Literacy and Numeracy Studies: An international journal in the education and training of adults Vol. 26, No. 1 2018 © 2019 by the author(s). This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 International (CC BY 4.0) License (https:// creativecommons.org/licenses/ by/4.0/), allowing third parties to copy and redistribute the material in any medium or format and to remix, transform, and build upon the material for any purpose, even commercially, provided the original work is properly cited and states its license. Citation: Yasukawa, K. 2018. Editorial. Literacy and Numeracy Studies: An international journal in the education and training of adults, 26:1, 1-2. https://doi. org/10.5130/lns.v26i1.6424 ISSN 1839-2903 | Published by UTS ePRESS | https://epress. lib.uts.edu.au/journals/index. php/lnj EDITORIAL Editorial Keiko Yasukawa School of Education, University of Technology Sydney, PO Box 123 Broadway NSW 2007 Australia. Keiko.Yasukawa@uts.edu.au DOI: https://doi.org/10.5130/lns.v26i1.6424 Article History: Published 24/01/2019 Financial literacy has increasingly been highlighted as an inadequately developed competency among many adults as well as younger people (see for example OECD 2012, 2016); areas commonly focussed upon include budgeting, saving, financial planning and use of services and financial instruments. The first article in this issue of Literacy and Numeracy Studies by Jana Kubascikova, Jeff Evans and Hafiz T.A. Khan is on the topic of financial literacy/ numeracy practices; however these authors focus on how people develop numeracy practices to negotiate currency conversion when the currency in their country (Slovak Republic) changes to the euro. Their study makes an interesting contribution to numeracy practice research by examining situations when demand is placed on people to adapt and change their numeracy practices as a consequence of changes in their context: in this case, their country joining the EU and adopting the euro. What the study also shows is how the Slovak Republic created what Evans, Yasukawa, Mallows and Creese (2017) calls a ‘numerate environment’ – an environment that develops and provides support for people’s numeracy development as they encounter new demands. The second article in this issue is a contribution from Debbie J. Severinsen, Lori K. Kennedy and Salwa H. Mohamud, three adult literacy practitioners who were interested in understanding teaching strategies that would help to increase investment and motivation in adult literacy learners. In their view, this is an area not adequately covered in the literature to inform and guide practitioners. After undertaking a literature review, they distilled six teaching strategies that they believed were critical for increasing learner motivation and investment: providing relevance, addressing settlement needs, incorporating life experiences, encouraging learner autonomy, promoting collaborative learning and building self-efficacy. They then used their findings as a lens to examine and reflect on their own teaching. In light of the authors’ claim that there is a need for more research-informed guidance for teachers. The book review by Marie Quinn on Plurilingualism in Teaching and Learning: Complexities across contexts edited by Julie Choi and Sue Ollerhead is timely. Quinn’s review may suggest that another strategy that might be added to the six strategies of Severinsen et al. is the DECLARATION OF CONFLICTING INTEREST The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article. FUNDING The author(s) received no financial support for the research, authorship, and/or publication of this article. 1 https://creativecommons.org/licenses/by/4.0/ https://creativecommons.org/licenses/by/4.0/ https://creativecommons.org/licenses/by/4.0/ https://doi.org/10.5130/lns.v26i1.6424 https://doi.org/10.5130/lns.v26i1.6424 https://epress.lib.uts.edu.au/journals/index.php/lnj https://epress.lib.uts.edu.au/journals/index.php/lnj https://epress.lib.uts.edu.au/journals/index.php/lnj mailto:Keiko.Yasukawa@uts.edu.au https://doi.org/10.5130/lns.v26i1.6424 acknowledgement of the plurilingual repertoire of their learners. Together, the article by Severinsen et al. and the review by Quinn provide adult literacy practitioners with resources for reflection on their teaching. References Choi, J and Ollerhead, S (Eds) (2017) Plurilingualism in Teaching and Learning: Complexities across contexts, Routledge, London. https://doi.org/10.4324/9781315392462 Evans, J, Yasukawa, K, Mallows, D and Creese, B (2017) Numeracy Skills and the Numerate Environment: Affordances and demands, Adults Learning Mathematics: An International Journal, vol 12, no 1, pp 17-26, retrieved 17 December 2018 from http://www.alm-online.net/wp-content/ uploads/2017/10/almij_121_october2017.pdf OECD (2016) OECD Financial Literacy Study Finds Many Adults Struggle with Money Matters, retrieved 20 December 2018 from http://www.oecd.org/finance/oecd-financial-literacy-study-finds- many-adults-struggle-with-money-matters.htm OECD (2012) Financial Literacy in Schools, retrieved 20 December 2018 from https://www.oecd.org/ finance/financial-education/FinEdSchool_web.pdf Yasukawa Literacy and Numeracy Studies: An international journal in the education and training of adults, Vol. 26, No. 1, 2018 2 https://doi.org/10.4324/9781315392462 http://www.alm-online.net/wp-content/uploads/2017/10/almij_121_october2017.pdf%20%20 http://www.alm-online.net/wp-content/uploads/2017/10/almij_121_october2017.pdf%20%20 http://www.oecd.org/finance/oecd-financial-literacy-study-finds-many-adults-struggle-with-money-matters.htm http://www.oecd.org/finance/oecd-financial-literacy-study-finds-many-adults-struggle-with-money-matters.htm https://www.oecd.org/finance/financial-education/FinEdSchool_web.pdf https://www.oecd.org/finance/financial-education/FinEdSchool_web.pdf