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This volume is the fourth in a series established by the National Center for the Study of Adult Learning and Literacy (NCSALL) to present and analyse the research literature and best practice on key issues in the field of adult learning and literacy in the US. The series is intended to inform those concerned with improving the quality of adult basic education (ABE), adult English for speakers of other languages (ESOL), and adult secondary education (ASE) programs. The volume begins with a review of significant developments in the field during the year. The papers included are both theoretical and practical and cover a wide range of topics essential to the success of adult education and literacy services in the US. A concluding essay and bibliography examines adult learning theories. The papers are as follows: The year 2001 in review / Thomas G. Sticht (p. 1-16); Race, class, gender, and sexual orientation in adult literacy: power, pedagogy, and programs / Deborah D'Amico (p. 17-69); Why do companies provide workplace education programs? / Alec Levenson (p. 71-108); Implications of new learning technologies for adult literacy and learning / Regie Stites (p. 109-155); Applying constructive-developmental theories of adult development to ABE and ESOL practices / Deborah Helsing, Eleanor Drago-Severson, Robert Kegan (p. 157-197); The changing landscape of adult learning theory / Sharan B. Merriam (p. 199-220); Resources on adult learning theory / Sharan B. Merriam (p. 221-235). Includes author and subject indexes.

This paper examines the role of new learning technologies in adult education and learning in the USA. The research on the use and impact of these technologies, which include computers and television, as learning tools in adult basic education (ABE) is reviewed. Findings from theory and research in the areas of effectiveness of learning with computers and the Internet, patterns of societal access to computers and the Internet, and barriers to effective application of and expanded access to new learning technologies are summarised. Considerable evidence is found to suggest that new learning technologies do improve learning outcomes. It is noted that barriers to the widespread use of such technologies are still high. The implications of the research for designing effective applications and expanding access to new learning technologies for adult literacy and lifelong learning are examined. The author proposes that investment in resources to overcome barriers to effective application and expanded access will be beneficial.