Students who enter programs with employment goals often learn only the skills and tasks related to employment that are generic and transferable. Rarely, are students able to learn skills that are actually used in employment while participating in programs that are predominantly school–based. In other words, students might learn to write a resume, practice an interview, and learn about the taxes taken off a pay cheque, without actually applying for a job or being in a work setting during this learning period. As an alternative, community based programs, which subscribe to a participatory approach, might focus on diversity issues or labour rights but, again, without the direct link to a work setting. Neither approach would actually support the development of specific job skills, such as enhancing math development while learning to use a cash register. If school–based programs have a skills and tasks approach, and community programs use a critical approach, which programs, if any, support the development of employment–related literacy practices, and if any do, what does this look like?

Clearly, participation in a literacy program has substantial impacts on the lives of students, but these impacts may not be the ones policy makers and funders are hoping for. Most of the positive impacts of literacy program participation are related to the enhanced self–esteem and confidence of the individual, and not a significant improvement in literacy skill level. If mostly what is taught is skills and mostly what is gained is confidence, there is a very large disconnect between a program’s intention and results. Could a literacy–as–practices approach help to bridge this?

Research Questions

The employment preparation program, which is the focus of this study, is a unique opportunity to explore some of these issues. It is one of the few programs that has integrated literacy development with learning about employment. There is a potential in this program to explore many of the questions raised above. The intent of this study is to determine how situated perspectives of literacy and learning can help to inform program development in adult literacy education. How do situated views of literacy and learning contribute to an understanding of the employment preparation program and its three settings? a) What is the material and knowledge content in each of the settings? b) What are the physical and non-physical aspects of the settings that shape the context for literacy and learning? c) Who are the people and what are the activities that comprise the literacy and learning community of practice in each setting? d) And, how do people participate with each other and the activities in each setting?