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1.
The dominant discourse on adult literacy and numeracy in Australia sees the federal government, industry, workforce skills agencies and the media speaking with one voice on the ‘crisis’ involving workers’ low literacy and numeracy skills. Underpinning this discourse are the Australian results of the international Adult Literacy and Life Skills Survey (ALLS) which are used to model correlations between low literacy/numeracy levels and productivity. In turn, these correlations are deemed to have implications for the competitiveness of individual enterprises and the prosperity of the nation. In the ALLS, approximately half of manufacturing workers are found at the lowest two levels. Adopting an ethnographic perspective, and viewing literacy and numeracy as social practices, this paper investigates this ‘crisis’ from the situated perspectives of managers, trainers and workers in three manufacturing companies. Multiple observations of production work and semi-structured interviews with over 50 company personnel reveal a contradiction between the crisis discourse rhetoric on workplace literacy and numeracy and the realities of production work. Literacy and numeracy are found not to have a negative influence on production work in the three companies. This raises questions about the basis for the crisis discourse, and government policy and programmes that flow from it. 相似文献
2.
This paper reveals the array of practices arising from strong policy pressure for improved student results in national literacy and numeracy tests in Australia: the National Assessment Programme in Literacy and Numeracy (NAPLAN). The paper provides an account of a policy context characterised by significant pressure upon teachers and principals to engage in practices to ensure improved outcomes on standardised literacy and numeracy tests, and of teachers and principals’ responses to these policy pressures. Drawing upon Bourdieu’s theory of practice, the article argues that what is described as the ‘field of schooling practices’ has become increasingly dominated by a ‘logic of enumeration’, and that high test results on standardised literacy and numeracy tests are increasingly valued capitals, evident in a strong focus upon teachers meeting, discussing and informing one another about NAPLAN; engaging in curriculum development practices which foreground NAPLAN, and; actively preparing students to sit the test, including, whether intentionally or unintentionally, teaching to the test. Such a focus has important implications for the sorts of practices most valued in schooling settings, as more educative logics are potentially marginalised under such circumstances. 相似文献
3.
ABSTRACTThe present article connects a secondary analysis of quantitative data from the Programme for the International Assessment of Adult Competencies (PIAAC) with the theoretical approach of ‘literacy practices’ and related research results from the so-called New Literacy Studies (NLS) tradition, which follows a cultural practices paradigm.According to the literacy as social practice approach, the analysis of adults’ literacy and numeracy practices could provide relevant policy information about how to address target groups in adult literacy and basic education. Thus, a Latent Class Analysis was carried out with the German PIAAC dataset in order to differentiate the adult population by their uses of literacy, numeracy and ICT.As a result of this procedure, three subgroups of adults can be distinguished by the frequency in which they use selected skill-related activities. Surprisingly, an adult’s individual literacy level does not clearly predict group membership. A further interesting result is that participants in one of the groups seem to compensate for the few chances they have to use their skills at work by using them more often in their everyday life. Both results contribute to the need to draw a more differentiated picture of adults with lower literacy skills. 相似文献
4.
《Critical Studies in Education》2013,54(2):213-228
Harvey Graff in his 1979 study of literacy taught in common schools in mid-nineteenth century Canada, demonstrated that beliefs in the acquisition of literacy for upward mobility and economic success were a myth. Moreover, literacy instruction was promoted by educational reformers and manufacturers as a means of controlling the working class masses and instilling in them the traits, including thrift, order, and punctuality required for employment in factories. In this paper, we consider how this thesis can be adapted to describe contemporary national adult literacy policy discourse in Australia. The main drivers of Australia’s national policy are peak industry associations and skills agencies, and the human capital rationale for their promotion of literacy is derived largely from the powerful influence of the Organisation for Economic Cooperation and Development (OECD). We critique this discourse on literacy through reference to studies which conceptualise literacy as social practices, including one recent Australian study of three manufacturing companies. We reinforce the claim that the literacy myth in relation to economic development continues in contemporary adult literacy policy, and we explain how the social control function of adult literacy education continues in the interests of industry elites and the capitalist relations of production. 相似文献
5.
In reporting the Australian results of the 2006 Adult Literacy and Life Skills Survey (ALLS), the Australian Bureau of Statistics (ABS, Adult literacy and life skills survey, summary results, Australia, 2008a, p. 5) stated that of the five internationally identified levels of literacy and numeracy in the survey, Level 3 is regarded by the survey developers as the ‘minimum required for individuals to meet the complex demands of everyday life in the emerging knowledge-based economy’. In effect, this Level 3 criterion, in the wake of traditional functional literacy/illiteracy dichotomies, creates yet another ‘single measure’ through which to distinguish those who can from those who cannot function in society. The Level 3 criterion and the accompanying verbatim quote have since been cited extensively by powerful institutions, including government, industry and skills in their promotion of a crisis discourse in adult literacy and numeracy. This has led in turn to national policy responses on ‘foundation skills’ and nationally agreed performance targets (by the Council of Australian Governments) for skills and workforce development based on the ALLS Level 3. In this paper we question the validity, origin and significance of the Level 3 criterion and contend that highlighting this aspect in the reporting of the ALLS has resulted in a narrow and unbalanced perspective on the role of literacy and numeracy in society. 相似文献
6.
The present study investigated the influence of home numeracy experiences on early numeracy skills in kindergarten after controlling for cognitive and linguistic precursors. Eighty-nine children (mean age = 6.1 years) were tested on cognitive, linguistic, and early numeracy skills, and their parents completed a questionnaire on home numeracy practices and expectations. The results showed a unique contribution of parent–child numeracy activities and parents’ numeracy expectations on early numeracy outcomes next to individual child factors (i.e., early literacy skills and grammatical ability), stressing the importance of home numeracy experiences on early numeracy skills. 相似文献
7.
Jo‐Anne LeFevre Eleoussa Polyzoi Sheri‐Lynn Skwarchuk Lisa Fast Carla Sowinski 《International Journal of Early Years Education》2010,18(1):55-70
Children’s experiences with early numeracy and literacy activities are a likely source of individual differences in their preparation for academic learning in school. What factors predict differences in children’s experiences? We hypothesised that relations between parents’ practices and children’s numeracy skills would mediate the relations between numeracy skills and parents’ education, attitudes and expectations. Parents of Greek (N = 100) and Canadian (N = 104) five‐year‐old children completed a survey about parents’ home practices, academic expectations and attitudes; their children were tested on two numeracy measures (i.e., KeyMath‐Revised Numeration and next number generation). Greek parents reported numeracy and literacy activities less frequently than Canadian parents; however, the frequency of home numeracy activities that involved direct experiences with numbers or mathematical content (e.g., learning simple sums, mental math) was related to children’s numeracy skills in both countries. For Greek children, home literacy experiences (i.e., storybook exposure) also predicted numeracy outcomes. The mediation model was supported for Greek children, but for Canadian children, the parent factors had both direct and mediated relations with home practices. 相似文献
8.
Robyn Zevenbergen Kelly Zevenbergen 《International Journal of Science and Mathematics Education》2009,7(1):183-206
Within increasing pressure on young people to perform successfully in work, there is a growing concern regarding their levels
of numeracy (and literacy). Whether such concerns are founded is the basis of this paper. This paper reports on the numeracy
practices undertaken by three young boatbuilders who were nearing the completion of their 4-year apprenticeship. Using a method
of stimulated recall and supplemented with interview data, the numeracy practices enacted by the boatbuilders was documented.
It was found that the employees were highly competent in a number of areas—estimation, problem solving, holistic thinking
and measuring (formal and informal). These skills are at variance with the basic skills being called for by public and government.
It is proposed that the numeracy skills used by the employees may represent significant changes in workplaces being brought
about through new technologies, and thus creating new and different numeracy demands from those of previous generations. 相似文献
9.
Judy Hunter 《Discourse: Studies in the Cultural Politics of Education》2007,28(2):243-257
In the 21st century concerns about workplace language and literacy skills, particularly in the service and manufacturing sectors, continue to drive education and testing policy in many OECD countries. Employers tend to adopt deficit assumptions about service workers’ skills, conflating social identities and language and literacy, which can blind employers to the constructive procedures that employees create to meet the demands of work. Research in a Canadian urban hotel reveals unofficial but competent and innovative steps that service workers devise through their insightful knowledge of the local context. Meanwhile, international measures of literacy continue to use questionable “recontextualized” texts that focus on assessing text-based performance, which, in turn, is used to shape tightly defined skill-based approaches to teaching. However, the hotel research among service workers with “low skills” shows deep engagement with tasks, opportunities to work autonomously, and challenging situations appear to be related to employee competence and innovation. 相似文献
10.
This study investigated associations between kindergarten teachers' (N = 208) depressive symptoms and students' (Ghanaian nationals, N = 1490, Mage = 5.8) school-readiness skills (early literacy, early numeracy, social–emotional skills, and executive function) across 208 schools in Ghana over one school year. Teachers' depressive symptoms in the fall negatively predicted students' overall school-readiness skills in the spring, controlling for school-readiness skills in the fall. These results were primarily driven by social–emotional skills (r = .1–.3). There was evidence of heterogeneity by students' fall skill levels; teacher depressive symptoms predicted more negative spring overall school readiness for children who had higher fall school-readiness skills. Findings underscore the importance of teachers' mental health in early childhood education globally, with implications for policy and practice. 相似文献
11.
Lynde Tan 《Learning, Media and Technology》2013,38(1):86-101
Storyboarding is one common strategy used in teaching young people digital media. This paper argues that in adolescents' literacy practices, they engage in production on the go. The metaphor is described in this paper to put forward the argument that storyboarding can be a retrospective and redundant literacy activity in adolescents' school literacy practices when it is not their inherent practice to engage in a two-step process in digital media production, i.e., design intended to precede production. Drawing on the theoretical underpinnings of New Literacy Studies, this study adopts an ethnographic perspective to gain insights into 10 14-year-old Chinese adolescents' literacy practices in Singapore. Data for this paper were collected over a period of eight months from participant observations, with video-and-audio recordings, semi-structured and in-depth text-elicited group and individual interviews, the adolescents' research diaries and artefacts from their literacy practices. 相似文献
12.
This study examined home literacy and numeracy practices. It also focused on the roles of home and school in fostering Year 3 children's literacy and numeracy development in Australian schools. A parent survey of 95 parents from four schools, and focus interviews of parents, teachers and a school administrator within one school, provided the data for this study. Results showed that parents helped their children with literacy and numeracy at home. Most of this assistance is given with reading, some with writing and some with routine mathematics. Both parents and school personnel held the children's learning interests at heart and advocated for the formation of parent/school partnerships. Yet the discourses relating to school and home roles for assisting children's literacy and numeracy development provided contrasting views. Implications for school personnel are drawn from the results of this study. 相似文献
13.
Clare Dowdall 《English in Education》2006,40(3):39-54
In this paper, findings from a recent small‐scale case study exploring children's out‐of‐school text production are shared. It has been strongly argued that the standard literacy curriculum offered by schools is dislocated from the real interests and home literacy practices of children (Millard 2003). This argument is used as a starting point for considering the texts produced by Ben, a ten‐year‐old writer. Here, Ben's texts are considered for the range of factors that can be seen to influence his out‐of‐school text production. These factors are wide‐ranging and include social, material and agentive factors. To conclude, the factors that arise from the data are explored in relation to one another, and a framework for considering children's text production that brings into balance the social, material and agentive factors is proposed. 相似文献
14.
This paper addresses the issue of how games can reshape education by describing current educational practices. It argues that there are conservative camps that emphasize structure and development of basic literacy and numeracy skills in education as well as liberal camps that emphasize immersion, and notices that both camps fail to train students able to address the crisis of innovation. A post-progressive pedagogy that integrates both structure and immersion to address this innovation crisis is described in the paper. It is also emphasized that epistemic games can serve as excellent tools at the hand of this post-progressive pedagogy. 相似文献
15.
16.
In Australia, emphasis in early childhood education policy is placed on the importance of the role of the family as a child's first educator, and finding effective ways to raise the effectiveness of parents in supporting children's learning, development and well-being. International studies demonstrate that the home learning environment (HLE) provided by parents is closely associated with children's cognitive outcomes: literacy activities at home are likely to predict children's literacy abilities and numeracy activities at home are likely to predict children's numeracy abilities. However, studies focusing on building the capacity of primary caregivers to increase informal learning opportunities, such as enhancing children's literacy and numeracy learning in the HLE, have rarely been the focus of research. This study uses a sample of 113 four-year-old children to explore the association of specific aspects of the HLE with different child outcomes while controlling for child and family characteristics. In addition, a non-intensive, yet purposeful and systematic intervention to draw parents’ attention to the principles of dialogic reading and the principles of counting was introduced. Study findings suggest that parents responded positively to this approach, and that literacy and numeracy aspects of the HLE were specific predictors for children's numeracy and literacy competencies. 相似文献
17.
The present study examined how the home literacy and numeracy environment in kindergarten influences reading and math acquisition in grade 1. Eighty-two Greek children from mainly middle socioeconomic backgrounds were followed from kindergarten to grade 1 and were assessed on measures of nonverbal intelligence, emergent literacy skills, early math concepts, verbal counting, reading, and math fluency. The parents of the children also responded to a questionnaire regarding the frequency of home literacy and numeracy activities. The results of path analyses indicated that parents’ teaching of literacy skills predicted reading fluency through the effects of letter knowledge and phonological awareness. Storybook exposure predicted reading fluency through the effects of vocabulary on phonological awareness. Finally, parents’ teaching of numeracy skills predicted math fluency through the effects of verbal counting. These findings suggest that both the home literacy and the home numeracy environments are important for early reading and math acquisition, but their effects are mediated by emergent literacy and numeracy skills. 相似文献
18.
Anne Chapman 《Teaching in Higher Education》2013,18(3):363-382
Abstract This paper reports on research into the enhancement of generic skills in academic numeracy in the context of an Australian university teacher education programme. The project addressed issues of what constitutes academic numeracy, the design and implementation of appropriate numeracy strategies, and how best to integrate tertiary literacy and numeracy in university courses. This paper presents an overview of the key stages of the project, and the development of its outcomes. The major outcome is a framework for academic numeracy, which is a means for identifying and describing the numeracy demands of academic texts and tasks. 相似文献
19.
This study compares the literacy and numeracy proficiencies of higher education (HE) degree holders in 21 OECD countries based on primary analysis of the national data sets collected via the OECD’s Programme for the International Assessment of Adult Competencies (PIAAC) 2012 study. The differences in the graduates’ average literacy and numeracy proficiencies amongst the OECD countries are substantial. Depending on the country, a smaller or greater proportion of a young highly educated age group does not have sufficient skills in literacy or numeracy to cope with many of the everyday tasks requiring the use of that skill. The PIAAC study challenges existing evaluation practices of the effectiveness of HE in fostering individual skills and puts into perspective the attempts to lift national average skill levels by increasing the HE sector’s intake. 相似文献
20.
This article analyses the contribution of post-compulsory education and training systems to the development of literacy and numeracy skills across OECD countries. While there is extensive cross-country comparative research on the effects of primary and lower secondary education systems on aggregate skills levels, there has been little comparative analysis of system effects after the end of lower secondary education. This article uses a quasi-cohort analysis of the tested literacy and numeracy skills of 15-year-olds in PISA 2000 and 27-year-olds in the 2011 OECD Survey of Adult Skills (SAS) to estimate the gains in different countries in mean levels of competence in literacy and numeracy. We found that Nordic countries (Norway and Sweden) with comprehensive upper secondary education and training systems and German-speaking countries (Austria and Germany) with dual systems of apprenticeship were particular effective, whilst countries with mixed systems (England, Ireland, Northern Ireland and Spain) showed a relative decline in both literacy and numeracy. The education system characteristics that account for these differences are (a) the inclusiveness – as proxied by high rates of participation at 17/18 and low social gradients of level 3 completion; (b) the esteem of vocational programmes; and (c) curriculum standardisation with regard to the study of maths and the national language. 相似文献