Adult literacy: policies, practices and theories
Dr L Farrell
Second semester * Clayton
The subject falls into three parts. The first part considers the claims made for literacy in developed and developing industrial societies. Two common claims for literacy are examined. The first is that an increasingly literate workforce will inevitably result in increases in economic productivity. The second is that, for the individual, increased literacy leads to greater personal empowerment. The theoretical frame of literacy as a social construction will be used to test the extent to which these claims can be substantiated. The second section of the subject places literacy policies within this context. Policies are analysed to uncover the assumptions on which they are based and the apparent desired outcomes. The focus of this section will be on Australian policies and so will vary according to the policies in operation at any particular time. Initially it is expected that policies concerned with assessment and credentialling of adult literacy learning will be considered. The issue of literacy competencies as they emerge in industrial awards and the Australian Standards Framework will be addressed. The third section of the subject works towards establishing a principled approach to the practice of adult literacy education. It will examine accounts of successful practices in which adult literacy teachers and students engage. It will focus on particular groups of learners in particular contexts.
Assessment
One class presentation: 20% * One 5000-word final paper: 80%