Experiences of supporting adults with literacy gaps

A narrative inquiry

Bibliographic Data

ID21458341
AuthorsSebastian J Blake (0000-0002-7787-8888, Griffith University, corresponding author)
Year2025
Volume48
Issue1
Pages122-141
Publication date2025-03-18
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueAustralian Review of Applied Linguistics (JOURNAL)
Journal identifiersISSN: 0155-0640 • E-ISSN: 1833-7139
PublisherJohn Benjamins Publishing Company (PUBLISHER • NL)
DOI10.1075/aral.23015.bla
OpenAlexW4390050743
LanguageEN
References cited21

This paper uses a thematic narrative analysis approach to explore the experiences of individuals who support those living with literacy gaps in Australia. Themes of collective shame and responsibility surrounding adult literacy gaps, as well as the communicative expertise and critical reflexivity developed by supporters in their roles, are prominent in their narratives. As part of a more extensive study that also explored the experiences of people living with literacy gaps, the findings of this paper highlight the need for more research into this area, particularly underscoring the importance of including first-hand accounts from those directly impacted by literacy gaps and recognizing adult literacy supporters as a unique population

Adult literacy · Critical literacy · Linguistics · Literacy · Narrative · Narrative inquiry · Pedagogy · Population · Qualitative research · Reflexivity · Shame · Social science · Sociology · Thematic analysis · Education Systems and Policy · Literacy, Media, and Education · Psychology · Social Psychology · Youth Education and Societal Dynamics

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