During 2000 ALNARC
(SA) is supporting two major research activities: a project investigating LLN in training
packages delivered in the Agriculture and Horticulture industry and a series of supported
practitioners projects. Initial outlines of the projects are offered here and reports will
be available on the full projects in early or mid-2001.
Project #1: Learning work, learning to
work: Literacy, Language and Numeracy as vehicles for Learning in Training Packages [View Details]
Project #2: Practitioner Research [View Details]
The Curriculum Practices of Adult Community
Education Language, Literacy and Numeracy providers in South Australia. (Jan Peterson, ACE
Unit) [View Details]
Adult LLN in the Certificate in First Line
Management (Zoe Reid, WES Adelaide Institute of TAFE) [View Details]
Women at play: finding their voices through
writing for performance (Liz Campbell, Adelaide Institute of TAFE) [View Details]
Project #1: Learning
work, learning to work: Literacy, Language and Numeracy as vehicles for Learning in
Training Packages
Ruth Trenerry is
undertaking this project which examines the educational and management strategies that
influence trainee learning on a workplace training site where the training is facilitated
by a Registered Training Organization. The Training Package under investigation is the
Horticulture Training Package. The Horticulture Training Package includes the following
industry sectors; Arboriculture, Parks & Gardens, Floriculture, Landscaping,
Production Horticulture, Nursery and Turf Management.
Click here to view a summary of
this project (learning2000.doc 25kb)
Project #2: Practitioner
Research
The practitioner projects have been drawn
under the heading of ‘multiliteracies and communities in transition’. Their
focus is the changing nature of literacy and numeracy needs especially with regard to
groups involved in changing social and economic circumstances. Initially the South
Australia staff in the Centre believed that the groups most relevant to this project would
be youth and unemployed people particularly in relation to the changing graphic and
literacy demands they experience. A small grant selection process undertaken in July 2000
and monitored by people external to the Advisory Committee attracted 6 applications and
three of these projects were approved for funding in the 2000 round.
Sue Shore (University of South Australia) is
delivering a series of research training and mentoring workshops to support the
researchers with regard to ethical and methodological issues and to ensure the scope of
the projects remain within the bounds of the funding parameters. The projects, and their
progress to date, are as follows.
The Curriculum Practices of Adult Community Education Language,
Literacy and Numeracy providers in South Australia. (Jan Peterson, ACE Unit)
Aim:
This project documents the ‘hidden’ curriculum of community-based adult English
language, literacy and numeracy programs in South Australia, with particular reference to
the ways that community educators adapt the existing curriculum framework provided by the
Certificate in Preparatory Education (CPE) to meet the individual needs of their client
groups. This project will also serve to promote the concept of the teacher as researcher,
and contribute to the professional development of community-based educators. Jan Peterson
will meet with educators who volunteer to be researchers in their program and take them
through a series of workshops on exploring learning and curriculum in their contexts. The
educators will meet on a regular basis to review their findings and will be guided by a
reference committee with knowledge of the community context of provision.
The project receives substantial in-kind
support from the ACE Unit.
Adult LLN in the Certificate in First Line Management (Zoe Reid, WES,
Adelaide Institute of TAFE)
Aim:
This research aims to identify the language and literacy needs of First Line Managers.
Most of the training for first Line Managers is based on the management of four skill
areas, managing people, managing finance, managing information and managing operations.
Often there is an assumption that First Line Managers possess the language, literacy and
numeracy skills of high level management responsibilities and can cope with the skilled
based training. Further research is required to document the underpinning language,
literacy and numeracy skills of First Line Managers to perform the management tasks
effectively.
The project is supported by colleagues within
WES at Adelaide Institute of TAFE.
Women at
play: finding their voices through writing for performance (Liz Campbell, Women's
Education, Adelaide Institute of TAFE)
Aim:
This project aims to document the structure, content and outcomes of a new course
in dramatic writing for women, designed to teach literacy through the medium of writing
for performance, with particular reference to the genres of monologue and dialogue.
The project receives substantial in-kind
support from the Women’s Education program at Adelaide Institute of TAFE and the
Spencer Foundation (USA).
