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In 2014, the European Literacy Policy Network (ELINET) distributed a questionnaire about the use of terminology in adult literacy work. The results of this questionnaire were discussed at an ELINET seminar at the UNESCO Institute for Lifelong Learning in Hamburg in January 2015. The Hamburg Seminar provided the opportunity for ELINET partners to air challenges and concerns, and share good practice, in describing and referring to adults who may have literacy needs or goals. ELINET can play an important role in guiding the wider population, including politicians, policy-makers and the media, in their use of such terminology. The seminar participants recognised the vital importance of ensuring that ELINET advocacy, research and practice around adult literacy be mindful of the impact the use of language can have in shaping impressions of the needs and capabilities of adult literacy learners. The range of terminology used to talk about adult literacy and adult literacy learners was considered and seven guiding principles that should inform choices of language when writing or speaking about adult literacy agreed upon. Part 1 summarises the seven principles. Part 2 explores the reasons why principles for the use of adult literacy terminology are needed and examines the thinking behind the particular principles chosen.

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