SITUATED LITERACY

Further understanding and application of the theory of literacy as social practice can be gained through an exploration of literacy events and practices (Hamilton, 2000), which will be referred to as situated literacy. A literacy event is defined as observable episodes in which literacy has a role (Barton & Hamilton, 1998). Inherent in the observable event are the hidden literacy practices that actually shape the event. The more abstract notion of literacy practices encompasses the values, attitudes, feelings, and social relationships brought to a literacy activity. Observation of the literacy events that occur in an adult literacy program are an ideal way to gain further insight into both the situated nature of literacy and learning.

Presented below is a table that displays the interconnections of situated learning and situated literacy, referred to specifically as literacy events and practices. Although each of the areas of study uses different terminology, the similarity in their descriptions is apparent. One key difference is the division of situated literacy into literacy events (what is seen) and literacy practices (what is unseen); whereas situated learning incorporates the seen and unseen in its descriptions. Parallel ideas are presented alongside each other in order to highlight their similarities. In this way situated learning's description of the term content resembles the description of artifacts used by situated literacy.