Master Bibliography

Master Bibliography

Section 8 Header

@newswire. (2019, March 21). Frontier College calls for Canada to recognize literacy as a human right [Blog post].

Akenson, J.E., & Neufeldt, H.G. (1990). The Southern literacy campaign for Black adults in the early twentieth century. In H.G. Neufeldt & L. McGee (Eds.), Education of the African American adult: An historical overview (pp. 179-190). Westport, CT: Greenwood Press.

Arnove, R.F., & Graff, H.J. (Eds.). (1987). National literacy campaigns: Historical and comparative perspectives. New York: Plenum.

Ausubel, D.P., Novak, J.D., & Hanesian, H. (1968). Educational psychology: A cognitive view (Vol. 6). New York: Holt, Rinehart and Winston.

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.

Beder, H. (1991). Adult literacy education: Issues for policy and practice. Malabar, FL: Krieger Publishing.

Brookfield, S.D. (1988). Developing critical thinkers: Challenging adults to explore alternative ways of thinking and acting. San Francisco: Jossey-Bass.

Brookfield, S.D. (2015). The skillful teacher: On technique, trust, and responsiveness in the classroom (3rd ed.). San Francisco: Jossey-Bass.

Brookfield, S.D. (2017). Becoming a critically reflective teacher (2nd ed.). San Francisco: Jossey-Bass.

Bruner, J. (1965). In defense of verbal learning. In R.C. Anderson & D.P. Ausubel (Eds.), Readings in the psychology of cognition (pp. 87-102). New York: Holt, Rinehart & Winston.

Cattell, R.B. (1963). Theory of fluid and crystallized intelligence: A critical experiment. Journal of Educational Psychology, 54(1), 1-22.

Cervero, R.M. (2017). Professionalization for what? Fulfilling the promise of adult and continuing education. PAACE Journal of Lifelong Learning, 26, 1-17.

CNN News18. (2021, September 18). International Literacy Day 2021: Theme, history and significance. Retrieved November 14, 2021 from

Cook, W.D. (1977). Adult literacy education in the United States. Newark, DE: International Reading Association.

DeBoer, C.M. (1995). His truth is marching on: African Americans who taught the freedmen for the American Missionary Association, 1861-1877. New York: Garland Publishing Inc.

Eklof, B. (1987). Russian literacy campaigns, 1861-1939. In R.F. Arnove & H.J. Graff (Eds.), National literacy campaigns: Historical and comparative perspectives (pp. 123-145). New York: Plenum.

Fingeret, A. (1983). Social network: A new perspective on independence and illiterate adults. Adult Education Quarterly, 33(3), 133-146.

Fingeret, H., & Jurmo, P. (Eds.). (1989). Participatory literacy education. New Directions for Adult and Continuing Education, No. 42. San Francisco: Jossey-Bass.

Fischer, S.R. (2003). A history of reading. London: Reaktion Books.

Freire, P. (1973). Pedagogy of the oppressed. New York: Seabury Press.

Honeycutt Baldwin, Y. (2006). Cora Wilson Stewart and Kentucky’s Moonlight Schools: Fighting for literacy in America. Lexington, KY: University Press of Kentucky.

Jurmo, P. (2021). A different way: Reorienting adult education toward democracy and social justice. Syracuse, NY: ProLiteracy.

Knowles, M.S. (1980). The modern practice of adult education: From pedagogy to andragogy. San Francisco: Jossey-Bass.

Knowles, M.S. (1986). Using learning contracts: Practical approaches to individualizing and structuring learning. San Francisco: Jossey-Bass.

Linn, J.W. (1935). Jane Addams: A biography. New York: D. Appleton-Century.

Manguel, A. (1996). A history of reading. Toronto: Viking.

Mezirow, J. (1997). Transformative learning: Theory to practice. In P. Cranton (Ed.), Transformative learning in action: Insights from practice (pp. 5-12). New Directions for Adult and Continuing Education, No. 74. San Francisco: Jossey-Bass.

Mezirow, J., & Associates. (2000). Learning as transformation: Critical perspectives on a theory in progress. San Francisco: Jossey-Bass.

Moore, L. (1997). The thieves opera: The mesmerizing story of two notorious criminals in eighteenth century London. New York: Harcourt Brace.

Morgan, K., Waite, P., & Diecuch, M. (2017). The case for investment in adult basic education. Syracuse, NY: ProLiteracy.

Morrison, J.H. (1989). Camps and classrooms: A pictorial history of Frontier College. Toronto: Frontier College Press.

Pratt, D. (1998). Five perspectives on teaching in adult and higher education. Malabar, FL: Krieger Publishing.

PRWeb. (2021). Adult education and social justice: ProLiteracy releases important white paper [press release].

Quigley, A. (1997). Rethinking literacy education: The critical need for practice-based change. San Francisco: Jossey-Bass.

Quigley, A. (2006). Building professional pride in literacy: A dialogical guide to professional development. Malabar, FL: Krieger Publishing.

Quigley, A. (2006).[KJD2]  What does it mean to be a professional? The challenges of professionalization for adult literacy and basic education. In T. Fenwick, T. Nesbit, & B. Spencer (Eds.), Contexts of adult education: Canadian perspectives (pp. 336-346). Toronto: Thompson Educational Publishing.

Quigley, A. (2017). Will anything be different in the 21st Century? How 107 million adults and the field for adult literacy became so marginalized. PAACE Journal of Lifelong Learning, 26, 39-54.

Quigley, A. (2020). The uncertain world of adult literacy: Reflections on twenty-five years of building action research networks in North America. In K. Clausen & G. Black (Eds.), The future of action research in education: A Canadian perspective (pp. 16-32). Kingston, ON: McGill-Queen’s University Press.

Quigley, A. (2021). “Naming the elephant”: Literacy classism, human rights and the need for a new conversation. Adult Literacy Education: The International Journal of Literacy, Language, and Numeracy, 3(3), 41-46.

Quigley, A., & Uhland, R. (2000). Retaining adult learners in the first three critical weeks: A quasi-experimental model for use in ABE programs. Adult Basic Education, 10(2), 55-68.

Rachal, J.R. (1986). Freedom’s crucible: William T. Richardson and the schooling of the freedmen. Adult Education Quarterly, 37(1), 14-22.

Ross, M.G. (1951). The Y.M.C.A. in Canada: The chronicle of a century. Toronto: Ryerson Press.

Selman, G., Selman, M., Cooke, M., & Dampier, P. (1998). The foundations of adult education in Canada (2nd ed.). Toronto: Thompson Educational Publishing, Inc.

Skinner, B.F. (1971). Beyond freedom and dignity. New York: Alfred A. Knopf.

Statistics Canada, Employment and Social Development Canada, and Council of Ministers of Education, Canada. (2013). Skills in Canada: First Results from the Programme for the International Assessment of Adult Competencies (PIAAC) (Catalogue no. 89-555-X). Ottawa: Statistics Canada.

Stevens, E., Jr. (1987). The anatomy of mass literacy in nineteenth-century United States. In R. Arnove & H. Graff (Eds.), National literacy campaigns: Historical and comparative perspectives (pp. 99-122). New York: Plenum Press.

Thomas, A. (1976). Canadian adult basic education and literacy activities: A digest. Toronto: World Literacy of Canada.

Thomas, A.M. (2001). Introduction: How adult literacy came of age in Canada. In M.C. Taylor (Ed.), Adult literacy now! (pp. xvii-xxv). Toronto: Culture Concepts.

United Nations. (1948). Universal declaration of human rights (General Assembly resolution 217 A).

Verner, C. (Ed.). (1967). Pole’s history of adult schools: A facsimile of the 1816 edition. Washington D.C.: Adult Education Association of the U.S.A.

Wlodkowski, R. (1999). Enhancing adult motivation to learn: A comprehensive guide for teaching all adults (2nd ed.). San Francisco: Jossey-Bass.

Zacharakis, J., Patterson, M., & Quigley, A. (2021). Working class, social class, and literacy classism. In T. Rocco, C. Smith, R. Mizzi, L. Merriweather, & J. Hawley (Eds.), The handbook of adult and continuing education (pp. 420-435). Sterling VA: Stylus Publishing.


I want to express my thanks to Alberta’s Community Learning Network for the invitation to develop this Guide. It has been an honour and great pleasure.  The staff of the CLN have been so supportive and encouraging. In particular, I want to thank Emily Robinson Leclair. Emily worked with me throughout the project. Her enthusiasm, guidance and advice were invaluable.  Again, thank you.