GED3837

Literacy in adult contexts: policies, practices and theories

Not offered in 1999

Dr L E Farrell

12 points - 3 hours per week - Second semester - Clayton

Objectives Upon successful completion of this subject, students should have developed knowledge and understanding of the ways in which rapid social change defines what counts as literacy and shapes pedagogical approaches to the teaching of literacy to adults, and skills which will enable them to analyse and critically evaluate curriculum and policy documents which have a bearing on literacy education in adult contexts.

Synopsis The revolution in work practices and workplace organisation that has accompanied economic globalisation has placed increased emphasis on the importance of literacy education for adults. Workplace literacy education is no longer considered to be 'basic education' designed exclusively for workers who 'missed out' on literacy at school or for migrants as part of an English as a second language program. Successful contemporary workplaces are understood to place a high value on lifelong learning, learning that can only occur, it is argued, if workers from all backgrounds and at all levels develop new and constantly evolving literacy practices. New forms of workplace organisation, which rely on communication technologies in their emphasis on flatter organisational structures and multifunction teams, also call on new kinds of literacy practices. We pay close attention to the changing literacy practices of several specific workplaces, and in doing so consider what these developments mean for policy makers, literacy programs and educators operating in workplace and community settings. While the focus of this subject is on the literacy practices of adults and organisations in times of rapid social change, it may be of interest to teachers in schools who are concerned with the links between schools and work.

Assessment Task 1 (1500-2000 words): 30% - Task 2 (4000-5000 words): 70%

Back to the 1999 Education Handbook