References

1. Sue Folinsbee defines workplace education as a “generic term to describe workplace literacy programs that address the reading, writing, numeracy, second language learning and basic computer needs of the workforce. Educational programs that address these needs may be job specific, or a combination of job-related non-work related, and they may be for any member of the workforce. They may take place on or off site in various formats. They may be offered by the union, jointly with management or in the community. Adult educators or peer trainers may deliver them” (2000, p. 4).

2. The term ‘educator’ is used throughout. I based the use of this more inclusive term on the decision made by the Literacy Worker Recognition Task Force of the Ontario Literacy Coalition (OLC) in 1998. This term is used in the Adult Literacy Educator’s Skills List to include all sectors in the OLC.

3. “Literacies rather than ‘literacy’ is used to indicate the expanding role of texts in different forms — print, visual, electronic as well as the different interpretations of literacy by the many cultural and linguistic groups in the world today.

4. Workplace education is also referred to as basic skills, essential skills or workplace communications.

5. Workplace needs assessment (WNA) is another name for an organizational needs assessment.

6. See Whincup, Wor kplace Education Development (2001).

7. See Barton’s Literacy (1994) for a clear, readable version of a social view of literacy.

8. See, for example, Despins, 1997; McLeod, 1995; Massachusetts Department of Education, 2001.

9. See the plans for professional development from the Corporation for Business, Work and Learning and MATSOL, 2001.