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Presentation of the Literacies for Learning in Further Education research project

Presentation of the Literacies for Learning in Further Education research project. Inclusive Learning session Preston College 25 th January 2006. LfLFE Research Project. www.lancs.ac.uk/lflfe/. LfLFE Research Project. We do different kinds of reading and writing

JasminFlorian
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Presentation of the Literacies for Learning in Further Education research project

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  1. Presentation of the Literacies for Learning in Further Education research project Inclusive Learning session Preston College 25th January 2006

  2. LfLFE Research Project www.lancs.ac.uk/lflfe/

  3. LfLFE Research Project We do different kinds of reading and writing as part of different activities in our everyday lives.

  4. LfLFE Research Project We do different kinds of reading and writing as part of different activities in our everyday lives.

  5. LfLFE Research Project We do different kinds of reading and writing as part of different activities in our everyday lives.

  6. LfLFE Research Project

  7. LfLFE Research Project Scenario 1: The students on the Level 1 Catering and Hospitality course are confident at using the internet to shop for shoes and clothing. As part of one of their college activities they were asked to research the Hilton hotel group using the internet, to provide information for a leaflet they had to produce. Their tutor was surprised that the students struggled to find relevant sites or information on this topic.

  8. LfLFE Research Project • Questions to be asked: • Why were the students apparently unable to transfer their expertise on the internet from their everyday lives to their learning environment? • What might the tutor be able to do in this situation so that the students’ everyday use of the internet becomes a resource for their learning?

  9. PEOPLE MEDIUM/ ARTEFACT/ TEXT TYPE WHEN? ACTIVITY? PURPOSE? WHERE? LfLFE Research Project

  10. LfLFE Research Project • Resonance might exist between the everyday literacy activity and the literacy demands of the course. • But, similarly, dissonance between aspects of the literacy demands of the course and the students’ everyday literacy practices might prevent transference between the activities. • Locating and identifying which aspects of the literacy practices contribute to dissonance can help teachers to provide ways of reducing students’ difficulties on their courses.

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