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The study argues that meaningful outcomes extend beyond conventional tests of knowledge and skills acquisition, showing relevance across learner types, settings, and three distinct learning pathways. 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Through a consolidation of empirical evidence, a portrait of the adult learner is sketched, drawing upon pluralistic interpretations ofthe important life changes that have resulted from their participation in literacy education. This portrait highlights the significance of a variety of learning outcomes that go beyond traditional measures of knowledge and skills acquisition, with an emphasis on the relevance of such outcomes for different types of literacy learners, in various settings, and along three diverse learning pathways. International implications are highlighted in the discussion.  \nKeywords: adult literacy, learning outcomes, diverse learning pathways  \nThere has been much debate about how to define and measure adult literacy education outcomes. In Canada, like many other Organisation for Economic Co-operation and Development (OECD) countries, the understanding of literacy and its definitions for program outcomes and policy development have shifted over time. An earlier sociocultural understanding of literacy learning through a humanistic and citizenship lens has moved to more of a human capital approach (Osmond, 2016; Taylor, Trumpower, et al., 2017). Within this economic lens, adult learners are streamed into formal skills training for employment or transition to post-secondary education. Belzer and Kim (2018) suggest that the focus of such programs is on measured outcomes  \nthat are expected to make participants more employable or upskilled to retain their jobs. As Tett (2018) explains, such training programs are designed around a narrow skills-focused pedagogy and outcomes. However, the scope of adult literacy learning outcomes is much broader than this.  \nThe purpose of this article is to consolidate research findings over recent years on how adult literacy education has contributed to important life changes and outcomes for the adult learner. It draws from Canadian research funded through five major Social Sciences and Humanities Research Council (SSHRC) grants during an era when adult literacy as a field was maturing. Using the analogy of an adult learner “portrait,” it  \n[Correspondence: mtaylor@uottawa.ca](Correspondence: mtaylor@uottawa.ca) 4  \nhighlights the importance of a variety of learning outcomes that go beyond traditional measures of knowledge and skills acquisition. Although built on Canadian evidence, the implications extend to other nations who have invested in the Programme for the International Assessment of Adult Competencies (PIAAC) such as the United States, Australia, New Zealand, United Kingdom and other Western countries. The canvas for this portrait will emphasize the relevance of such outcomes for different types of literacy learners,  \nin various settings, along three diverse learning pathways. The journeys that are documented include: collaboration in communities of literacy learners and partnership building; adults acquiring higher skills during the life course; and mature adult learners experiencing identity transformation.  \nLifelong Learning as an Organizing Framework  \nAs a means of situating the three pathways, an organizing framework taken from the lifelong learning literature frames our adult learner portrait. Recently, the UNESCO Institute for Lifelong Learning (2009) has expanded the conceptualization of lifelong learning as all purposeful learning activity across the lifespan including “learning activities in all settings from formal education to informal and non-formal learning”(p. 472-","cbCaijkU9gGVfYQ2","https://ap.wps.com/l/cbCaijkU9gGVfYQ2","pdf",238212,14,"English","# Abstract\n# Defining and measuring adult literacy outcomes\n# Purpose and approach of the article\n# Lifelong learning as an organizing framework\n## Lifelong, life-wide, and life-deep learning\n## Forms of adult learning outcomes","[{\"question\":\"What is the main purpose of the article?\",\"answer\":\"To consolidate recent research on how adult literacy education contributes to significant life changes and outcomes for adult learners.\"},{\"question\":\"How does the article frame adult literacy learning outcomes beyond traditional measures?\",\"answer\":\"It highlights a range of outcomes that go beyond knowledge and skills acquisition, emphasizing relevance for different learner types in multiple settings across three learning pathways.\"},{\"question\":\"What organizing framework is used to situate the three learning pathways?\",\"answer\":\"The article uses a lifelong learning framework from the lifelong learning literature, including lifelong, life-wide, and life-deep learning concepts.\"}]","A Portrait of the Adult Learner - Pluralistic Interpretations of Literacy Learning Outcomes Over the Years | PDF",1792066204,35]