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Abstract
A position statement on the rights of adult readers and learners was adopted by the CRLA board in 2002 and published with a theoretical rationale in JCRL, Spring 2003. The statement was a guideline for educators seeking to improve the quality of adult education. In 2016, at the request of the board, the original authors contacted CRLA leaders and experts to collaborate on a revision of the statement to reflect current terminology and practice. Postsecondary student rights in the areas of quality instructors, instruction, assessment, and materials were updated and an additional category focusing on institutions was added. The revisions and additions below include references. This new statement was approved by the CRLA board in November, 2016.
ACKNOWLEDGMENTS
The authors would like to thank Sonya Armstrong for her guidance and leadership throughout the revision process and the following collaborators: Mary Bogan, Elizabeth Buchanan, Joanne Chapman, Sydney Granger Saumby, Angela Henderson, Jodi Lampi, Marissa Loon, Jon Mladic, Joanne Oliver, Sue Roach, and Kathy Stein.
Additional information
Notes on contributors
JoAnne Greenbaum
JoAnne Greenbaum is an emeriti lecturer at California State University, Fullerton. She taught undergraduate course in critical reading and literacy as well as developmental reading and writing courses. She served as the coordinator of the Postsecondary Reading and Learning certificate program. Her special interests include critical literacy and collaborative learning especially in online environments.
Kathryn Bartle Angus
Kathryn Bartle Angus is an emeriti lecturer at California State University, Fullerton. She taught undergraduate and graduate courses in critical reading, writing, and literacy. She is currently the Director of the Hazel Miller Croy Reading Center. Special interests include critical literacy, disciplinary literacy, and community reading programs.