Further Research
Further research is needed to understand the literacy and learning practices
that occur in various settings. In effect, a tool or an approach for
this analysis is needed. If programs were to incorporate a literacy–as–practices
approach–which is also known as embedded skills, contextual learning and integrated
learning– what would this look like? How would program developers and instructors know that
they were in fact emphasizing practices and not skills and tasks? Examples
of program development using a practice–based approach are also needed in
order to inform others who would like to try the same approach.
CONTRIBUTIONS TO POLICY
In Ontario, there is a structure in place that supports a literacy–as–practices
approach, but the current structure lacks the interpretations needed for
it to be adopted widely by the field. In fact, in one instance, an attempt to
interpret the structure has led to contradictions and confusion. The structure is the
guiding framework and accompanying definitions used to describe adult literacy
education in the province. A set curriculum for adult literacy education does not exist.
Instead, individual training plans that are learner–centred and outcomes–based
are developed for students to help them meet their literacy goals at work,
at school, in the community, and with their families. While the funder does
not prescribe how this should be done, they do stipulate that 60% of students
must achieve goals that lead to employment and/or recognized education programs,
such as high school (Literacy & Basic Skills Section, Workplace Preparation
Branch, Ministry of Training Colleges and Universities, 2000). Progress is
monitored, not by standardized tests, but by demonstrations of achievements, and it is
left up to the programs to develop these demonstrations. Training plans, goal–setting,
outcomes, and demonstrations support a literacy–as–practices approach.
Unfortunately, in an attempt to standardize the delivery of adult literacy
education, the funder developed and distributed a document that described literacy development
based on an elementary school curriculum. The document placed the development
of literacy skills at the fore, and its detailed descriptions have become
one of the main ways to view literacy education. In order to suggest alternative
ways to view literacy within the existing structure, there is a need for
the funder to support the development and dissemination of practice-based approaches
that detail what this could look like in programs.
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