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Literacies for Learning in Further Education

‘ NEVER READING AND WRITING’ IN A TEXTUALLY MEDIATED WORLD Roz Ivanič, Literacy Research Centre, Lancaster University. Literacies for Learning in Further Education. Project team includes David Barton Angela Brzeski James Carmichael Richard Edwards Zoe Fowler Joyce Gaechter Roz Ivani č

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Literacies for Learning in Further Education

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  1. ‘NEVER READING AND WRITING’ IN A TEXTUALLY MEDIATED WORLDRoz Ivanič, Literacy Research Centre, Lancaster University

  2. Literacies for Learning in Further Education Project team includes David Barton Angela Brzeski James Carmichael Richard Edwards Zoe Fowler Joyce Gaechter Roz Ivanič Tracey Kennedy Greg Mannion Kate Miller Candice Satchwell June Smith Sarah Wilcock

  3. Becoming a Further Education student

  4. Literate identity as defined by tests

  5. The Painting and Decorating NVQ Level One Course

  6. Paul

  7. Researching and analysing literacy practices

  8. ‘Never reading and writing’

  9. ‘Never reading and writing’ I think it’s the actual, the sitting down and having to concentrate all the time on the piece of paper and the words, that just look so plain on this piece of paper, do you know what I mean? I think it’s the very, just how plain things are when you’re reading and writing.

  10. ‘Vernacular’ literacies Social participation Organising life Private leisure Sense making Documenting life Personal communication (Barton and Hamilton p. 248 – 250)

  11. Shopping Money management Arranging holidays and other travel Home ownership Food TV viewing Using public transport Health Pregnancy and childcare Junk mail Moving house Looking after animals Employment Keeping organised, appointments and other records Car ownership and driving Home improvements Career development Attending college Identity and residency status Organising life

  12. Dog breeding Sport Joining a gym Listening to music Playing an instrument Reading magazines Supporting a Football team Watching TV Reading newspapers Reading comic books and children’s books Reading factual books Playing computer games Cars Going out with friends Horoscopes Going to the cinema Collecting and watching films Collecting Reading books Keeping the computer ‘healthy’ Searching the web out of interest (?) Playing cards ‘Writing stuff’ Keeping a diary Going to dance school Maintaining a lifestyle /identity Doing puzzles e.g. Wordsearches) BMX biking Genealogy Private leisure

  13. The complexity of students’ everyday literacy practices Example: From social participation to private leisure: Researching a Family Tree • Purposeful • Situated in times, places and actions • Participative and interactive • Talk around texts • Multiple technologies, modes and text-types • Drawing on a wide range of micro literacy practices

  14. Literacy practices, identities and literate subjectivities • The discoursal construction of identity • Agency • The (re-) construction of literate subjectivities • The role of research in awareness-raising

  15. ‘NEVER READING AND WRITING’ IN A TEXTUALLY MEDIATED WORLDRoz Ivanič, Literacy Research Centre, Lancaster University

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