Functional Literacy in People's Lives

Autor/inn/en	Rabušicová, Milada; Oplatková, Pavla
Titel	Functional Literacy in People's Lives
Quelle	In: Journal of Pedagogy, 1 (2010) 2, S.29-51 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1338-1563
DOI	10.2478/v10159-010-0008-3
Schlagwörter	Foreign Countries; Qualitative Research; Functional Literacy; Interviews; Biographical Inventories; Biographies; Surveys; Individual Characteristics; Adults; Family Life; Life Style; Educational Attainment; World History; Coping; Females; Case Studies; Czech Republic; International Adult Literacy Survey + Suchen Sie Ihr Suchwort? Ausland; Qualitative Forschung; Funktionale Kompetenz; Interviewing; Interviewtechnik; Biography; Biographies; Research; Biographie; Forschung; Biografieforschung; Biografische Methode; Biografisches Interview; Biografie; Survey; Umfrage; Befragung; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Lebensstil; Bildungsabschluss; Bildungsgut; Weltgeschichte; Bewältigung; Weibliches Geschlecht; Case study; Fallstudie; Case Study; Tschechische Republik
Abstract	The paper presents the results of a qualitative study into the lives of people with inadequate functional literacy skills. The data were collected through a biographical interview with a respondent whose characteristics correspond to those of a hypothetical person likely to exhibit signs of low functional literacy. The characteristics, such as gender, age, parental education achievements and job history, of this hypothetical person have been derived from the results of research into adult functional literacy undertaken in the Czech Republic in 1998--International Adult Literacy Survey (IALS). The analysis of the qualitative data focuses on three domains of the respondent's life, namely her family life, her school years, and her life style. The paper identifies the coping strategies used by the respondent in her everyday life. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01