environments. Based on one of the first large-scale academic research projects in this area, the authors present their findings and offer practical recommendations for the use of new technology in a learning society. They invite debate on: why ICTs are believed to be capable of affecting positive change in adult learning; the drawbacks and limits of ICT in adult education; what makes a lifelong learner; and the wider social, economic, cultural and political realities of the information age and the learning society. Adult Learning addresses key questions and provides a sound empirical foundation to the existing debate, highlighting the complex realities of the learning society and e-learning rhetoric. It tells the story of those who are excluded from the learning society, and offers a set of strong recommendations for practitioners, policy-makers, and politicians, as well as researchers and students. The book includes ten chapters as follows: (1) The Promise of the Learning Society; (2) The Perils of the Learning Society; (3) Researching the Learning Society; (4) What Makes a Lifelong Learner?; (5) What Do People Use ICT For?; (6) Learning and ICT in the Home; (7) Learning and ICT at Work; (8) Learning and ICT in the Community; (9) The Reality of the Learning Society; and (10) What Should We Do?