Literacies for Learning
in Further Education
The film is based around fifteen interviews with subject and vocational lecturers in Further Education and university researchers.
They talk interestingly about researching FE students' reading and writing practices in their lives and work outside college, and then reflecting on the reading and writing practices within their courses and subject or vocational area.
The film offers a valuable introduction and framework for considering reading and writing in terms of social and professional practices rather than just ‘basic skills’. |
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This important finding from previous research was the starting point for this project. - What happens when lecturers realise this about their own students? |
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Rather than assuming their students simply 'lack literacy skills', the lecturers recognise the reading and writing their students already do, and reflect on the particular reading or writing practices they now need to develop.
In a five simple but inspiring examples of 'actions for change', 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 acreditation bodies, course managers and subject and vocational lecturers in further and adult education.
The film and booklet are intended as a resource for individual teachers, and for use in pre-service teacher education, continuing professional development and policy review.
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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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