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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
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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
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Textually Mediated Teaching, Learning and Lives
The Literacies for Learning in Further Education
Project Team
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doing
‘activity’ as the unit of analysis
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doingSubject(s) Object Outcome
Key constituents of activities 1: Purpose
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doing Mediating means
Subject(s) Object Outcome
Key constituents of activities: 2: Tools, artefacts and semiotic resources
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Socio-Cultural-Historical Context
Mediating means
Subject(s) Object Outcome
doing
PRACTICES, GENRES AND DISCOURSES
POWER RELATIONS, VALUES AND BELIEFS
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Relationships among language, learning, and ‘context’
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doing Mediating means
Subject(s) Object Outcome
Learning as an integral part of doing
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doing Mediating means
Subject(s) Object Outcome
Learning as an integral part of doing
learning
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Relationships between communicative practices and learning in everyday and pedagogic contexts
1.
Washing down
a wall for
re-painting
2.
Installing a heating
system
3.
Finding out/learning how to play a new computer game
4.
A Vocational Class:
Painting and Decorating
Use of semiotic resources _ + + +
Use of literacy _ + + +
Subconscious learning ‘that’ and/or ‘how to’, other than communication + + + +
Intentional learning ‘that’ and/or ‘how to’, other than communication
_ _ + +
Subconscious learning of communicative practices
_ + + +
Intentional learning of communicative practices
_ _ _ _
Authorised by an educational institution
_ _ _ +
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Washing down a wall for repainting
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Installing a heating system
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doing Mediating means
Subject(s) Object Outcome
learning
Learning as the ‘object’ of an activity
= learning how and/or that something
= increased knowledge, understanding and /or capabilities
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Learning how to play a computer game
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Learning as the ‘object’ of an activity in an educational setting
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A Vocational Class: Painting and Decorating
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Eve:
The textual mediation of a complex life
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Eve: the childcare classroom
FCC Level 1 Childcare course student
Phase 2 – clock face activity, photos, one-to-one interview
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Eve: the nursery setting
Salvation Army nursery – placement for college course and place where her mother works.
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Some of Eve’s literacy practices:On-line banking vs. statements
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Some of Eve’s literacy practices
Activity Purpose People involved Genesis test To progress onto
NVA Doesn’t know
Paperwork associated with Alex
To claim Child Trust Fund; health records
Mother, authorities
Welfare benefits
Needs to change family credit details
Mother
Sorting out paperwork associated with buying and owning a house
Buying a house and organising payment of bills
Boyfriend; rang up the Council Tax office
Bank statements
To track money Alone
Reading books to her son
Leisure Eve and her son
Reading real life women’s magazines and soap magazines
Leisure Alone or with college friends
Very Difficult
Easy
Texting Leisure Boyfriend; friends; taught her mum.
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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?
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Tom:
Resonance between everyday literacies and college literacies
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Tom’s clock
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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’.
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Stephen:
Dissonance between everyday literacies and college literacies
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Stephen - a catering student
College / Home: Using IT; reading newspaper; reading handouts; using mobile phone for texting.
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.
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1. 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***!
Stephen - a catering student
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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’
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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?
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Implications for Teaching
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Textually mediated teaching, learning and lives
SUMMARY
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doing Mediating means
Subject(s) Object Outcome
learning
Textual mediation
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Resonance and dissonance in textuality across contexts