Abstract

Though the conceptual lens of situated cognition theory and a taxonomy of informal learning, this study sought to understand the types of learning activities adults with limited literacy skills engage in outside of formal basic education programs. Using a ethnographic research approach, data was collected with 10 adults categorized at an IALS Level 1 and Level 2 over a three month period. Patterns emerged around the interplay of life roles, the situated learning environments and the types of everyday literacy skills practiced through informal learning activities.¹

1. A team of field researchers consisted of Brenda Wright, Judy Purcell, Angela Davis, Andrea Pheasey, and Jane Boulton. The project was funded by the National Literacy Secretariat, Human Resources and Skills Development Canada.