Using the Situated Learning and Literacy Frameworks

Two similar views of situatedness—as outlined in Table 1 (see page 14) —guided this study. The two frameworks were used initially to demonstrate their similarities and to strengthen an understanding of situatedness. In addition, the activities in the employment preparation program involved both literacy and non–literacy learning and it became helpful to draw on both frameworks when analyzing the three settings in the program. Most often though, it was the situated learning framework that became more prominent during the study. Despite their similarities, there were two advantages in using the situated learning framework over the situated literacy framework. First of all, it became apparent that literacy is a component of the learning that occurred in the employment preparation program. Subsequently, the situated learning framework dominated the analysis. Secondly, the situated learning framework better accounts for the development of learning, and uses language that permits a description of how learning can be supported. The situated literacy framework, on the other hand, is not directly related to the development of literacy; rather, it is a tool to use to analyse literacy events as they occur in real–life settings, and does not directly support a discussion of how literacy is learned.

Herein lies a tension between literacy and learning. Literacy development is but one component of learning. Learning, as described by Gardner (1983) and Gardner, Kornbacher and Wake (1996), can be expressed in eight different ways. Linguistic learning and intelligence (in other words, literacy) is but one of them. Attempting to force and shape literacy education ideas to meet the myriad of needs of adults with low literacy abilities seems somewhat artificial and confining. Instead, if the learning needs of adults with low literacy became primary, then literacy activities could be developed to support these. Using learning to guide the development of educational opportunities for adults with low literacy—as opposed to only using literacy—expands upon the possibilities and the potential for learning opportunities. In addition, these ideas mesh with the previous discussion on embedded literacy development. For these reasons, the use of a situated learning framework over situated literacy was preferable.