Print materials from the workplace and from participants’ own personal use often form the basis of learning materials. Educators then create opportunities for learning in a classroom, on the job, in a computer room, through distance mode or by other appropriate means.

Consider…

If we teach workers how to fill in their quality checklists, have we fulfilled our responsibility toward workers’ achieving a learning outcome to use their checklists on the job? How can a GED course requested by managers satisfy the communication and literacy concerns that they present to you? Can learning how to fill in a work form satisfy the needs of workers to handle their own tax forms or insurance forms?

Learning outcomes demand real life demonstrations. In the workplace, using language and literacy skills on the job can be the best demonstration that teaching and learning has been effective. We may find that expectations cannot be met if we fail to consider other factors that affect literacy practices — risk, fear, intimidation, protection of self and co-workers just to name a few. For example, a worker may decide not to report an error in order to protect a co-worker whose friendship she values. This decision not to write is driven by social relations and overrides any lessons learned in a literacy class.