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Literacies for Learning in Further Education

Literacies for Learning in Further Education. Project team David Barton Angela Brzeski Richard Edwards Zoe Fowler Roz Ivani č Tracey Kennedy Greg Mannion Kate Miller Candice Satchwell June Smith Sarah Wilcock.

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Literacies for Learning in Further Education

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  1. Literacies for Learning in Further Education Project team David Barton Angela Brzeski Richard Edwards Zoe Fowler Roz Ivanič Tracey Kennedy Greg Mannion Kate Miller Candice Satchwell June Smith Sarah Wilcock

  2. I just can’t believe how much they do at home. Before becoming involved in this project, I thought most of [the students] maybe skimmed through a magazine occasionally or texted their friends, but no more than that. Martin, a practitioner researcher on the LfLFE Project

  3. Textually Mediated Teaching, Learning and Lives The Literacies for Learning in Further Education Project Team

  4. ‘activity’ as the unit of analysis doing

  5. Key constituents of activities 1: Purpose doing Subject(s) Outcome Object

  6. Key constituents of activities: 2: Tools, artefacts and semiotic resources Mediating means doing Subject(s) Outcome Object

  7. POWER RELATIONS, VALUES AND BELIEFS PRACTICES, GENRES AND DISCOURSES Mediating means doing Subject(s) Outcome Object Socio-Cultural-Historical Context

  8. Relationships among language, learning, and ‘context’

  9. Learning as an integral part of doing Mediating means doing Subject(s) Outcome Object

  10. Learning as an integral part of doing Mediating means doing learning Subject(s) Outcome Object

  11. Relationships between communicative practices and learning in everyday and pedagogic contexts

  12. Washing down a wall for repainting

  13. Installing a heating system

  14. Learning as the ‘object’ of an activity Mediating means doing learning Subject(s) Outcome Object = increased knowledge, understanding and /or capabilities = learning how and/or that something

  15. Learning how to play a computer game

  16. Learning as the ‘object’ of an activity in an educational setting

  17. A Vocational Class: Painting and Decorating

  18. Eve:The textual mediation of a complex life

  19. Eve: the childcare classroom FCC Level 1 Childcare course student Phase 2 – clock face activity, photos, one-to-one interview

  20. Eve: the nursery setting Salvation Army nursery – placement for college course and place where her mother works.

  21. Some of Eve’s literacy practices: On-line banking vs. statements

  22. Some of Eve’s literacy practices

  23. Questions generated by Eve’s data • What factors might influence Eve finding some literacy practices easier to participate in than others? • What elements or aspects of literacy practices are (or could be) mobilised between these different practices? • What might influence Eve’s varying confidence with the reading and writing demands of different elements of her life?

  24. Tom:Resonance between everyday literacies and college literacies

  25. Tom’s clock

  26. One of Tom’s photographs ‘You’re always learning. Like when I’m at home I implement what I have been taught... you learn an extra... They (teachers) can only point you in a certain direction - the rest of it you’ve got to find for yourself’.

  27. Stephen:Dissonance between everyday literacies and college literacies

  28. Examples of Icons and Maps

  29. Stephen - a catering student Home: Surfing net for information / 'personal research'; downloading tunes; burning CDs; playing X Box; using website to 'share' tunes etc via the ‘Kazaa’ website; reading fiction. College / Home: Using IT; reading newspaper; reading handouts; using mobile phone for texting.

  30. Stephen - a catering student The dominance of leisure and home-related literacy practices over formal course-related literacy practices in terms of number and value; 2. ‘Home/college’ overlap literacy is not related to the course. Quote: “Having fun, playing games, texting, computers”. Question: When does the course connect with his world? S: […] Write an essay or burn a CD? There you go - CD! Oh … but writing an essay! I cannae be arsed writing this f****** essay. Oh my God, [that would be] such a load of sh***!

  31. ANALYSIS • For Stephen, there is an absence of boundary objects and practices that link contexts, identifications; we expect these would enhance learning. • Student’s role: boundary maintenance/overlap • Differentiation: what’s ‘important’ in different subjects with different identifications, motivations, affordances and constraints. • Resonance - across contexts, identifications, modes, aims and goals of literacy practices’

  32. Arising Issues • Boundary practices and objects exist - Literacy does function across contexts. Subject affordances, student resistance? • Teaching: how address the multiple identifications, contextualisation, practices of students - inclusive pedagogy via textual mediation? • Is learning inherently polycontextual? the transfer debate • Which practices and contexts are valued and surfaced? Boundary zones or colonising spaces?

  33. Implications for Teaching

  34. Textually mediated teaching, learning and livesSUMMARY

  35. Textual mediation Mediating means doing learning Subject(s) Outcome Object

  36. Resonance and dissonance in textuality across contexts

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