ABSTRACT
This chapter explores the transformative impacts of PluggedInVA (PIVA), an adult education workforce development initiative in Virginia, on its learners, practitioners, and on the communities where it is implemented. The initial challenge was to build a supportive structure and condense the length of time lower-skilled adults would need to strengthen their basic academic skills, earn a GED credential, and participate in occupational training. Utilizing a transformative learning framework, the authors analyze existing mixed-methods evaluations of the program and new interviews with PIVA program managers to re-examine the impacts of PIVA on its learners, teachers, and communities. The authors present their findings that participation in the PIVA model enhances not only adult learners’ education and employment options, but also transforms their perceptions of themselves and the perceptions that their communities have of adult literacy activities as a vehicle to community improvement. The chapter discusses implications for more student-centered and community-driven approaches to adult literacy program design in order to both connect literacy practice with adults’ lives and obligations and to raise the status of adult literacy practices as an integral component of community and economic development.
