Understanding Collaborative Teaching and Learning in Adult Literacy: Practices in Canada and the United Kingdom

Main Article Content

Maurice Taylor
Karen Evans
Ali Abasi


The purpose of this study was to investigate how adult students learn collaboratively with other peers in both formal and non-formal adult literacy programs and what teaching styles best support this learning. A multi-site case study research design was used involving several different literacy organizations in Eastern Ontario, Canada, and in Central London, United Kingdom. Findings suggest that collaborative learning is the cement that bonds the various building blocks in a community of literacy practice across small, large and tutorial types of programs. Central in this framework is the component called the Instructor’s Philosophy and Teaching Perspective which helps explain the teaching and learning transactions.

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Author Biographies

Maurice Taylor, University of Ottawa

Maurice Taylor is a Professor in the Faculty of Education at the University of Ottawa, Canada. 

Karen Evans, University of London

Karen Evans is Professor of Education (Lifelong Learning) at the University of London, UK. Her main fields of research are learning in life and work transitions, and learning in, for and through the workplace. 

Ali Abasi, University of Maryland

Ali Abasi is the Academic Director of the National Persian Flagship Program in the School of Languages, Literatures and Cultures at the  University of Maryland, USA.