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.
{"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}
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.
{"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}
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.
{"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}
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.
{"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}
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.
{"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}
Research on students’ academic literacies practices has tended to focus on the written mode in order to understand the academic conventions necessary to access Higher Education. However, the representation of quantitative information can be a challenge to many students. Quantitative information can be represented through a range of modes (such as writing, visuals and numbers) and different information graphics (such as tables, charts, graphs). This paper focuses on the semiotic aspects of graphic representation in academic work, using student and published data from the Health Science, and an information graphic from the social domain as a counterpoint to explore aspects about agency and choice in academic voice in multimodal texts. It explores voice in terms of three aspects which work across modes, namely authorial engagement, citation and modality. The work of different modes and their inter-relations in quantitative texts is established, as is the use of sources in citation. We also look at the ways in which credibility and validity are established through modality. This exploration reveals that there is a complex interplay of modes in the construction of academic voice, which are largely tacit. This has implications for the way we think about and teach writing and text-making in quantitative disciplines in Higher Education.
{"title":"Exploring Academic Voice in Multimodal Quantitative Texts","authors":"R. Prince, Arlene Archer","doi":"10.5130/LNS.V22I1.4178","DOIUrl":"https://doi.org/10.5130/LNS.V22I1.4178","url":null,"abstract":"Research on students’ academic literacies practices has tended to focus on the written mode in order to understand the academic conventions necessary to access Higher Education. However, the representation of quantitative information can be a challenge to many students. Quantitative information can be represented through a range of modes (such as writing, visuals and numbers) and different information graphics (such as tables, charts, graphs). This paper focuses on the semiotic aspects of graphic representation in academic work, using student and published data from the Health Science, and an information graphic from the social domain as a counterpoint to explore aspects about agency and choice in academic voice in multimodal texts. It explores voice in terms of three aspects which work across modes, namely authorial engagement, citation and modality. The work of different modes and their inter-relations in quantitative texts is established, as is the use of sources in citation. We also look at the ways in which credibility and validity are established through modality. This exploration reveals that there is a complex interplay of modes in the construction of academic voice, which are largely tacit. This has implications for the way we think about and teach writing and text-making in quantitative disciplines in Higher Education.","PeriodicalId":52030,"journal":{"name":"Literacy and Numeracy Studies","volume":"27 1","pages":"39-58"},"PeriodicalIF":0.0,"publicationDate":"1970-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87244835","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}
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)
{"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}
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.
{"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}
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.
{"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}
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).
本文借鉴了苏格兰新成人文学教学资格的经验，该资格是为有经验但不合格的成人文学教师设计的。为了回应将成人文化作为社会实践的方法(苏格兰行政2001,2005,Tett et al . 2006)，课程团队采用社会文化教学法，明确拒绝传播，并寻求通过从经验中学习，合作活动和创建在线社区来建立批判性反思(Ackland and Wallace 2006)。认识到“冲突和分离的时刻可能形成学习发生的空间”(Lewis, Enciso和Moje 2007:5)，本文探讨了关于阈值和阈值概念的想法(Cousin 2006:1, Land, Meyer和Smith 2008)是否阐明了学习过程。它的结论是，参与这些概念可能有助于成人识字教师发展转化实践(Cope和Kalantzis 2003:35)。
{"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}
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