The purpose of this study was to develop an understanding of the contextual nature of literacy usage by a group of older adults living in rural North Florida. An attempt was made to determine what low-literate elderly persons perceive as their literacy needs and interests as well as the impact of the presence or absence of literacy skills on their lives. / Ten retired persons who were at least sixty years old and had less than an elementary school education were recruited for this study. Six of the informants were currently participating in a literacy program; four were nonparticipants. The principal research method used was the application of Spradley's (1979) ethnographic interview procedures and related theoretical perspectives to the cultural setting of this small group of elderly persons in one-to-one interviews. Ten case studies are provided since such descriptive data have not been available previously in the research literature. Rural elderly informants were chosen for this study since they represent an undereducated, underserved segment of the population. / Grounded theory (Glaser & Strauss, 1967) was used to explain the value literacy has to this group of older adults. Theory was discussed as it emerged from the analysis of these interviews along with recommendations for further research and implications for program development. Differences in how literacy is viewed according to gender, age cohort and program participation status are discussed. / Based on the data collected and the analysis completed, five assertions are made: (1) Participants in literacy programs change their views of literacy away from a schooling concept and begin to describe their roles as learners; (2) New reading habits and abilities can be developed during late adulthood; (3) Older adults are motivated to change by a balanced desire to satisfy coping and expressive needs; (4) Illiterate older adults have learned to compensate for the lack of literacy skills in ways that are not effective in late adulthood; (5) Possessing or acquiring literacy skills can have a positive impact on the lives of older adults. These assertions challenge existing theories of motivation and the competence of illiterate older adults. The descriptive data also document the existence of a negative impact of illiteracy on the lives of older adults as well as the positive impact of acquiring literacy skills. / Source: Dissertation Abstracts International, Volume: 51-09, Section: A, page: 2957. / Major Professor: Emanuel Shargel. / Thesis (Ph.D.)--The Florida State University, 1990.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_78291 |
| Contributors | Freer, Kevin Joseph., Florida State University |
| Source Sets | Florida State University |
| Language | English |
| Detected Language | English |
| Type | Text |
| Format | 233 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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