About Us

Literacy Corps tutors include undergraduate, graduate, and returning adult students who are, or have been enrolled in a Literacy Corps college course. The academic majors and career plans of Literacy Corps tutors vary enormously and include a range of disciplines, in addition to education.

In fact, many college students have changed their career plans as a result of their Literacy Corps experience and are now pursuing education as their profession. Others have gained valuable knowledge about adult literacy that will be of benefit to them as they enter their chosen professions.

Literacy Corps tutors receive classroom theory, specialized training, and actual experience. In addition, they are provided with ongoing support and problem solving opportunities.

More than a third of all Literacy Corps tutors volunteer many more hours than the 40-hour requirement. Many also continue to tutor throughout their college years and beyond.

The Literacy Corps experience has helped college students obtain employment in the field of adult literacy and in other fields, as well. Many college students have been employed by the literacy agencies where they volunteered as Literacy Corps tutors or in collaborating community agencies. Other college students have been hired in other areas of employment because of their involvement in community service.

Volunteer Ethics and Practice

Literacy Corps training provides college student tutors with a clear sense of volunteer ethics, professionalism, and good practice that promotes the potential of tutoring and also addresses the boundaries of a positive and productive tutoring relationship. This includes:

A clear understanding of the role of the volunteer tutor.
Knowledge of the dangers/consequences of giving personal advice or counseling adult learners.
Developing and maintaining professionalism.
The importance of punctuality, reliability, and responsibility.
Respect for confidentiality and privacy.
Why tutoring should take place in a public place, at times and locations that ensure the safety of both tutors and learners.
Why a public telephone number should be provided for communication between tutors and learners.
Why money should not be loaned or borrowed between tutors and learners.
Why transportation of adult learners should be the responsibility of program staff.
The importance of referring learners to professionals, if a problem should arise.

Penn State College of Education ©2000
Pennsylvania Literacy Corps
Institute for the Study of Adult Literacy
Dr. Sheila Sherow
208 Rackley Building
University Park, PA 16802
814-863-3777
sms20@psu.edu