6533b7dcfe1ef96bd12729ef
RESEARCH PRODUCT
The role of informal learning in adults' literacy proficiency
Nissinen KariAntero MalinSari Sulkunensubject
LeseverhaltenErwachsenenbildungDenmarkNordeuropaSchreib- und LesefähigkeitArbeitsplatzInformal educationEinflussfaktorLiteracylukeminenTätigkeitDevelopmental psychologyAdult educationlukuharrastusReading (process)PIAACAdult literacyEmpirische BildungsforschungBildung und ErziehungaikuisetLesekompetenzFinlandmedia_commonNorwegeninformal learninglearningNorwayReading competenceDänemarkSpecial aspects of educationadult literacyVocational Training Adult EducationWork (electrical)PIAAC <Programme for the International Assessment of Adult Competencies>PsychologyRegression analysisvapaa-aikaAdultInformal educationInformal learningErziehung Schul- und Bildungswesenlearning to readmedia_common.quotation_subjectLifelong learningAdult trainingLernenEducationBildungswesen quartärer Bereich BerufsbildungErwachsenerworkddc:370Lebenslanges LernenLiteracyreadingErwachsenenbildung / WeiterbildungLife long learningAlphabetisierungtyöelämäSupport for reading improvementLiteracy learningPromotion of readingSwedenLifelong learningLC8-6691Adult literacy; reading activities; Programme for International Assessment of Adult Competencies (PIAAC) Round 1reading activitiesInformal learningInformelles LernenLeseförderungAdult educationinformaali oppiminenFinnlandreading behaviorRegressionsanalyselukutaitoLesenLife-long learning10600LesenlernenSchwedendescription
This study used the Programme for International Assessment of Adult Competencies (PIAAC) dataset to examine informal literacy learning’s effects on adults’ literacy proficiency. Also, the factors associated with informal literacy learning at and outside of work were studied. The study participants were Nordic adults aged 35–65 years. The statistical method was regression analysis, and the results indicate that informal literacy activities at work are associated primarily with occupation, and informal literacy activities outside of work with education, parents’ education and gender. Initial education, occupation, language background and age exerted the strongest estimated associations with reading literacy proficiency. Informal learning, particularly reading outside of work, exerted a statistically significant effect independent of adults’ backgrounds, indicating that it may offer all adults the opportunity to develop literacy proficiency. (DIPF/Orig.)
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2021-01-01 |