ABSTRACT
At least 60% of adult literacy programs in the United States rely on volunteer tutors to teach low-literate adults. A significant gap exists in the literature, as few studies about tutors or tutoring are available, and the majority of existing studies are notably undertheorized. In contrast, this chapter describes a tutor preparation program grounded in two theories: communities of practice and the comprehensive model of reading. The Women’s Literacy Network, which we describe in this chapter, grew out of a city-wide literacy zones initiative. Neighborhood women who recently earned GEDs were prepared as literacy tutors and matched with women who were working toward their GED. Tutors participated in 20 hours of preparation and biweekly mentoring over 25 weeks. We report on findings from in-depth interviews with tutors and program evaluation data, which were analyzed using narrative and thematic analysis. Four major themes resulted. We learned the value of building relationships and community, the importance of focusing on women, the influential impact of using concepts of RMA, and the changes women made in their ways of knowing and knowledge production. We call for innovative programs that advance critical, socially just practices and long-term impact.
