SITUATED LEARNING AND ADULT EDUCATION
The particular theoretical idea used to navigate a situated learning
analysis of an adult literacy program was Stein's (1998) discussion of
situated learning as an instructional approach in adult education. Although
situated learning theory has not yet produced models of instruction—and its main proponents,
Lave and Wenger, would argue that its driving force, legitimate peripheral
participation is not an instructional strategy but an analytical viewpoint,
Stein's interpretations were key to the study. It is the only interpretation
that links adult learning with situated learning, and it is linked directly
to classroom learning. Stein's interpretations of the elements of situated learning are prescriptive,
and were subsequently used to guide the development of data collection tools
and preliminary data analysis.
According to Stein, situated learning can be viewed as an instructional process that mirrors as
closely as possible the real–life social process of a learning situation. His interpretation rests
on four key elements—content, context, community of practice, and participation.
The content is directly related to the real–life experiences and goals
of the learner. In this way, it is personally meaningful to the learner.
It is the knowledge that is generated and the materials used to support new knowledge.
Learning context refers to the skills and tasks that must be completed
in order to engage in the practices of various environments. More importantly,
the learning context takes into account the "values, norms and culture of a community,
organization or family" (Stein, p. 2), along with power balances and
competing priorities. The community of practice—which is the common
knowledge of the learners, practitioner, and culture—is the conduit
used to understand the content. Then, through active participation
with the community of practice, can the learner form a personal and meaningful body of knowledge.
LITERACY AS SOCIAL PRACTICE
Similar to the notion that learning is a product of the learner's everyday
social practices and interactions, is the idea that literacy is also
a social practice, and is tied to the people, setting, tools, and actions
of culturally–bound activities. Barton and Hamilton (2000) note that an understanding of
literacy in real–life situations can be gained through a theory of literacy
as social practice. Barton and Hamilton have put forth the following suppositions
to support their developing theoretical ideas: literacy is best understood
as a set of social practices; there are different literacies associated
with different domains of life; literacy practices are patterned by social
institutions and power relationships; literacy practices are purposeful and embedded in
broader social goals and cultural practices; literacy is historically
situated; and literacy practices change. Both situated learning and literacy
as social practice have evolved from a shared notion that human activity
is fundamentally social, and subsequently, our ways of knowing, perceiving,
and acting are shaped by the people, power balances, tools, relations, and
experiences of that social way of being.
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