Chapter Five – Discussion and Contributions

• ADDRESSING THE FOUR SUB–QUESTIONS
  • Sub–Question 1: What is the material and knowledge content in each of the settings?
  • Sub–Question 2: What are the physical and non–physical aspects of the settings that shape the context for literacy and learning?
  • Sub–Question 3: Who are the people and what are the activities that comprise the literacy and learning community in each setting?
  • Sub–Question 4: How do people participate with each other and in the activities at each setting?
  
  

• Discussion of the Findings and their Implications: A Disparity Between Learning Literacy and Learning About Work

• THE FUNDER SUPPORTS LEARNING LITERACY NOT LEARNING WORK
• LITERACY IS SCHOOLING AND LEARNING IS DOING
• A NEW LITERACY PRACTICE EVOLVED FROM THE COFFEE SHOP
  • Developing literacy in relation to real activities
  • Oldtimers assist newcomers
  • A safe and supportive environment
  • Measuring progress

• INTENTIONS AND RESULTS

• THE LIMITATIONS OF THE EMPLOYMENT PREPARATION PROGRAM
  • Dependence on Social Assistance
  • Family Support
  • Formal Education
  
  
• Contributions to Program, Policy, and Research

• A CLEARER CONCEPTUALIZATION OF A LITERACY DEFINITION
  • Further Research
• CONTRIBUTIONS TO PROGRAM DEVELOPMENT
  • A New Role for the Classroom
  • Emphasizing Practices
  • Embedded Literacy Development
  • Further Research

• CONTRIBUTIONS TO POLICY
  • Supporting Literacy as Social Practices
  • Further Research
• CONTRIBUTIONS TO RESEARCH
  • Using the Situated Learning and Literacy Frameworks
  • The Situated Learning Framework as An Analytical Tool
  • Limitations of Situated Learning and Literacy Frameworks
  • Further Research
• CONCLUSION