[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-588971-105":59,"doc-detail-588971-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","risk-literacy-what-can-adult-literacy-education-learn-from-the-decision-sciences","Risk Literacy: What Can Adult Literacy Education Learn from the Decision Sciences?","","Risk Literacy examines how adult literacy education can draw on decision science research to teach adults to evaluate and understand risk in complex, socially embedded real-world problems. It explains literacy’s relationship to reading, writing, speaking, problem solving, and statistics, and highlights gaps in adult competency for multi-step reasoning and data interpretation. The digest proposes structured decision-making processes, then analyzes common traps such as framing effects, heuristics, and limited statistical numeracy, offering interdisciplinary guidance for instruction.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/risk-literacy-what-can-adult-literacy-education-learn-from-the-decision-sciences/588971/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/risk-literacy-what-can-adult-literacy-education-learn-from-the-decision-sciences/588971.png","ImageObject",300,407,{"name":92,"@type":93},"Nguyễn Văn Học","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-07","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the digest define risk literacy in adult literacy education contexts?","Question",{"text":112,"@type":113},"Risk literacy is described as the ability to evaluate and understand risk, applied to literacy events in adult education settings.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What structured decision-making process does the digest recommend?",{"text":117,"@type":113},"It outlines a three-step approach: activate and question prior knowledge to define the decision space, apply a probabilistic or inductive strategy, and then metacognitively evaluate the decision-making process.",{"name":119,"@type":110,"acceptedAnswer":120},"What barriers can prevent adults from making skilled risk-related decisions?",{"text":121,"@type":113},"Common roadblocks include framing effects, heuristics, and insufficient statistical numeracy skill, alongside the inherent complexity of risk-domain texts.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588971,1792209362,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},1374402739827,"https://ap-avatar.wpscdn.com/avatar/14000c97e7351f1a627?x-image-process=image/resize,m_fixed,w_180,h_180&k=1787885694763230660","ADULT LITERACY EDUCATION Summer 2021  \n| [http://doi.org/10.35847/LSaal.3.2.62](http://doi.org/10.35847/LSaal.3.2.62) |  |\n| --- | --- |\n|  | Research Digest |\n\nRisk Literacy: What Can Adult Literacy Education Learn from the Decision Sciences?  \nLeah Katherine Saal, Loyola University Maryland  \nChoices, like which health/car insurance plan best meets both needs and budget, whether to evacuate for a hurricane or shelter in place, whether to participate in a protest during a global pandemic, or even which politician serves their communities’ interests in an upcoming election, all require adults to determine the risks and/ or rewards associated with alternative outcomes of these multifaceted, socially, and culturally embedded real-world problems (Gresch et al., 2013; Saal, 2015; Saal et al., 2020). Adults bring prior experiences, knowledge, and existing skills of inductive reasoning and evaluation to “not only effectively tackle these situations at an individual level but also to take part in public debates and make fair judgments on how the authorities deal with these issues at a local or global level”(Fang et al., 2019, p. 427).  \nAccording to the Workforce Innovation and Opportunities Act of 2014, literacy refers to “an individual’s ability to read, write, and speak in English, compute, and solve problems [emphasis added], at levels of proficiency necessary to function on the job, in the family of the individual, and in society”(Title 2, §203). Yet, according to the Programme for the International Assessment of Adult Competencies (2017), over half of American adults are ill prepared to solve problems that include: two or more steps or  \nprocesses, interpret simple statistics and data, integrate two or more pieces of information, or use reasoning to compare and contrast information across print and digital texts. Because adults navigate their literate world with their own experiences, solving novel complex problems where background knowledge may be limited or inaccurate/biased (like many risk literacy frameworks/domains) is a particular challenge (Greenberg & Feinberg, 2018).  \nYet, in adult literacy education, how often do we consider explicitly teaching problem solving in risk domains? This kind of problem-solving skill is also referred to as risk literacy, or “the ability to evaluate and understand risk”(Cokely et al., 2018, p. 481) in the context of literacy events (PurcellGates et al., 2011)? This research digest focuses on using an interdisciplinary approach to teaching risk literacy in adult literacy education settings by applying findings and recommendations from decision science research.  \nRisk Literacy–Utilizing Structured Decision-Making Processes  \nHealth, natural hazard, consumer/financial, and civic literacy frameworks/domains permeated with authentically complex literacy and numeracy context and content are all ripe opportunities to  \nCorrespondence: [lksaal@loyola.edu](lksaal@loyola.edu) 62  \nteach and practice problem solving (or risk literacy skills) in adult literacy educational spaces (Purcell‐ Gates et al., 2002). All adults can improve their risk literacy. Yet, improving skilled decisions (or problem solving) in high-stakes circumstances requires a structured approach to decision making. This three-step approach typically involves: first, activating and questioning prior knowledge including formulating the decision-making space; second, advancing and implementing a decisionmaking strategy which utilizes probabilistic or inductive reasoning; and third, metacognitively evaluating the decision making process (Arvai et al., 2004; Fang et al., 2019).  \nSkilled decision makers are able to consider and integrate multiple perspectives and utilize tradeoffs where appropriate (Fang et al., 2019; Gresch et al., 2013). Those with high-risk literacy are similarly able to use critical literacy skills to identify bias, power dynamics, inequities, and injustices embedded in both the problem/question and potential solutio","cbCaiphxFZkHNydz","https://ap.wps.com/l/cbCaiphxFZkHNydz","pdf",175002,"English","# Research Digest\n## Risk Literacy: Purpose and Definition\n## Risk Literacy–Utilizing Structured Decision-Making Processes\n## Traps and Roadblocks of Risk Literacy\n## Framing Effects","[{\"question\":\"How does the digest define risk literacy in adult literacy education contexts?\",\"answer\":\"Risk literacy is described as the ability to evaluate and understand risk, applied to literacy events in adult education settings.\"},{\"question\":\"What structured decision-making process does the digest recommend?\",\"answer\":\"It outlines a three-step approach: activate and question prior knowledge to define the decision space, apply a probabilistic or inductive strategy, and then metacognitively evaluate the decision-making process.\"},{\"question\":\"What barriers can prevent adults from making skilled risk-related decisions?\",\"answer\":\"Common roadblocks include framing effects, heuristics, and insufficient statistical numeracy skill, alongside the inherent complexity of risk-domain texts.\"}]","Risk Literacy: What Can Adult Literacy Education Learn from the Decision Sciences? | PDF",1792066291,18]