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Literacy and Numeracy Studies最新文献

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Numeracy as social practice 作为社会实践的计算能力
Literacy and Numeracy Studies Pub Date : 1998-01-01 DOI: 10.4324/9781315269474
D. Baker
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引用次数: 46
Academic Culture: A student’s guide 学术文化:学生的指南
Literacy and Numeracy Studies Pub Date : 1970-01-01 DOI: 10.5130/LNS.V15I1.2029
M. Simms
{"title":"Academic Culture: A student’s guide","authors":"M. Simms","doi":"10.5130/LNS.V15I1.2029","DOIUrl":"https://doi.org/10.5130/LNS.V15I1.2029","url":null,"abstract":"ACADEMIC CULTURE: A STUDENT’S GUIDE TO STUDYING AT UNIVERSITY By JEAN BRICK National Centre for English Language Teaching and Research (NCELTR) 2006, Sydney, ISBN 978 74138 135 (pbk) ISBN 1 74138 135 5 (pbk) 263 pages Jean Brick’s book is an excellent guide to academic culture and skills for students and academics alike. Although she describes the book as being about academic culture it is much more than that. I found it to be a comprehensive, useful and very readable guide to English for a variety of academic purposes.","PeriodicalId":52030,"journal":{"name":"Literacy and Numeracy Studies","volume":"30 1","pages":"97-99"},"PeriodicalIF":0.0,"publicationDate":"1970-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73077420","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Road Safety Literacy for Speakers of English as a Foreign Language: Educating novice drivers for the public’s health 以英语为外语的人的道路安全素养:为公众健康教育新手司机
Literacy and Numeracy Studies Pub Date : 1970-01-01 DOI: 10.5130/LNS.V18I1.1427
Jinghe Han, Michael Singh, Dacheng Zhao
{"title":"Road Safety Literacy for Speakers of English as a Foreign Language: Educating novice drivers for the public’s health","authors":"Jinghe Han, Michael Singh, Dacheng Zhao","doi":"10.5130/LNS.V18I1.1427","DOIUrl":"https://doi.org/10.5130/LNS.V18I1.1427","url":null,"abstract":"The public health dimensions of road safety literacy for novice drivers who speak English as a foreign language, are a concern due to increasing transnational mobility. The research literature indicates interest in this language issue in terms of comparisons with native English speakers, gender, and international evaluations.  However, studies of road safety as a literacy issue are limited. Using an autobiographical approach this paper explores the textual, inter-textural and performative literacy of a Chinese learner-driver in Australia. Evidence of the learner-driver’s life history, use of multiple languages, and cultural differences are shown to impact on her development of road safety literacy.","PeriodicalId":52030,"journal":{"name":"Literacy and Numeracy Studies","volume":"23 1","pages":"52-66"},"PeriodicalIF":0.0,"publicationDate":"1970-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80173512","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
“He was learning to read, but he wasn’t learning to live”: Socially inclusive learning in a community setting “他在学习阅读，但他没有学会生活”:在社区环境下的社会包容性学习
Literacy and Numeracy Studies Pub Date : 1970-01-01 DOI: 10.5130/LNS.V23I1.4422
G. Marston, J. Johnson-Abdelmalik
{"title":"“He was learning to read, but he wasn’t learning to live”: Socially inclusive learning in a community setting","authors":"G. Marston, J. Johnson-Abdelmalik","doi":"10.5130/LNS.V23I1.4422","DOIUrl":"https://doi.org/10.5130/LNS.V23I1.4422","url":null,"abstract":"People with mental health problems, learning difficulties and poor literacy and numeracy are at risk of social exclusion, including homelessness. They are often disconnected from the formal education systems, with few opportunities for education and employment. Academic research has demonstrated a link between literacy and numeracy and social connectedness, however the pathways to enact this are not well understood. This paper presents insights into how a community based adult literacy program in Brisbane, Australia provides a successful model of socially inclusive learning. The paper is based on a 12-month action research project conducted by the Queensland University of Technology in conjunction with Anglicare Southern Queensland 2013-2014. The methodology for the project was qualitative in nature, involving participant observation of lessons, and semi-structured interviews with former and present students, volunteer tutors and the teacher.  The central research focus was how literacy education can act as an instrument of social connection to the community.","PeriodicalId":52030,"journal":{"name":"Literacy and Numeracy Studies","volume":"23 1","pages":"3-19"},"PeriodicalIF":0.0,"publicationDate":"1970-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82835402","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
READING THE WORLD OF WORK: A LEARNER-CENTRED APPROACH TO WORKPLACE LITERACY AND ESL 阅读工作世界:以学习者为中心的职场扫盲和esl方法
Literacy and Numeracy Studies Pub Date : 1970-01-01 DOI: 10.5130/LNS.V0I0.1283
A. Kelly
{"title":"READING THE WORLD OF WORK: A LEARNER-CENTRED APPROACH TO WORKPLACE LITERACY AND ESL","authors":"A. Kelly","doi":"10.5130/LNS.V0I0.1283","DOIUrl":"https://doi.org/10.5130/LNS.V0I0.1283","url":null,"abstract":"As the title of this book suggests, Gallo advocates a learner-centred approach in framing workplace literacy programs. She claims that such an approach can change conventional notions of workplace literacy, improve communication practices throughout enterprises and help adult learners realise they have acquired much useful information in their lives that can be built on in their workplace learning. In addition, through further learning using learner-centred methods, they will be able to ‘transform’ rather than ‘adapt to’ conditions in their workplace.","PeriodicalId":52030,"journal":{"name":"Literacy and Numeracy Studies","volume":"11 1","pages":"91-94"},"PeriodicalIF":0.0,"publicationDate":"1970-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83725278","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 5
The Use of Activity Theory in Literacy Research: Working and developing a vocational portfolio and the interaction of the two activities 活动理论在读写能力研究中的应用:工作与发展职业档案以及两者的互动
Literacy and Numeracy Studies Pub Date : 1970-01-01 DOI: 10.5130/LNS.V19I1.2415
Zoe Nikolaidou
{"title":"The Use of Activity Theory in Literacy Research: Working and developing a vocational portfolio and the interaction of the two activities","authors":"Zoe Nikolaidou","doi":"10.5130/LNS.V19I1.2415","DOIUrl":"https://doi.org/10.5130/LNS.V19I1.2415","url":null,"abstract":"In this paper, I show the relevance of using Activity Theory in the study of situated literacy. In order to do that, I draw on ethnographic data collected during a six-month period that focuses on the literacy practices of a warehouse administrator who studies on a work-basis for the completion of a National Vocational Qualification in the UK. The employee’s work context and the process of studying for a qualification are examined here as two distinct activity systems, within which various literacy events are enacted and literacy practices are developed. The result is a detailed study of the interaction of these two activity systems, and it becomes clear that work practices and qualification practices are connected in many ways. One of the most important connecting factors is the vocational portfolio, which acts as a boundary object between the two distinct yet highly recontextualising activity systems.","PeriodicalId":52030,"journal":{"name":"Literacy and Numeracy Studies","volume":"1 1","pages":"3-18"},"PeriodicalIF":0.0,"publicationDate":"1970-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82169874","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
The Grit in the Oyster – does an appreciation of threshold concepts in an adult literacies teaching qualification result in pearls of practice 牡蛎中的砂砾-在成人识字教学资格中对阈值概念的欣赏是否会产生实践的珍珠
Literacy and Numeracy Studies Pub Date : 1970-01-01 DOI: 10.5130/LNS.V18I1.1426
D. Wallace
{"title":"The Grit in the Oyster – does an appreciation of threshold concepts in an adult literacies teaching qualification result in pearls of practice","authors":"D. Wallace","doi":"10.5130/LNS.V18I1.1426","DOIUrl":"https://doi.org/10.5130/LNS.V18I1.1426","url":null,"abstract":"This paper draws from the experiences of a new adult literacies teaching qualification in Scotland that has been designed for experienced but unqualified adult literacies tutors.  Created to respond to an approach to adult literacies as social practices (Scottish Executive 2001, 2005, Tett et al 2006), the course team employs a sociocultural pedagogy that explicitly rejects transmission and seeks to build critical reflection through learning from experience, collaborative activities and the creation of an on-line community (Ackland and Wallace 2006).  Recognising that ‘moments of conflict and disjuncture may form the spaces in which learning occurs’ (Lewis, Enciso and Moje 2007:5) the paper explores whether ideas about liminality and threshold concepts (Cousin 2006:1, Land, Meyer and Smith 2008) illuminate the learning process.  It concludes that engagement with these concepts may assist adult literacies tutors to develop transformed practice (Cope and Kalantzis 2003:35).","PeriodicalId":52030,"journal":{"name":"Literacy and Numeracy Studies","volume":"158 1","pages":"3-18"},"PeriodicalIF":0.0,"publicationDate":"1970-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74828871","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
Working the Interstices: Adult basic education teachers respond to the audit culture 填补空缺:成人基础教育教师对审计文化的回应
Literacy and Numeracy Studies Pub Date : 1970-01-01 DOI: 10.5130/LNS.V18I2.1895
S. Black
{"title":"Working the Interstices: Adult basic education teachers respond to the audit culture","authors":"S. Black","doi":"10.5130/LNS.V18I2.1895","DOIUrl":"https://doi.org/10.5130/LNS.V18I2.1895","url":null,"abstract":"This paper provides the perspectives of adult basic education (ABE) teachers on how they are responding to curriculum changes which form part of the regulatory regime referred to as the audit culture. The focus is on ABE programs conducted in the vocational education and training (VET) sector in Australia where most accredited ABE courses are delivered. The paper indicates the many tensions ABE teachers experience between the compliance requirements of audits and their professional judgements as experienced ABE teachers. While responses vary, many teachers adopt an approach where they can comply with the prescriptive demands of audits, though often in a minimal fashion, and at the same time teach in a way that fits within their philosophy and practices as ABE teachers. In the classroom these teachers are seen to be ‘working the interstices’ (the small ‘spaces’) in the official curriculum. Concern was expressed, however, that future ABE teachers may not adopt such an approach.","PeriodicalId":52030,"journal":{"name":"Literacy and Numeracy Studies","volume":"23 1","pages":"6-25"},"PeriodicalIF":0.0,"publicationDate":"1970-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77554828","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 12
Mapping the adult numeracy curriculum: cultural capital and conscientization 绘制成人算术课程:文化资本与责任心
Literacy and Numeracy Studies Pub Date : 1970-01-01 DOI: 10.5130/LNS.V16I1.1947
Helen M. Oughton
{"title":"Mapping the adult numeracy curriculum: cultural capital and conscientization","authors":"Helen M. Oughton","doi":"10.5130/LNS.V16I1.1947","DOIUrl":"https://doi.org/10.5130/LNS.V16I1.1947","url":null,"abstract":"This study explores learners’ accounts of what they want from anadult numeracy curriculum, using mindmaps to construct and present asnapshot of their current conceptions of the curriculum. Analysis of theresulting maps finds that for most participants, the desired curriculum isconstructed in terms of school mathematics. However, for one group,exposed to wider issues of social justice, the curriculum is constructed interms of situated practice and financial literacy. The discussion draws onBernstein’s theories of curriculum and ideology; Freire’s conscientization;and research on adults’ motivations for learning numeracy. It is suggestedthat most learners in this study value the cultural capital associated withschool mathematics, and that these learners wish to engage with thechallenge set by school mathematics. However, a minority of learnersappeared to undergo a process of conscientization, formulating ideas for anumeracy curriculum relevant to adults’ lives.","PeriodicalId":52030,"journal":{"name":"Literacy and Numeracy Studies","volume":"7 1","pages":"39-62"},"PeriodicalIF":0.0,"publicationDate":"1970-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89965323","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
Accountability Requirements and Professional Development in the US Adult Basic and Literacy Education System 美国成人基础教育和扫盲教育体系中的责任要求和专业发展
Literacy and Numeracy Studies Pub Date : 1970-01-01 DOI: 10.5130/LNS.V17I3.1395
Cristine A. Smith
{"title":"Accountability Requirements and Professional Development in the US Adult Basic and Literacy Education System","authors":"Cristine A. Smith","doi":"10.5130/LNS.V17I3.1395","DOIUrl":"https://doi.org/10.5130/LNS.V17I3.1395","url":null,"abstract":"Even before the 2001 enactment of the No Child Left Behind legislation, the education bill that holds schools in the US accountable for student achievement, ‘adult education [had] become part and parcel of the new federal trend to encourage the setting of national education goals and standards and holding programs accountable for demonstrating achievements’ (Sticht 1998). Now, almost ten years after enacting the Workforce Investment Act (1998), the legislation that required states to report how adult students were making progress towards educational and work goals, the field is just beginning to take stock of whether accountability has helped or hurt our adult education system. In the US school system (kindergarten to 12th grade for children five to 18), several researchers have investigated the effect of stronger accountability requirements on professional development systems. Berry et al. (2003), in a study of 250 teachers and principals in schools across six Southeastern US states found that results were mixed: Although high-stakes accountability systems help focus professional development efforts on the curricular needs of students, little evidence exists to support the claim that such systems help teachers change their practice to enhance student learning...A tendency exists…to narrow the focus of professional development activities to tested subjects or provide general support that is disconnected from curricular needs. (Association for Supervision and Curriculum Development 2004:3)","PeriodicalId":52030,"journal":{"name":"Literacy and Numeracy Studies","volume":"43 1","pages":"27-41"},"PeriodicalIF":0.0,"publicationDate":"1970-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89239843","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
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