Supporting Literacy as Social Practices

Figure 3 illustrates how the existing structure of the provincial funding body can support a literacy–as–practices approach.


graphic: diamgram showing how a provincial funding body structure can support a literacy - as - practices approach; practices is analogous to demonstrations, as is skills to performance indicators, tasks to outcomes and finally, personal and social critical reflection to self-management and self-direction.

Figure 3: The funder's structure can support a literacy–as–practices approach

A demonstration—the tangible evidence of accomplishment in a literacy program—could be shaped by the achievement of a new literacy practice. For example, the demonstration of a student's success in introducing the practice of reading a recipe would be the act of choosing and following a recipe, assembling ingredients, following instructions, and baking the product. Success would be based not on the actual result, but more on the successful integration of a new literacy practice into daily life. Skills, as mentioned previously, closely resemble the level descriptors and performance indicators used to describe the five LBS levels of literacy achievement. Tasks closely resemble the idea that learning in programs is to be outcomes–based. Finally, the area of personal and social critical reflection shares many similarities with emerging discussions on self–management and self–direction (Grieve, 2003).