This paper briefly considers Australia’s only national health survey published by the Australian Bureau of Statistics (ABS) in 2008 which has been widely referenced within the health sector. The main issue discussed is the use of a criterion level (level 3) to determine the point below which nearly 60 percent of Australian adults can be considered to have inadequate health literacy. The argument is made that this criterion level is arbitrary and statistically unjustified, yet it serves the purpose of presenting health literacy as a ‘crisis’ demanding action, which in turn represents the interests of dominant groups in this globalised, neo-liberal era.
{"title":"Challenging a Statistic: Why should we accept that 60 percent of adult Australians have low health literacy?","authors":"S. Black","doi":"10.5130/LNS.V24I1.4901","DOIUrl":"https://doi.org/10.5130/LNS.V24I1.4901","url":null,"abstract":"This paper briefly considers Australia’s only national health survey published by the Australian Bureau of Statistics (ABS) in 2008 which has been widely referenced within the health sector. The main issue discussed is the use of a criterion level (level 3) to determine the point below which nearly 60 percent of Australian adults can be considered to have inadequate health literacy. The argument is made that this criterion level is arbitrary and statistically unjustified, yet it serves the purpose of presenting health literacy as a ‘crisis’ demanding action, which in turn represents the interests of dominant groups in this globalised, neo-liberal era.","PeriodicalId":52030,"journal":{"name":"Literacy and Numeracy Studies","volume":"8 1","pages":"65-74"},"PeriodicalIF":0.0,"publicationDate":"2016-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74017358","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 study analyses the historical development of vocational literacy in basic education and Non-Formal Vocational Education (NFVE) in Mozambique, as well as current challenges and contradictions. The theoretical lens of Cultural-Historical Activity Theory (CHAT) is employed in the study. Methodologically the study was executed through an analysis of oral, printed and e-resources produced by the main stakeholders and also the reflective experiences of the authors in their extensive educational work in the country. The findings reveal poorly developed vocational literacy education in schools and non-formal settings in spite of recurrent political declarations about its importance. There is a strong dependence by formal and particularly NFVE sectors on the technical and financial support provided by international organisations . Vocational literacy courses are characterized by a lack of adequate equipment and poor practice. As a consequence, theoretical or elementary forms of vocational knowledge are dominant in the courses, resulting in the dissatisfaction of both learners and educators. Vocational literacy development proved to be a complex field that faces many challenges and is characterised by diverse internal contradictions.
{"title":"Vocational Literacy in Mozambique: Historical Development, Current Challenges and Contradictions","authors":"O. Popov, Alzira Manuel","doi":"10.5130/LNS.V24I1.4899","DOIUrl":"https://doi.org/10.5130/LNS.V24I1.4899","url":null,"abstract":"The study analyses the historical development of vocational literacy in basic education and Non-Formal Vocational Education (NFVE) in Mozambique, as well as current challenges and contradictions. The theoretical lens of Cultural-Historical Activity Theory (CHAT) is employed in the study. Methodologically the study was executed through an analysis of oral, printed and e-resources produced by the main stakeholders and also the reflective experiences of the authors in their extensive educational work in the country. The findings reveal poorly developed vocational literacy education in schools and non-formal settings in spite of recurrent political declarations about its importance. There is a strong dependence by formal and particularly NFVE sectors on the technical and financial support provided by international organisations . Vocational literacy courses are characterized by a lack of adequate equipment and poor practice. As a consequence, theoretical or elementary forms of vocational knowledge are dominant in the courses, resulting in the dissatisfaction of both learners and educators. Vocational literacy development proved to be a complex field that faces many challenges and is characterised by diverse internal contradictions.","PeriodicalId":52030,"journal":{"name":"Literacy and Numeracy Studies","volume":"22 1","pages":"23-42"},"PeriodicalIF":0.0,"publicationDate":"2016-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74425188","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 September 2013, the Australian Council for Adult Literacy held a forum in Sydney on the topic of Promoting Research in Adult Literacy and Numeracy. The keynote speakers were asked to offer material to generate discussion later in the day. The following is the thought-provoking contribution from Professor Lesley Farrell, one of the founding editors of Open Letter, the precursor to Literacy and Numeracy Studies.
{"title":"What research has been/ is being undertaken in adult literacy and numeracy and by whom and why: internationally and locally?","authors":"L. Farrell","doi":"10.5130/LNS.V22I1.4179","DOIUrl":"https://doi.org/10.5130/LNS.V22I1.4179","url":null,"abstract":"In September 2013, the Australian Council for Adult Literacy held a forum in Sydney on the topic of Promoting Research in Adult Literacy and Numeracy. The keynote speakers were asked to offer material to generate discussion later in the day. The following is the thought-provoking contribution from Professor Lesley Farrell, one of the founding editors of Open Letter, the precursor to Literacy and Numeracy Studies.","PeriodicalId":52030,"journal":{"name":"Literacy and Numeracy Studies","volume":"15 1","pages":"59-68"},"PeriodicalIF":0.0,"publicationDate":"2014-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80340981","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}
Adult ESL programs in the Australian context are heavily influenced by neo-liberal notions of functional literacy and numeracy. This paper argues that such notions, designed to enable the learner to function within the workplace or community can fail to acknowledge the complexity of ESL program participation for adult learners. This may be considered especially so for pre-literate learners from refugee backgrounds who have low or minimal levels of literacy in their own language and are hence negotiating a new skill set, a new culture and arguably a new sense of identity. This paper is based on research which points to the need to position the learning of literacy and numeracy in the ESL context as a social and educational journey made meaningful by a learner's sense of (emerging) identity. In this context a holistic, socially orientated understanding of their learning and their progress is preferable to an approach which views and evaluates learners against preconceived functional literacy skills. The participants in this study were people of refugee background from Africa with minimal literacy skills.
{"title":"Reframing Literacy in Adult ESL Programs: Making the case for the inclusion of identity","authors":"Michael Atkinson","doi":"10.5130/LNS.V22I1.4176","DOIUrl":"https://doi.org/10.5130/LNS.V22I1.4176","url":null,"abstract":"Adult ESL programs in the Australian context are heavily influenced by neo-liberal notions of functional literacy and numeracy. This paper argues that such notions, designed to enable the learner to function within the workplace or community can fail to acknowledge the complexity of ESL program participation for adult learners. This may be considered especially so for pre-literate learners from refugee backgrounds who have low or minimal levels of literacy in their own language and are hence negotiating a new skill set, a new culture and arguably a new sense of identity. This paper is based on research which points to the need to position the learning of literacy and numeracy in the ESL context as a social and educational journey made meaningful by a learner's sense of (emerging) identity. In this context a holistic, socially orientated understanding of their learning and their progress is preferable to an approach which views and evaluates learners against preconceived functional literacy skills. The participants in this study were people of refugee background from Africa with minimal literacy skills.","PeriodicalId":52030,"journal":{"name":"Literacy and Numeracy Studies","volume":"1 1","pages":"3-20"},"PeriodicalIF":0.0,"publicationDate":"2014-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91253262","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}
Keiko Yasukawa, Jacquie Widin, V. Smith, Karen Rivera, M. V. Tiel, Peter Aubusson, H. Whitty
Museum exhibitions are literacy rich environments. Visitors may engage with a range of texts including texts that constitute the exhibition objects themselves, those that convey information about the objects and those that instruct visitors about how the visitors are expected by the museum to navigate through the exhibition. The ways in which visitors engage with these diverse texts are important defining factors of the visitors’ museum experience.For museums, understanding how texts in their exhibitions are influencing the museum experience, and the possibility of a museum experience for the broad public community is important in the fulfilment of their public mission as cultural and education institutions. In this paper, we adopt a view of literacy as a social practice, the perspective of New Literacy Studies (NLS), that offers a fruitful way for museums to consider the interactions between exhibition texts and their audiences. Such considerations, we argue, can inform museums’ approaches to broadening their visitor demographics to more strongly fulfill their public mission. We show that the goals of NLS resonate with some of the goals of the New Museology movement in museum studies, a movement that aims to democratize what museums represent and how. From NLS, we employ the concept of a literacy event to describe an exhibition visit through a literacy lens, and the concept of a literacy mediator to examine the literacy event not exclusively as an individual event, but a collectively produced event. The paper draws on data on how the literacy events of two groups of ‘non-traditional’ visitor groups were mediated in an exhibition, and show how they reveal the range of different literacies that visitors need to negotiate in a museum exhibition.
{"title":"Examining Museum Visits as Literacy Events: The role of mediators","authors":"Keiko Yasukawa, Jacquie Widin, V. Smith, Karen Rivera, M. V. Tiel, Peter Aubusson, H. Whitty","doi":"10.5130/LNS.V21I1.3331","DOIUrl":"https://doi.org/10.5130/LNS.V21I1.3331","url":null,"abstract":"Museum exhibitions are literacy rich environments. Visitors may engage with a range of texts including texts that constitute the exhibition objects themselves, those that convey information about the objects and those that instruct visitors about how the visitors are expected by the museum to navigate through the exhibition. The ways in which visitors engage with these diverse texts are important defining factors of the visitors’ museum experience.For museums, understanding how texts in their exhibitions are influencing the museum experience, and the possibility of a museum experience for the broad public community is important in the fulfilment of their public mission as cultural and education institutions. In this paper, we adopt a view of literacy as a social practice, the perspective of New Literacy Studies (NLS), that offers a fruitful way for museums to consider the interactions between exhibition texts and their audiences. Such considerations, we argue, can inform museums’ approaches to broadening their visitor demographics to more strongly fulfill their public mission. We show that the goals of NLS resonate with some of the goals of the New Museology movement in museum studies, a movement that aims to democratize what museums represent and how. From NLS, we employ the concept of a literacy event to describe an exhibition visit through a literacy lens, and the concept of a literacy mediator to examine the literacy event not exclusively as an individual event, but a collectively produced event. The paper draws on data on how the literacy events of two groups of ‘non-traditional’ visitor groups were mediated in an exhibition, and show how they reveal the range of different literacies that visitors need to negotiate in a museum exhibition.","PeriodicalId":52030,"journal":{"name":"Literacy and Numeracy Studies","volume":"38 1","pages":"85-104"},"PeriodicalIF":0.0,"publicationDate":"2013-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78705798","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 focuses on Scotland’s policy response to the International Adult Literacy Survey (1994-1998) and the ‘grand experiment’ (Merrifield 2005) to implement a social practices perspective of literacies.This radical perspective, derived from the New Literacy Studies (NLS), has profound implications for pedagogy and is promoted in Scotland as ‘the social practice approach’. The paper begins with a discussion of the distinctive developments in Scottish policy in the context of the international interest in Adult Literacy. The rhetorical claims made in Scotland are then examined through a study which used a methodology drawn from Personal Construct Theory (PCT) to explore how practitioners und erstand ‘the social practice approach’ . This research found little connection between the theoretical concepts of the New Literacy Studies and practitioners’ interpretations. Dissonances in the data highlighted power issues between policy and practice . In the latter part of the paper, Bernstein’s (2000) ideas about how theoretical knowledge is translated into pedagogical knowledge are used to explore the dissonances further.The paper concludes that there is an ideological conflict of purpose within the discourses of adult literacies in Scotland and that the critical pedagogy implied by the New Literacy Studies is also necessary within teacher education if practice is to be transformed in response to the radical social theory.
{"title":"At Play in the Space: The concept of 'the social practice approach' in the Scottish adult literacies field","authors":"Aileen Ackland","doi":"10.5130/LNS.V21I1.3330","DOIUrl":"https://doi.org/10.5130/LNS.V21I1.3330","url":null,"abstract":"This paper focuses on Scotland’s policy response to the International Adult Literacy Survey (1994-1998) and the ‘grand experiment’ (Merrifield 2005) to implement a social practices perspective of literacies.This radical perspective, derived from the New Literacy Studies (NLS), has profound implications for pedagogy and is promoted in Scotland as ‘the social practice approach’. The paper begins with a discussion of the distinctive developments in Scottish policy in the context of the international interest in Adult Literacy. The rhetorical claims made in Scotland are then examined through a study which used a methodology drawn from Personal Construct Theory (PCT) to explore how practitioners und erstand ‘the social practice approach’ . This research found little connection between the theoretical concepts of the New Literacy Studies and practitioners’ interpretations. Dissonances in the data highlighted power issues between policy and practice . In the latter part of the paper, Bernstein’s (2000) ideas about how theoretical knowledge is translated into pedagogical knowledge are used to explore the dissonances further.The paper concludes that there is an ideological conflict of purpose within the discourses of adult literacies in Scotland and that the critical pedagogy implied by the New Literacy Studies is also necessary within teacher education if practice is to be transformed in response to the radical social theory.","PeriodicalId":52030,"journal":{"name":"Literacy and Numeracy Studies","volume":"55 7","pages":"59-84"},"PeriodicalIF":0.0,"publicationDate":"2013-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72600310","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}
B. Boughton, D. Chee, Jack Beetson, D. Durnan, Jose Chala LeBlanch
In 2012, the remote Aboriginal community of Wilcannia in western NSW hosted the first Australian pilot of a Cuban mass adult literacy campaign model known as Yes I Can . The aim was to investigate the appropriateness of this model in Aboriginal Australia. Building on an intensive community development process of ‘socialisation and mobilisation’, sixteen community members with very low literacy graduated from the basic literacy course, with the majority continuing on into post-literacy activities, further training and/or employment. The pilot was initiated by the National Aboriginal Adult Literacy Campaign Steering Committee (NAALCSC) consisting of Aboriginal leaders from the education and health sectors, and managed by the University of New England (UNE), working in partnership with the Wilcannia Local Aboriginal Land Council as the local lead agency. The pilot was supported by a Cuban academic who came to Australia for this purpose, and included a Participatory Action Research (PAR) evaluation led by the UNE Project Manager. In this paper, members of the project team and the NAALCSC describe the pilot and reflect on its outcomes.
2012年，新南威尔士州西部偏远的土著社区威尔卡尼亚(Wilcannia)举办了古巴大规模成人扫盲运动模式的第一个澳大利亚试点，该模式被称为Yes I Can。目的是调查这种模式在澳大利亚原住民中的适用性。在密集的“社会化和动员”社区发展进程的基础上，16名识字率极低的社区成员完成了基础扫盲课程，其中大多数人继续参加扫盲后的活动、进一步培训和/或就业。该试点项目由全国土著成人扫盲运动指导委员会发起，该委员会由来自教育和卫生部门的土著领导人组成，由新英格兰大学管理，并与作为地方领导机构的威尔坎尼亚地方土著土地委员会合作开展工作。该试点得到了一名古巴学者的支持，他为此目的来到澳大利亚，其中包括由新澳大利亚大学项目经理领导的参与性行动研究(PAR)评价。在本文中，项目组成员和NAALCSC描述了试点并反思了其成果。
{"title":"An Aboriginal Adult Literacy Campaign Pilot Study in Australia using Yes I Can","authors":"B. Boughton, D. Chee, Jack Beetson, D. Durnan, Jose Chala LeBlanch","doi":"10.5130/LNS.V21I1.3328","DOIUrl":"https://doi.org/10.5130/LNS.V21I1.3328","url":null,"abstract":"In 2012, the remote Aboriginal community of Wilcannia in western NSW hosted the first Australian pilot of a Cuban mass adult literacy campaign model known as Yes I Can . The aim was to investigate the appropriateness of this model in Aboriginal Australia. Building on an intensive community development process of ‘socialisation and mobilisation’, sixteen community members with very low literacy graduated from the basic literacy course, with the majority continuing on into post-literacy activities, further training and/or employment. The pilot was initiated by the National Aboriginal Adult Literacy Campaign Steering Committee (NAALCSC) consisting of Aboriginal leaders from the education and health sectors, and managed by the University of New England (UNE), working in partnership with the Wilcannia Local Aboriginal Land Council as the local lead agency. The pilot was supported by a Cuban academic who came to Australia for this purpose, and included a Participatory Action Research (PAR) evaluation led by the UNE Project Manager. In this paper, members of the project team and the NAALCSC describe the pilot and reflect on its outcomes.","PeriodicalId":52030,"journal":{"name":"Literacy and Numeracy Studies","volume":"37 1","pages":"5-32"},"PeriodicalIF":0.0,"publicationDate":"2013-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76430888","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 field of family literacy, both theory and practice, has much to offer adult literacy education. However, family approaches in adult literacy are under-theorised and underdeveloped if the holistic wellbeing of the intended participants in programs based on these approaches is the primary concern. This article discusses one dimension of a larger study which explored the wellbeing-related effects of participation in four family focused adult literacy programs in New Zealand. This article discusses the principles and practices that were common across the programs. The study found that, despite differences in program content, foci and approaches, common principles and practices reflected shared values and beliefs about literacy and about people which shaped the program design and participants’ experiences of the program. I reaffirm the ideological nature of literacy, highlighting the necessity of paying attention to values and beliefs in literacy programs in order that the effects of involvement in them are in the best interests of individual participants, their families and their communities.
{"title":"Principles and Practices in Four New Zealand Family Focused Adult Literacy Programs: Towards wellbeing in diverse communities","authors":"J. Furness","doi":"10.5130/LNS.V21I1.3329","DOIUrl":"https://doi.org/10.5130/LNS.V21I1.3329","url":null,"abstract":"The field of family literacy, both theory and practice, has much to offer adult literacy education. However, family approaches in adult literacy are under-theorised and underdeveloped if the holistic wellbeing of the intended participants in programs based on these approaches is the primary concern. This article discusses one dimension of a larger study which explored the wellbeing-related effects of participation in four family focused adult literacy programs in New Zealand. This article discusses the principles and practices that were common across the programs. The study found that, despite differences in program content, foci and approaches, common principles and practices reflected shared values and beliefs about literacy and about people which shaped the program design and participants’ experiences of the program. I reaffirm the ideological nature of literacy, highlighting the necessity of paying attention to values and beliefs in literacy programs in order that the effects of involvement in them are in the best interests of individual participants, their families and their communities.","PeriodicalId":52030,"journal":{"name":"Literacy and Numeracy Studies","volume":"29 1","pages":"33-58"},"PeriodicalIF":0.0,"publicationDate":"2013-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74914921","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}
Literacy educators world-wide will be saddened to hear of the death of Professor Alison Lee following a tough struggle with pancreatic cancer. Alison has been one of the editors of Literacy and Numeracy Studies since 1994 and her commitment to ensuring its quality and its future will be much missed.
{"title":"Vale Alison Lee","authors":"Rosie Wickert","doi":"10.5130/LNS.V20I2.3085","DOIUrl":"https://doi.org/10.5130/LNS.V20I2.3085","url":null,"abstract":"Literacy educators world-wide will be saddened to hear of the death of Professor Alison Lee following a tough struggle with pancreatic cancer. Alison has been one of the editors of Literacy and Numeracy Studies since 1994 and her commitment to ensuring its quality and its future will be much missed.","PeriodicalId":52030,"journal":{"name":"Literacy and Numeracy Studies","volume":"25 1","pages":"49-50"},"PeriodicalIF":0.0,"publicationDate":"2012-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72639519","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 describes a literacy program delivered at the Kirketon Road Centre (KRC), a primary health centre located in Kings Cross, Sydney. KRC was established to meet the health needs of ‘at risk’ young people, sex workers, and people who inject drugs. The literacy program was initiated from within an Aboriginal health group at KRC, following a request from clients in the group. A teacher from Tranby Aboriginal College delivered the literacy program one afternoon every fortnight over a period of approximately one year. This paper is based on recorded and transcribed ‘reflection’ discussions undertaken over several months between the literacy teacher, a KRC counsellor and the researcher immediately following the literacy sessions. Of particular interest is the nature of the literacy program and its pedagogical approach which is based largely on the delivery of popularly themed worksheet exercises. These activities represent in some ways an approach to adult literacy education that we term ‘autonomous’, that is, as a single set of skills generalisable to other life contexts. This pedagogical approach, however, needs to be understood in relation to the social capital outcomes of the course which take into account the complex and varying relationships and networks of the client group. The real value of the course can be seen largely in terms of the social capital outcomes for individual participants.
本文描述了位于悉尼国王十字区的初级保健中心Kirketon Road Centre (KRC)实施的扫盲计划。该中心的设立是为了满足"危险"青年、性工作者和注射吸毒者的保健需要。该扫盲方案是在土著居民保健中心的一个土著保健小组内应该小组客户的要求发起的。特兰比原住民学院的一位老师在大约一年的时间里，每隔两周就有一个下午提供扫盲课程。这篇论文是基于几个月来读写老师、KRC顾问和研究人员在读写课程之后进行的“反思”讨论的记录和转录。特别令人感兴趣的是识字计划的性质及其教学方法，这种方法主要基于提供流行主题的工作表练习。这些活动在某种程度上代表了一种我们称之为“自主”的成人识字教育方法，也就是说，作为一套可推广到其他生活环境的技能。然而，这种教学方法需要与课程的社会资本结果相联系，考虑到客户群体的复杂和变化的关系和网络。课程的真正价值在很大程度上可以从个体参与者的社会资本结果来看。
{"title":"Methadone, Counselling and Literacy: A health literacy partnership for Aboriginal clients","authors":"S. Black, A. Ndaba, C. Kerr, Brian Doyle","doi":"10.5130/LNS.V20I1.2619","DOIUrl":"https://doi.org/10.5130/LNS.V20I1.2619","url":null,"abstract":"This paper describes a literacy program delivered at the Kirketon Road Centre (KRC), a primary health centre located in Kings Cross, Sydney. KRC was established to meet the health needs of ‘at risk’ young people, sex workers, and people who inject drugs. The literacy program was initiated from within an Aboriginal health group at KRC, following a request from clients in the group. A teacher from Tranby Aboriginal College delivered the literacy program one afternoon every fortnight over a period of approximately one year. This paper is based on recorded and transcribed ‘reflection’ discussions undertaken over several months between the literacy teacher, a KRC counsellor and the researcher immediately following the literacy sessions. Of particular interest is the nature of the literacy program and its pedagogical approach which is based largely on the delivery of popularly themed worksheet exercises. These activities represent in some ways an approach to adult literacy education that we term ‘autonomous’, that is, as a single set of skills generalisable to other life contexts. This pedagogical approach, however, needs to be understood in relation to the social capital outcomes of the course which take into account the complex and varying relationships and networks of the client group. The real value of the course can be seen largely in terms of the social capital outcomes for individual participants.","PeriodicalId":52030,"journal":{"name":"Literacy and Numeracy Studies","volume":"25 1","pages":"45-62"},"PeriodicalIF":0.0,"publicationDate":"2012-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86655619","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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