Title: WHAT STUDENTS CAN DO WITH READING AND WRITING Zoe Fowler and Roz Ivanic
1Literacies for Learning in Further Education
Project team David Barton Angela Brzeski Richard
Edwards Zoe Fowler Roz Ivanic Tracey
Kennedy Greg Mannion Kate Miller Candice
Satchwell June Smith Sarah Wilcock
2- I just cant believe how much they do at home.
Before becoming involved in this project, I
thought most of the students maybe skimmed
through a magazine occasionally or texted their
friends, but no more than that. - Martin, a practitioner researcher on the LfLFE
Project
3Textually Mediated Teaching, Learning and Lives
The Literacies for Learning in Further
Education Project Team
4activity as the unit of analysis
doing
5Key constituents of activities 1 Purpose
doing
Subject(s)
Outcome
Object
6Key constituents of activities 2 Tools,
artefacts and semiotic resources
Mediating means
doing
Subject(s)
Outcome
Object
7Socio-Cultural-Historical Context
8Relationships among language, learning, and
context
9Learning as an integral part of doing
Mediating means
doing
Subject(s)
Outcome
Object
10Learning as an integral part of doing
Mediating means
doing
learning
Subject(s)
Outcome
Object
11Relationships between communicative practices and
learning in everyday and pedagogic contexts
1. Washing down a wall for re-painting 2. Installing a heating system 3. Finding out/learning how to play a new computer game 4. A Vocational Class Painting and Decorating
Use of semiotic resources _
Use of literacy _
Subconscious learning that and/or how to, other than communication
Intentional learning that and/or how to, other than communication _ _
Subconscious learning of communicative practices _
Intentional learning of communicative practices _ _ _ _
Authorised by an educational institution _ _ _
12Washing down a wall for repainting
13Installing a heating system
14Learning as the object of an activity
Mediating means
doing
learning
Subject(s)
Outcome
Object
increased knowledge,
understanding and /or capabilities
learning how and/or that
something
15Learning how to play a computer game
16Learning as the object of an activity in an
educational setting
17A Vocational Class Painting and Decorating
18Eve The textual mediation of a complex
life
19Eve the childcare classroom
FCC Level 1 Childcare course student Phase 2
clock face activity, photos, one-to-one interview
20Eve the nursery setting
Salvation Army nursery placement for college
course and place where her mother works.
21Some of Eves literacy practices On-line banking
vs. statements
22Some of Eves literacy practices
23Questions generated by Eves data
- What factors might influence Eve finding some
literacy practices easier to participate in than
others? - What elements or aspects of literacy practices
are (or could be) mobilised between these
different practices? - What might influence Eves varying confidence
with the reading and writing demands of different
elements of her life?
24Tom Resonance between everyday literacies and
college literacies
25Toms clock
26One of Toms photographs Youre always
learning. Like when Im at home I implement what
I have been taught... you learn an extra... They
(teachers) can only point you in a certain
direction - the rest of it youve got to find for
yourself.
27Stephen Dissonance between everyday
literacies and college literacies
28Examples of Icons and Maps
29Stephen - a catering student
Home Surfing net for information / 'personal
research' downloading tunes burning CDs
playing X Box using website to 'share' tunes etc
via the Kazaa website reading fiction.
College / Home Using IT reading newspaper
reading handouts using mobile phone for texting.
30Stephen - a catering student
- The dominance of leisure and home-related
literacy practices over formal course-related
literacy practices in terms of number and value - 2. Home/college overlap literacy is not related
to the course. - Quote Having fun, playing games, texting,
computers. - Question When does the course connect with his
world? - S Write an essay or burn a CD? There you go
- CD! Oh but writing an essay! I cannae be
arsed writing this f essay. Oh my God,
that would be such a load of sh!
31ANALYSIS
- For Stephen, there is an absence of boundary
objects and practices that link contexts,
identifications we expect these would enhance
learning. - Students role boundary maintenance/overlap
- Differentiation whats important in different
subjects with different identifications,
motivations, affordances - and constraints.
- Resonance - across contexts, identifications,
modes, aims and goals of literacy practices
32Arising Issues
- Boundary practices and objects exist - Literacy
does function across contexts. Subject
affordances, student resistance? - Teaching how address the multiple
identifications, contextualisation, practices of
students - inclusive pedagogy via textual
mediation? - Is learning inherently polycontextual? the
transfer debate - Which practices and contexts are valued and
surfaced? Boundary zones or colonising spaces?
33Implications for Teaching
34Textually mediated teaching, learning and lives
SUMMARY
35Textual mediation
Mediating means
doing
learning
Subject(s)
Outcome
Object
36Resonance and dissonance in textuality across
contexts