Literacies for Learning
in Further Education
Filmed in four FE colleges, this film and booklet are intended for use by FE lecturers on vocational and subject courses when reviewing and developing course materials.
It is also an essential resource for continuing professional development and pre-service teacher education.
The film is based around 15 interviews with subject and vocational lecturers in Further Education and with university researchers.
Rather than assuming their students simply 'lack literacy skills', the FE lecturers investigate the reading and writing their students already do in their lives and work outside college, and then consider the particular reading or writing practices they need to develop for their study and intended careers.
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This finding from previous research was the starting point for this project.
What happens when FE lecturers realise this about their own students? |
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The film offers a valuable framework for thinking beyond the idea of 'basic skills' and making the reading and writing in FE more useful for learning.
In a five simple but inspiring examples of 'actions for change', the lecturers use their knowledge of their own subject or vocational area to make the reading and writing practices they demand of their students more useful for learning and/or more relevant to the students' intended careers.
The focus is not on learning literacy as a separate key or core skill, but on the varied and purposeful literacies that are used for learning and assessment across the curriculum.
The film is therefore of interest to all those involved in education or concerned with education policy.
It is of particular relevance to teacher educators, acreditation bodies, course managers and subject and vocational lecturers in further and adult education.
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A PDF page to print and send
Secure card payment with Nochex |
Cost:
Education: £45.00 +pp
Personal: £12.50 +pp |
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Secure card payment with Nochex
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International: £45.00 +pp
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Film contents:
Introduction
1 Actions for understanding (3 approaches)
2 Reflections and review
3 Actions for change (framework + 5 examples)
Comments
The menu enables the viewer to break the film into parts or to select particular sections or scenes for discussion.
Booklet contents:
Using the booklet and online resources.
Playing and using the film.
1 About the film
2 Context and purpose of the research
- Context and debate
- A social view of ‘literacy’
- Source references used by project – a selection
3 Actions for understanding
- Literacies around the clock
- Photographing literacy practices
- Mapping literacy practices
4 Reflections
on the research into students’ literacy practices
outside college
5 Review of the literacy practices required of students
within college
- Curriculum review using the LfLFE framework
- The LfLFE framework - a copyable resource
6 Actions for change (examples during the project)
- Joanne – quiet focussed reading
(Childcare)
- Ian – using information to inform decisions
(Catering and hospitality)
- Dave – making assessment records more relevant
(Construction / Painting and decorating)
- Joyce – distilling ideas and information from reading
(Childcare)
- Ronnie – a CV or a bio for the music industry?
(Music and audio)
- Further examples of small but significant changes
7 Following up the film – issues for discussion:
- professional development and curriculum review
- education management and organisation
- education policy and assessment policy
Articles written by the research team: an annotated selection
A note on ‘literacy practices’, ‘skill’ and ‘skills’
The LfLFE research team and film credits.
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