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Conference sessions
Program subject to change without notice
Tuesday, October 1, 2013
Group A • 11-11.40 am • Choose 1 of 7
A1 Programme Planning in a new learning environment: Student participation and choice
Jacqueline Mortimer-Hughes, Auckland University of Technology
Theme: Creating educational pathways Similar themes
The AUT School of Language and Culture introduced a new programme to serve as a transition between the newly introduced Tertiary Education Commission's Targeted Intensive Literacy and Numeracy programme and the university's long established Certificate in English Language programme. Students are adult EAL learners from either refugee or migrant backgrounds across the elementary and pre intermediate levels. This presentation aims to report on the process whereby the students' choice of topics provides a meaningful learning context for the content of the curriculum. It will also present teacher reflection and evaluation of the process. It will seek to situate the content within the students' everyday lives and thus ensure greater relevance to the learners' socio linguistic needs.
A senior lecturer in the School of Language and Culture, AUT University of Technology. She has a background in refugee education, having worked as Quality Systems Manager and Programme Leader at AUT's Centre for Refugee Education, Mangere. For the last two years she has been involved in programmes which provide tertiary education pathways.
A2 Critical re-visioning: The construction of practitioners in Aotearoa New Zealand's literacy campaign
Judy Hunter, Waikato University
Theme: Developing the L&N workforce Similar themes
This presentation argues that New Zealand government moves to professionalise the adult literacy and numeracy education (ALNE) workforce, also regulate and construct teachers as technocrats. It describes one course in an ALNE post-graduate diploma that aims to develop a framework for interrogating literacy and numeracy teaching and learning. Like other western nations, New Zealand responded strongly to the literacy crises identified in the results of the OECD international literacy surveys. The Government's response was a three-pronged national adult literacy strategy: increasing opportunities for learning, improving the quality of provision, and developing the capability of literacy educators. The presentation will draw on a critical discourse analysis of two cornerstone government documents, the Learning Progressions and the Assessment Tool. Second, it will describe the ongoing development of a critical course component of the Waikato postgraduate ALNE programme, based on the principles of critical literacy. Overall, the course aims to develop practitioners' confidence and competence to engage alternative perspectives on literacy and numeracy education work.
Judy coordinates and teaches in programmes in adult literacy and numeracy education at the University of Waikato. She researches and writes on the social practices of language and literacy, particularly among migrants with English as an additional language. Her research includes qualitative studies in workplace, education and health settings.
A3 Who are we trying to kid: Empowering learners through workplace English Language Skills
Michael Atkinson, University of Deakin
Theme: Interrogating theories and policies Similar themes
Adult ESL programs in the Australian context are heavily influenced by neo-liberal notions of functional literacy and numeracy. Such notions, designed to enable the learner to function within the workplace or community, is often at odds with understandings and delivery approaches which position literacy and numeracy as a social or socio-critical practice and a means towards social empowerment. This paper argues that both perspectives can fail to acknowledge the complexity of ESL program participation for adult learners. This complexity 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 and that 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 who had minimal literacy skills in their own vernacular
Michael is an adult ESL teacher and PhD student at the Centre for Citizenship and Globalisation. His current research focus is on the processes which support intercultural dialogue between members of minority cultures and the mainstream community within Australia. Michael is also involved in researching the discourse around asylum seekers against a backdrop of human rights and cosmopolitanism.
A4 ISC Foundation Skills and WELL Broker Network – meet the team and learn about the projects
WELL Brokers Isabel Osuna- Gatty (Community Services and Health Industry Skills Council), Lisa Giammarco (Government Skills Australia), Kathy Higgs (Manufacturing Skills Australia) and Denise Poole (Service Skills Australia)
Theme: Embedding LLN in VET Similar themes
The Industry Skills Council (ISC) Foundation Skills Network is a strategic project to promote cross industry sharing and collaboration on issues relating to foundation skills, especially Language, Literacy and Numeracy best practice in workplace training and assessment. The network supports the role of ISC staff working on the streamlining of training packages, the Australian Core Skills Framework mapping and FS Training Package implementation projects as well as any other LLN and FS activities including assisting WELL brokers with submissions under the Australian Government Skills Connect initiative, and in building LLN and FS development into other projects such as the National Workforce Development Fund. The network would like to take the opportunity to introduce the ISC staff working in these programs to the NSW ACAL membership and disseminate the latest information on LLN and FS from an ISC perspective.
Industry Skills Councils have been contracted by the Australian Government under the WELL program to work with employer organisations to assist in determining their workforce development needs in foundation skills. The WELL program is designed to assist organisations to train workers in English language, literacy and numeracy skills with job-related workplace training and is designed to help workers meet their current and future employment and training needs.
The WELL program provides training that is integrated with vocational training and is tailored to meet the need of workers and employers.
The WELL Broker is responsible for:
• Liaising with DIICCSRTE, industry, RTOs and other key stakeholders to promote WELL;
• Assisting organisations to scope and develop effective WELL applications;
• Connecting employers with RTOs and other relevant bodies;
• Assisting with the linking of WELL programs with industry objectives, training needs and workforce development.
A5 Pathways to Work
Nikki Brown, Navitas English
Theme: Working with VET products Similar themes
This presentation will show how Navitas English delivers the Pathways to Work program to adult migrant learners. It will address many of the challenges faced by those who work with migrants and refugees to help them prepare for and undertake local work experience. The Pathways to Work courses are funded by DIAC as SLPET (Settlement Language Pathways to Employment and Training) and operate within the context of the AMEP (Adult Migrant English Program. They have proved to be highly effective in achieving work and further study outcomes for the students. The presentation will illustrate the range of classroom approaches adopted by teachers and associated staff to integrate language, literacy and vocational skills development. Video material will track a student's journey through one of the courses.
Nikki works as a work experience placement officer in the Employment Pathways Unit of Navitas English. She is a qualified ESL teacher and prior to joining Navitas, worked for many years in fundraising for The Children's Hospital and many other not for profit organisations.
A6 Reparation through reading
Jane Jones, State Library, WA
Theme: Improving people's lives Similar themes
Better Beginnings is a program that aims to encourage parents to read to their young children. It is a program that has been extended to incarcerated students in W.A prison education centres. Students learn how to read to children in the prison education program and go on to apply these skills during family visits, better preparing their children for school. The W.A state library supports the program through the provision of reading packs, teacher resources and professional development support. In a collaborative partnership, a learning program is being developed, mapped to the EGE (Cert 1 in Entry to General Reading and Writing), drawing on the expertise of early childhood research and adult learning principles, utilising a range of age appropriate strategies and activities. This workshop is aimed towards adult education specialists and wishes to share methodologies, resource ideas and underpinning research.
Jane joined the State Library of WA's Better Beginnings Family Literacy Program in 2011. She coordinates the development of adult literacy initiatives and supports the established family literacy programs.
A7 Garabara Indigenous Music Competition Using Indigenous bands from triple J Unearthed to improve inmates' literacy
David Winch, TAFE NSW and NSW Corrective Services
Theme: Innovative learning environments Similar themes
This practical workshop will appeal to teachers who want to find a project with a global focus to appeal to ACSF 1&2 literacy students. We run literacy classes for female Indigenous inmates at Dillwynia Correctional Centre based around a music competition with independent bands from triple J unearthed. We call it 'Garabara music'. We play the music on the in-house TV system. I contact each band and invite them to send in a message for the ladies to read in class. About 40% of bands get involved. They are universally enthusiastic about the project. The workshop will run like a Garabara class - reading an email from a band, rating and reviewing a song and writing a thankyou note. Questions and discussion about the Garabara experience and how it can be applied to other contexts will be encouraged.
David is an ESOL, Literacy & Numeracy teacher with Corrective Services NSW and TAFE NSW.
Tuesday, October 1, 2013
Group B • 11.45-12.25 pm • Choose 1 of 7
B1 'I'm going to be a nurse': the imagined identity of foundation study students and its link to academic success.
Pat Strauss, Auckland University of Technology
Theme: Creating educational pathways Similar themes
Our study is situated in foundation bridging programmes, which we define as those designed to give learners academic skills that they need to enrol in other tertiary programmes to which they would not otherwise have been able to gain entry. The paper adopts a qualitative case study approach to examine the perceptions of 36 lecturers at three New Zealand polytechnics of the way in which students orient themselves to their studies, in which literacy plays a crucial role in facilitating successful outcomes. In this sense we are interested in the multiple ways that literacy is understood and represented in tertiary level education. We are also interested in how learning transforms foundation learners (or doesn't) and how their imagined identities might help or hinder successful outcomes.
Pat and Kevin work in the School of Language and Culture at AUT University in Auckland. They are programme leaders of the Masters in Adult Literacy and Numeracy Education and share an interest in foundation studies education. Pat, an Associate Professor, is also interested in the teaching of academic literacies, particularly at postgraduate level.
B2 Learning at work: Building sustainable and productive models of training
Ann Kelly, Griffith University
Theme: Developing the L&N workforce Similar themes
We have come to understand that we all need to learn continuously throughout our lives, whether this learning takes place in our homes, in the community or at work. However, it has become evident that the demands on workplace learning are increasing and it is important to investigate how learning can be effected most productively in this setting so that it improves both industry productivity and the employability and career development of individual workers. This presentation focuses on this topic, drawing from a study by researchers at Griffith University of 127 workers and 58 enterprise managers and trainers responsible for the implementation of training programs in a range of industries. The study addressed the issue of continuing education and training. This presentation explores how the findings from this study might be used by registered trainers in workplace settings, and particularly Workplace English Language and Literacy trainers, to provide more effective learning for employees.
Ann is a lecturer in the School of Education and Professional Studies at Griffith University. With her colleagues in the Adult and Vocational Education section of this School, she is currently engaged in a research study that is focusing on continuing education and training at work.
Tuesday, October 1, 2013
11.45-12.25 pm
B3 Applying the Australian Core Skills Framework for Assessment in the Language Literacy and Numeracy Program
Anh Le, Melbourne University
Theme: Interrogating theories and policies Similar themes
Adopting a qualitative approach, this research uses document analysis to review the ACSF, and questionnaires, individual interviews and think-aloud verbal protocols to explore the beliefs, attitudes and practices by LLN teachers and assessors using the ACSF. The research findings reveal that while the ACSF presents some very positive aspects, the framework still has several issues of concern. These include the use of normative terminology, differences between learners of native and non-native English speaking backgrounds and the limited guidance for assessment practices, especially for teacher assessors new to the field and working in isolated workplaces. The research findings also signify several vital factors affecting the framework implementation by practitioners in the LLNP, which include the program requirements, the availability of professional community and peer discussions for teacher assessors and the teacher/assessors' experience and knowledge of the program and the learners.
Anh Le is a Doctor of Education candidate at Melbourne University. She completed her Master of TESOL at Melbourne University and has 10 years teaching and assessment experience in both tertiary education in Vietnam and adult LLN education in Australia. Her interests include curriculum design, resource and assessment tools development, and teacher and assessor training and professional development.
B4 Embedding LLN into vocationally specific programs
Michael McNeill and Julianne Krusche, University of Ballarat
Theme: Embedding LLN in VET Similar themes
The University of Ballarat is a dual sector university delivering both VET and Higher Education programs to tertiary students. This workshop outlines the models of delivery and approaches taken by UB College to embed LLN skills into VET programs. The target audience for this program are LLN teachers and coordinators who work in the VET sector. The workshop will outline the following: innovative models of delivery; types of literacy and numeracy delivered; multi-literacies, IT literacy as well as traditional LLN skills; strategies for networking and creating programs with vocational departments; strategies for engagement (students, vocational staff and senior management) that are effective / ineffective; and how the approach fits in with National Foundation Skills Strategy and where to from here.
Michael, Program Coordinator, UB College at the University of Ballarat is an experienced adult educator and has extensive teaching experience in the VET sector and Adult Language, Literacy and Numeracy field. This includes the key area of LLN delivery using a variety of models within the framework of the Certificates in General Education for Adults. He has worked closely with vocational teachers to develop and implement integrated LLN programs for apprentices and general vocational students. Julianne, Associate Director, UB College at the University of Ballarat manages the Further Education programs for both VET and Higher Education students. Her particular passion lies with the development and implementation of embedded LLN programs into the delivery of tertiary courses. Julianne is currently undertaking PhD research which focuses on the needs of VET LLN teachers delivering programs within the 'lifelong learning' construct.
FULL B5 Professional conversation: what is happening to foundation skills delivery and integrated foundation skills support
Sue Roy, TAFE NSW
Theme: Working with VET products Similar themes
What is happening to foundation skills delivery and integrated foundation skills support for students in vocational programs as states move toward a competitive VET market? This session will be a facilitated exchange allowing participants to share practices and issues impacting on Foundation skills delivery that have arisen, or are planned, as Australian states and territories implement VET reform.
Sue is Manager, Strategic Advice in the Strategic Policy section of TAFE NSW. Sue has extensive experience as a practitioner and manager in adult literacy and numeracy and general education.
B6 The language and literacy demands of the prison environment
Zoe Humphreys and Stewart Burkitt, Corrective Services New South Wales
Theme: Improving people's lives Similar themes
The workshop aims to conscientise people to the difficulties people with low literacy and language skills experience in institutional environments. Prisons contain a population known to have a high proportion of English as a second language and low language, literacy and numeracy skills. Despite this fact the language used, therapeutic and criminogenic training programs and general language and literacy demands require a high level of competency. The workshop will invite participants to examine everyday prison texts and workshop suggestions for adaptation and education programs to support prisoners' engagement and participation.
Stewart Burkitt and Zoe Humphreys work in the education unit of a New South Wales prison. Stewart teaches the Certificate in Spoken and Written English and Zoe teaches the Certificate I Access to Work & Training and Certificate II Skills for Work & Training curriculum. A core purpose of their programs are to support inmates access to and participation in the therapeutic and criminogenic programs required for their release.
B7 Using Digital Storytelling to Develop Sudanese Women's Writing in English
Jeanne Solity, Deakin University
Theme: Innovative learning environments Similar themes
Writing in English often poses major problems for adult students from complex cultural and linguistic, backgrounds. Widely used Communicative Language Teaching (CLT) approaches are frequently blamed for homogenising and neutralising learners' gender and cultural identity, in one size fits all curriculums. Print on the page is also changing, replaced by screen visuals affecting both communications and social relationships. New methodologies are now needed to examine the interconnectedness of image, sound and second language learning (Kress 2003 & Machin, 2007). The session illustrates Doctorate research findings, using a feminist, narrative, multimodal approach. Digital Storytelling is used to examine how six Melbourne Sudanese women humanitarian refugees overcame their barriers to writing in English. Extracts from the participant's six Digital Stories depicting their views on their education and language learning will be shown. This is an interactive session where participants will be encouraged to develop an outline of their own Digital Stories.
Jeanne's work spans three decades, work achievements include developing a Australian gender inclusive Adult literacy curriculum and texts for teachers, establishing some of first women's literacy groups and associated student written texts in London. Her research interests include gender, identity and digital technologies in language learning, oral storytelling, narrative inquiry and autobiographical writing pedagogies.
Tuesday, October 1, 2013
Group C • 1.30-2.10 pm • Choose 1 of 7
C1 What are the key ingredients in a recipe for an effective and successful Tertiary Enabling program?
Lisa Hall, Batchelor Institute of Indigenous Tertiary Education
Theme: Creating educational pathways Similar themes
In his cook book 'Everyday Asian' chef Bill Granger asks the perfectly reasonable question 'Does the world need another recipe for a green chicken curry?' But anyone who has eaten curry knows that not all green chicken curries are equal and when you come across a good one it's pretty special. In the same way people in the University world might be tempted look at Tertiary Enabling and Bridging Courses and assume that they are doing the same thing and sometimes not doing it very well, and that perhaps the world does't need another one? But in the ACIKE Preparation for Tertiary Success (PTS) course we think we have a recipe for Enabling Education that is pretty special. This is what our students are telling us too, through our increasingly strong data story and through their own stories of transformation. This presentation will tell a bit of that story and invite discussion.
Lisa was lured to the blue skies and red dirt of Central Australia over a decade ago. She has lived and worked in communities throughout the desert ever since as a teacher, a curriculum advisor and a teacher-lecturer and is currently working for Batchelor Institute of Indigenous Tertiary Education.
C2 Merging pedagogy: LLN and VET practitioners working together
Ruth Walker, Cooperative Learning Ltd
Theme: Developing the L&N workforce Similar themes
In 2012 the Language Literacy and Numeracy and Vocational Education and Training Community of Practice (LLN/VET CoP) project was conducted by Cooperative Learning Ltd to explore the enablers and barriers to LLN and VET practitioners working collaboratively. This paper explores one aspect of the findings from the LLN/VET CoP, that being differences in pedagogy, given that LLN and VET practitioners often come from very different backgrounds, with different pathways into teaching, different pedagogical knowledge, different concepts of literacy and possibly different goals for their learners. Drawing on dialogue and reflective responses provided during focus group discussions this paper explores the pedagogical practices of the participants and their responses to each other's practices. It suggests strategies that may be useful in helping LLN and VET practitioners overcome the potential barrier created by differing pedagogies and recommends further research into current pedagogy and strategies for merging pedagogies between LLN and VET practitioners.
Ruth has been involved in adult and community education for over 16 years as a teacher, administrator and more recently as a researcher. Research interests include VET teacher training, measures of quality in VET and LLN/VET collaboration.
C3 LLN in the Global Marketplace: How are Adult LLN programs travelling in a Neoliberal world?
Janet Dyne, TAFE NSW
Theme: Interrogating theories and policies Similar themes
LLN in the Global Marketplace: How are Adult LLN programs travelling in a Neoliberal world? Abstract The juggernaut of the neoliberal paradigm has gained such momentum over the last 25 years that it now informs most areas of government policy and service provision, including Adult LLN programs. The ideology has given rise to a system that, is ever streamlining and perfecting itself, measuring and publishing its achievements. Is the direction in which we are being swept along OK? Adult Literacy and Numeracy programs in Australia established in the early 1980s were informed by a social justice paradigm. This vision was perhaps, like neoliberalism, also a product of its time, flowering in the wake of the social transformations of the 1960s and 1970s. This presentation engages participants to think about the direction LLN provision is currently taking globally, along with the consequent effects upon our local practice.
C4 Implementing literacy and numeracy support for students enrolled in VET courses
Sarah Howe, TasTAFE
Theme: Embedding LLN in VET Similar themes
This presentation will use a facilitated round table discussion to explore different models of literacy numeracy support for VET students, including those currently used at TasTAFE: the Course in Applied Vocational Study Skills (CAVSS), which focuses on embedding literacy/numeracy in VET delivery (in classrooms, workshops & simulated workplaces); study support groups, outside VET program classes - 1 - 1 tutoring and blends of these approaches. Workshop participants will be invited to share other models used in their contexts. We will look at the implementation of models in varying VET programs, different courses, different student cohorts, different delivery styles, the advantages and disadvantages of different models for particular situations and what is best practice?
Sarah has been working in Foundations Programs for almost ten years at TAFE in Hobart. In that time she has worked across a range of programs including literacy/numeracy support in VET courses, stand-alone literacy/numeracy classes, small group and 1-1 study support, and alternative year 11 and 12 programs for disengaged youth. These have been delivered in a variety of settings including community venues, prison, senior secondary colleges, trade training centres, and vocational program classrooms and workshops. She has a passion for working with learners to remove barriers to succeeding in training and employment.
FULL C5 Embedding English Language, Literacy and Numeracy: Theory to Practise, A Case Study of the FSK Foundation Skills Training Package
Helen Clark and Margo Smith, Batchelor Institute of Indigenous Education
Theme: Working with VET products Similar themes
Embedding English Language, Literacy and Numeracy (ELLN) is an undisputed best practice in teaching English. Successful application depends on particular features present within student groups, trainers and workplaces. A critical aspect underpinning the approach is sound policy and support from all levels of management. The Foundation Skills, Languages, Literacy and Numeracy Department at Batchelor Institute of Indigenous Tertiary Education is involved in the development and delivery of units within the FSK Foundation Skills Training Package. With sound underpinning policies, student, trainer and workplace pre-requisites in place, comprehensive course mapping and consolidated team work for delivery, in an ideal world, it will all come together to ensure specific vocational Foundation Skills and Knowledge (FSK) is not implied but applied. Hence, 'Embedding ELLN'.
Helen has worked with Batchelor Institute of Indigenous Tertiary Education for 18 years; the majority of time delivering English Language, Literacy and Numeracy (ELLN) to Indigenous workers, CDEP and ranger groups in the remote East Arnhem Land region. All of the ELLN delivery has been embedded in vocational, employment and/or workplace training. Margo has worked at Batchelor Institute of Indigenous Tertiary Education in the Vocational Educational Training and Higher Education sectors She has worked with students for whom English is not their first language including Indigenous, migrant, refugees and international students for 20 years. She has worked in Arnhem Land and Central Australia.
C6 A pilot literacy programme for the rehabilitation of corrections facility inmates
Tracey Ellery, Ministry of Education, Cook Islands
Theme: Improving people's lives Similar themes
The target audience for this presentation is those involved in alternate literacy and numeracy programmes for youth, secondary school educators and practitioners working with offenders. The rationale of the presentation is to provide evidence for providing education programmes as part of rehabilitation for offenders, particularly those that leave school early with no qualifications. Our research will discuss why school failed for this group of inmates and how a prison-based education programme has been instrumental in raising self-esteem, and motivating life changes. We will also present the subsequent effects on individuals and families of those in the Cook Islands prison system.
Tracey is Learning and Teaching Advisor for the Ministry of Education, Cook Islands. Her main areas of professional interest are literacy (particularly cross-curricular and adult) and inclusive education. She has a strong interest in how self-esteem impacts on learning and how teaching practices need to accommodate this.
C7 The Virtual Classroom – NBN extends capability of distance learning/eLearning for AMEP students
Nadia Wassef, Navitas
Theme: Innovative learning environments Similar themes
Funding was provided by Department of Immigration and Citizenship to develop and deliver English lessons for Adult Migrant English Program students using the Virtual Classroom (VC) platform and the increased internet capacity generated by the National Broadband Network. While one-on-one Skype lessons and online self-paced courses have been available to distance students, the VC offers the unique experience of online 'group' learning, simulating the physical classroom. The presentation will unravel the fascinating world of learning synchronously in a highly interactive, colourful and stimulating environment. It will sample a range of strategies and tools used and will outline the challenges and skills required for using this technology. This presentation will be of interest to managers and practitioners of language programs, those responsible for making decisions about program design and those keen to explore flexible, blended or online learning options. The presentation will include PowerPoint slides and videos of live classes in action.
Nadia has 18 years experience in delivering and coordinating English as a second language programs. She currently works for Navitas English on the Adult Migrant English Program. She has worked in distance learning, most recently on the NBN/Virtual Classroom project as an instructional designer and content developer of online programs.
Tuesday, October 1, 2013
Group D • 2.15-2.55 pm • Choose 1 of 7
D1 Sugar-coating the pill? The challenges of embedding academic literacy in postgraduate vocational education
Pat Strauss, Auckland University of Technology
The number of vocationally oriented degrees offered by universities has increased over the last 30 years. This has led to lecturers involved in the teaching of such disciplines walking 'a tightrope' between the academic and practitioner side of discipline areas. Earlier research by the presenters documented their attempts to overcome some of these difficultiesin a postgraduate hospitality programme by embedding the teaching of academic literacy into the hospitality discipline. Such a course of action was undertaken on the basis of evidence that this approach would be more likely to be beneficial to students than generic academic literacy courses. Their attempts have met with mixed success and have revealed that for the academic literacy practitioner involvement is both complex and fraught. There are a number of reasons for this. It appears that a dramatic shift in the attitude and approach of the academy is needed if the embedded teaching of academic literacy in vocational disciplines is to have any chance of real success. This paper explores these issues and makes tentative suggestions as to how these issues might be approached.
Pat, an Associate Professor, works in the School of Language and Culture at AUT University in Auckland where she is a programme leader of the Masters in Adult Literacy and Numeracy Education and share an interest in foundation studies education. Pat is also interested in the teaching of academic literacies, particularly at postgraduate level.
D2 Professional learning communities: A learning model for language and literacy teachers
Nhu Quynh Phan, University of Technology, Sydney
Theme: Developing the L&N workforce Similar themes
Teacher learning has been reconceptualized from a sociocultural perspective to be dynamic, lifelong, context-embedded and emerging out of and through experiences in multiple social contexts. Reflecting the socially situated and collaborative nature of teacher learning, professional learning communities (PLC) seem to offer an advanced model of professional learning for language and literacy teachers. The teachers have valuable opportunities to reflect their own teaching, communicate openly with and learn from those who share their domain of interest. However, this model has not highly figured as a professional development tool for language and literacy teachers in Australia. This paper presents my initial findings of the case study into the way this model has been adopted by the Vietnam Ministry of Education and Training as a professional development model for English language teachers. In addition, the presenter is keen to hear of any experiences that Australian language and literacy teachers have in professional learning communities.
Nhu has been teaching English as a foreign language to students from primary to university levels. She has been working as a language teacher trainer in Vietnam for more than 10 years, and is currently doing her PhD project on collaborative learning of/for language teachers at UTS.
D3 Policy-making at a distance: a critical perspective on the National Foundation Skills Strategy for Adults
Keiko Yasukawa and Stephen Black, University of Technology, Sydney
Theme: Interrogating theories and policies Similar themes
Adult literacy and numeracy is a site of ideological struggle. Many teachers and researchers know that there are multiple literacies and numeracies that are enacted by adults in their everyday lives. These diverse and locally situated literacy and numeracy practices are the subject of New Literacy Studies (NLS) that seeks to produce thick descriptions of authentic literacies and numeracies through ethnographic approaches. Meanwhile, policy makers seek succinct and generalisable representations of literacy and numeracy such as that provided in Australia's National Foundation Skills Strategy (NFSS) for Adults that enable them to establish standards, and then use these standards to make judgements that can avoid the messy variations of localised practices. The workshop will examine these tensions. We will refer to related analyses of adult literacy and education policies in other countries, use theoretical resources from science and technology studies and trace the policy milestones leading up to the release of the NFSS. The significance of the findings for adult literacy and numeracy research, pedagogy and the possibilities for policy activism will be discussed.
Keiko is a lecturer at the University of Technology, Sydney. She coordinates courses in adult literacy and numeracy teaching, and researches in adult literacy and numeracy pedagogy and policy from a critical perspective. Stephen is a Senior Researcher at the Centre for Research in Learning and Change at the University of Technology, Sydney. His research interests are mainly in the area of adult literacy and numeracy from a social practice perspective.
D4 Taking an embedded literacy and numeracy whole organisation approach for improving learner outcomes
Niki McCartney and Diana Coben, National Centre of Literacy & Numeracy for Adults, New Zealand
Theme: Embedding LLN in VET Similar themes
Improving learner outcomes cannot be achieved by teachers alone; it requires the support of the whole organisation. This workshop offers an embedded literacy and numeracy whole organisation self-assessment process as an approach for building a common and shared understanding across the whole organisation of what needs to happen for increasing student learning. The whole organisation approach is a framework made up of organisational processes and practices such as leadership roles and responsibilities, communication strategy, enrolment processes, assessment practices and professional development. As a participant in this workshop participants will be invited to collaboratively work through one of the framework's components. The presenters' proposition is that a supportive and collegial environment nurtured through an embedded literacy and numeracy whole organisation approach can provide the platform for a dynamic, quality and sustainable in-house professional development. It is proposed that this is essential for improving learner outcomes.
Niki, Associate Director of the National Centre of Literacy and and Numeracy for Adults, is responsible for the embedded literacy and numeracy professional development programme in the foundation level tertiary sector. Her interest is in creativity, experimentation and enquiry for effective learning and teaching. Diana, Director of the National Centre, brings a strongly evidence-based international dimension to leadership of the Centre's work. Her particular focus is adult numeracy and she has a special interest in adult literacy, numeracy and language policy, and numeracy in safety-critical work contexts such as Nursing.
FULL D5 The Foundation Skills Training Package in practice
Anita Roberts, Innovation and Business Skills Australia (IBSA)
Theme: Working with VET products Similar themes
The introduction of the Foundation Skills Training Package is an opportunity for practitioners to reflect on how LLN programs are contextualised for vocational purposes and to consider new approaches to delivery and assessment. This workshop will examine how units and qualifications from the Foundation Skills Training Package may be used in LLN programs and explore ways for LLN practitioners to work with vocational practitioners to design and deliver contextualised learning programs. Participants will be shown resources that are available to assist the implementation of the Foundation Skills Training Package and have the opportunity to provide advice on further resources that need to be developed.
Anita Roberts has worked within the vocational education and training system at the national level since 1995 and has extensive experience in language, literacy and numeracy policy in the VET sector. She has coordinated a variety of LLN projects and authored a number of reports and publications on behalf of Industry Skills Councils. Anita worked closely with Innovation & Business Skills Australia on the development of the Foundation Skills Training Package. She is also a member of the Victorian State Advisory Committee for the Workplace English Language and Literacy (WELL) program.
D6 Ethics in the Gaol
Suzaane Jarrett, AEVTI, Corrective Services
Theme: Improving people's lives Similar themes
Could the teaching of ethics be extended to gaols? An ethics course for offenders, has been delivered twice by the writer. The modules completed by offenders to date such as reading, writing, speaking and listening have included ethical content where appropriate. This content has then been extrapolated to activities and situations, that the offender may find himself in once released, such as participating in the employment market, using social media or being confronted by an issue that might cause hostility. This presentation will show that although ethics, philosophy and workplace concerns/issues provided the foundation for content and resources in the course, the basic skills of reading, writing, listening and communication were the focus of the lessons. The discussion will conclude with case studies of the progress of various offenders and a report on some unexpected positive outcomes of this project.
Suzanne has worked in schools and adult education for a number of decades. She has Master of Arts (Literature and Linguistics)and a Graduate Diploma (TESOL). She had almost completed a Graduate Diploma in Special Education when she decided to drop this avenue of study to take on some separate university subjects in sociology and criminal justice.
D7 Exploring personalised learning environments for the LLN classroom
Ann Leske, LLN In-sight and Jacqueline Bates, Labyrinthe Learning
Theme: Innovative learning environments Similar themes
Partcipants are invited to a round-table discussion exploring the potential for personal learning environments to strengthen LLN skills. LLN skill development is important for formal and informal learning, and qualifications at all levels. How teachers facilitate the development of LLN skills and knowledge is an important factor in determining learning outcomes. Teaching and learning via personalised learning environments alters learning venues, changes face-to-face teacher contact to invisible-but-present teacher contact, and expands the learner contact time to be flexible and individually defined. Personal learning environments can offer new ways of teaching and learning to promote learning ownership. support collaborative learning and strengthen learner engagement. Participants can share your initiatives and strategies with others and bring their own device (optional)
Ann has been actively engaged in teaching and coordination of adult LLN projects since 1998. In 2010, Ann was a recipient of an NCVER Community of Practise research scholarship, enabling her to explore the impact that perceptions of literacy have on Adult Literacy partnerships. Jacqueline is an experienced presenter, manager, teacher and learning technologist with 16 years in the VET sector. As statewide Project Manager for VLEenable 2011-13 she provided support to teams in all 10 TAFE NSW Institutes to undertake 46 strategic Virtual Learning Environment projects. The VLEenable project was a finalist in the 2012 TAFE NSW Quality Awards.
Wednesday, October 2, 2013
Group E • 11.00-11.40 am • Choose 1 of 7
E1 Applied Academic Literacy: Nursing is a '2nd language'
Kerry Herbison, TasTAFE
Theme: Creating educational pathways Similar themes
An academic literacy perspective places reading and writing as social practices relative to context, culture and genre. It also takes account of literacies associated with a discipline but with broader discourse. Nursing is a discipline with its own rich 'language' and culture; it also draws on a range of health language genres that include a plethora of medical terminology and an increasing range of formal abbreviations. Nursing students engage in a 'second language' experience. TasTAFE , the sole provider of Enrolled Nursing training in Tasmania, enrols approximately 120 students per year. With an average of 100 applicants for every 25 places, entry is competitive; successful completion is paramount. This discussion activity presents strategies implemented to support the development of academic literacy and their outcomes, and seeks to generate a professional conversation amongst participants for whom retention and supported learning in nursing is a priority.
Kerry's passion for education, centred on supporting the under-dog, has been honed through her Master of Education and Training studies and three decades of extensive experience in nursing and teaching. Kerry's approach, centred on the teaching of literacy and numeracy to improve students' self-esteem, provides dividends for students in the nursing context and beyond.
E2 Teaching practices and learner behaviours in the LLNP: a sociocultural perspective
Sue Ollerhead, University of New South Wales
Theme: Developing the L&N workforce Similar themes
This paper reports on a PhD case study research into the way in which four teachers of beginner-level adult ESL literacy learners within Australia's Language, Literacy and Numeracy Program conceptualise their roles and what impact this has on their pedagogical practices. Drawing on elements of identity theory. positioning theory, and culturally relevant pedagogy, it examines how teachers position their learners vis-a-vis their teaching practices, and how their learners position themselves in response. The study draws on the concepts of investment and imagined communities to explain how learners react to teachers' positioning of them. The following research questions guided the study: a) How do teachers conceptualise their roles? b) How do learners conceptualise their roles both socially and as learners in the adult ESL literacy classroom? c) How do teachers position their learners through their pedagogical practices? d) How do learners position themselves in response to the teacher's pedagogical approaches?
Sue is a doctoral student and language education lecturer in the School of Education at the University of New South Wales, Sydney. She has worked as an adult literacy teacher and university lecturer in South Africa, and as a TESOL teacher in Africa, Europe and Australia. She has also worked as an English language materials developer and commissioning editor. Sue's main research interests are literacy and language learning as a social practice.
E3 Beyond the 'new literacy studies': popular education and mass adult literacy campaigns
Bob Boughton, University of New England
Theme: Interrogating theories and policies Similar themes
In Australia and internationally, politicians and policy makers continue to believe in a direct and unproblematic relationship between literacy and a wide range of social benefits. As literacy advocates, we are reluctant to argue with this, because it helps our case for more funding and support. Most practitioners also know that there has been several decades of academic research and writing now which seriously questioned the nature of these links. Researchers associated with the 'new literacy studies' (NLS) have been particularly influential. In this paper, I will argue that there are significant problems with the NLS approach. In the first instance, its dismissal of the emancipatory narrative of popular education relies too much on post-structuralist theory and ethnographic methodology, while paying scant attention to the ongoing political economy of adult education and development in the Global South. Second, the NLS critique unwittingly strengthened the neoliberal argument against large-scale state- and social movement-led adult literacy campaigns. I will demonstrate that, in the right context, mass literacy campaigns can indeed be socially transformative.
Bob's research focuses on the role of popular education in development in marginalised and impoverished communities. He has worked with the Cuban education mission in Timor-Leste on a national adult literacy campaign, and with a National Aboriginal Adult Literacy Campaign Steering Committee to test the applicability of this Cuban model in Australia.
E4 Get real
Chris Tully, Northern Melbourne Institute of TAFE
Theme: Embedding LLN in VET Similar themes
Do you want to make your numeracy classes more focused towards moving into VET courses? In this workshop participants will be invited to look at how numeracy and mathematics is delivered in different VET contexts. Sometimes the same concepts can be delivered in very different ways depending on the VET course. The notions of transferabitily will be explored. Participants will work with materials that have been used in VET courses and explore the different terminology around the concepts as well as different ways of delivering numeracy.
E5 Colloquium: Literacies, multi-modalities and learning in museums
Helen de Silva Joyce, University of New England; Jennifer Blunden, Jacqueline Widin, Helen Whitty and Keiko Yasukawa, University of Technology, Sydney
This double session explores what literacies mean in multi-modal text environments, how teachers can teach the critical reading of multimodal texts and how multi-modal text environments such as museums can be sites for students' subject specific learning as well as for learning as family groups. The session will also bring out how literacies in museums can produce both visitor engagement as well as resistance to the exhibition experience. The session will be structured as a colloquium with four inter-related presentations - by Helen de Silva Joyce on 'Critically read the visual', Jacqueline Widin and Keiko Yasukawa on 'Towards a model of museum literacies: the expanded four resources model', Jennifer Blunden on 'Developing subject literacies beyond the classroom: a potential for cultural institutions', and Helen Whitty on 'Special rewards: working with families to uncover literacy practices'. Participants are invited to share their experiences and questions.
Helen de Silva Joyce's expertise is in the area of language research and education. She is the author of many language education resources for all sectors of education, including two recent books on visual literacy and multimodality. She has undertaken national research into various aspects of language use in social and work contexts and developed nationally accredited curriculum. Jacqueline is a Senior Lecturer in Language and Literacy and Coordinator of the TESOL and Applied Linguistics programs at UTS. Her research interests focus on the ways learners in school, adult and university settings engage with learning opportunities. Keiko is a Lecturer in Literacy and Numeracy and Coordinator of the Adult Literacy and Numeracy programs at UTS. Her research interests focus on adult literacy and numeracy pedagogy, practices and policies, and how tensions between them are negotiated. Jennifer has spent over 20 years developing texts and content for museum exhibitions and publications. She was formerly the senior editor at Sydney's Powerhouse Museum and at the Art Gallery of NSW. She is currently undertaking a PhD at the University of Technology Sydney in the area of language and learning in exhibitions. Helen Whitty is also doing a PhD at UTS researching the relationships between museums, families and literacies. This triumvirate arose from her twenty plus years producing public programs for the Powerhouse Museum along with authoring books and leading exhibition teams to develop a series of collection based exhibitions for families.
E6 One size does not fit all! A case study of the development and publishing of local, multi-lingual stories for adult literacy learners in the South African context.
Catherine Rich, University of KwaZulu-Natal
Theme: Strengthening communities Similar themes
New Readers Publishers (NRP)is a non-profit publishing project, based in the Centre for Adult Education at the University of KwaZulu-Natal, South Africa. It develops, publishes and promotes stories for adult literacy learners in South Africa's official languages. There is a tension between stories as a reading option for newly literate adults and reading materials issued to adult learners as part of national imperatives for community development programmes. This paper explores the tension that exists between the local and the global as demonstrated by the issues and challenges facing local language publishing, such as the hegemony of English and the linguistic dominance of certain African languages, regional variations and colloquial versus standardised forms of language. This will be illustrated using the NRP's experience of publishing stories and will give examples of how reading can be successfully promoted through stories.
Cathy is the Assistant Project Manager of New Readers Publishers and has worked on this project since June 2002. Her duties include the financial management of the project, sales and customer liaison and database maintenance as well as running workshop promoting reading. Previously she taught adults English in the UK and in Durban.
E7 Design of networked learning environments
Ana Pinto, University of Sydney
Theme: Innovative learning environments Similar themes
The term productive networked learning denotes online environments conducive to learning in both formal and informal contexts. Designing such networked learning environments involves the complex intertwining of physical, digital and social aspects across many different layers and scales. Educational design research has been drawing on methods of analysis and representation borrowed from architecture, in particular, the work by Christopher Alexander on design patterns and pattern languages. The paper begins by presenting a descriptive analysis of two productive networked learning environments in the field of adult basic education. The study illustrates how analysis based on educational design thinking coupled with Alexander's pattern language theory can contribute to the task of effectively promoting, facilitating and supporting educational design for networked learning in the context of adult literacy education.
Ana is a PhD candidate at the University of Sydney. Her research focuses on the design of networked learning environments in the context of adult literacy education. Ana's research interests also include lifelong learning, digital inclusion, and social justice. Her academic background encompasses literacy education, pedagogy, educational psychology, and information technology. Currently, she is part of a team working on the project 'Learning, technology and design: architectures for productive networked learning'. Ana's career started in Rio de Janeiro, Brazil, and it spans three decades.
Wednesday, October 2, 2013
Group F • 11.45-12.25 pm • Choose 1 of 7
F1 Collaboration in post-secondary settings: a localised practice?
Pauline O'Maley, Tao Bak and John Hamilton, Victoria University; Niki McCartney and Diana Coben, National Centre of Literacy & Numeracy for Adults, New Zealand
Theme: Creating educational pathways Similar themes
In an increasingly globalised environment, the New Zealand National Centre of Literacy and Numeracy for Adults and Victoria University (VU), Melbourne, have forged a partnership around contextualising LLN assessment in post-secondary settings, with a focus on collaborative approaches. The National Centre works collaboratively with colleagues in the tertiary sector to build professional capability in adult literacy and numeracy through research and evidence-based professional development supporting a whole organisation approach, with a particular focus on educators of priority learners (Māori, Pacific Peoples and Youth). VU has taken an institution wide approach, with literacy specialists working closely with discipline staff on planning, teaching and assessment. In this presentation we examine the strengths of these two different approaches, and explore development of some shared good practice guidelines. Our aim is to learn from each other's practice, in educational settings both characterised by a shift from generic study skills approaches to more contextualised classroom-based literacy learning.
Diana Coben is the director of the National Centre of Literacy and Numeracy for Adults, and Nicola Mc Cartney is the associate director, NCLNA is a key part of the national infrastructure to strengthen the literacy and numeracy skills of adult learners in New Zealand. Pauline O'Maley, Tao Bak and John Hamilton are educational developers in Academic Support And Development at Victoria University. They are situated in the colleges of Arts, Business and Health and Biomedicine respectively.
F2 The role of the VET educator in incorporating LLN in vocational education and training
Les Retford, Queensland VET Development Centre
Theme: Developing the L&N workforce Similar themes
What is the role of the VET educator in incorporating LLN into vocational education and training? The National Foundation Skills Strategy for Adults (NFSS) identifies the need to build the capacity of the VET educator workforce to identify and address the foundation skills (LLN and employability skills) needs of learners. This workshop shares the experiences of capability building workshops conducted by the Queensland VET Development Centre. VET educators identified the need to develop their skills to identify and help address poor LLN skills in learners, and LLN specialists want to develop their skills to contextualise LLN into VET. This presentation examines how this may be facilitated further.
F3 Culturally Responsive? A critical appraisal of dominant discourses within Culturally Responsive Pedagogy
Grant Cole, Manukau Institute of Technology
Theme: Interrogating theories and policies Similar themes
Culturally Responsive Pedagogy (CRP) is an inclusive, socially conscious approach that seeks to address the problems of alienation in learning. CRP is largely uncontested and championed by many, including prominent educators from non-dominant communities. However the pedagogy is engulfed by a dominant discourse, one that is tied to the capitalist mode of production. CRP does not, in itself, provide a break from that discourse. The terminology, 'culturally responsive', is therefore questioned. The contention is not with the approaches and strategies in themselves but with their being engulfed by alienating dominant ideologies. The Political Economy of 'racialisation', education and alienation is highlighted with reference to critical literacy. The position of the literacy educator, whether critical pedagogue or mainstream tutor, is explored within this space. Alternative spaces, social movements and notable exceptions will be discussed.
Grant is a senior lecturer at Manukau Institute of Technology in Auckland, Aotearoa/New Zealand. He has worked in community based adult literacy and numeracy, trades courses as a Literacy Team Teacher, and a Foundation / Bridging programme. Grant has interests in critical literacy and numeracy, critical pedagogy and Marxist educational thought.
F4 Embedding LLN in Vocational and Workplace Training Case Study: UMI Arts
Nicole McSpadden, The Learning Workshop
Theme: Embedding LLN in VET Similar themes
In 2011, the Department of Education, Employment and Workplace Relations funded a comprehensive training needs analysis for UMI Arts, the peak Indigenous arts and culture organisation for Far North Queensland. The training needs analysis, entitled 'Bring It On', identified a range of training requirements across all levels of the organisation. This presentation will describe the multifaceted training response UMI Arts pursued for its directors, staff and artist members based on the recommendations made in 'Bring It On'. The organisation's unique training response included sourcing appropriate funding opportunities (SIF, WELL, IIE-SRT) in order to deliver a range of training across all levels of the organisation. The UMI Arts experience serves as a viable model for effectively embedding literacy and numeracy into vocational and workplace training programs.
Nicole is the Lead Teacher for The Learning Workshop, and has worked with the company for more than three years. She is currently working closely with UMI Arts, the peak Aboriginal and Torres Strait Islander arts and culture organisation for Far North Queensland, to deliver a spectrum of training across all levels of the organisation.
F5 Colloquium: Literacies, multi-modalities and learning in museums
Helen de Silva Joyce, University of New England; Jennifer Blunden, Jacqueline Widin, Helen Whitty and Keiko Yasukawa, University of Technology, SydneyColloquium continues - see E5
FULL F6 From Little Things Big Things Grow...
Ros Bauer from WYDAC/ Warlpiri-patu kurlangu Jaru College, Nampijinpa Watson, Napaljarri Dickson,Naparrurla Nelson from Warlpiri-patu kurlangu Jaru College, Napaljarri Wayne from Warlpiri Youth Development Aboriginal Corporation.
Theme: Strengthening communities Similar themes
This workshop explores how a small WELL project that emanated from one community organisation in remote Northern Territory has grown into a whole community learning project. This includes the establishment of an adult learning centre, employment of local Warlpiri people in literacy tutor roles, remote volunteer experiences for aspiring literacy teachers, accredited delivery that promotes English language literacy and Warlpiri literacy, vocational education and information technology skills development and building LLN capacity in service providers. Multiple partner organisations from the community of Yuendumu in the Tanami Desert have worked collaboratively in response to the enthusiasm of Warlpiri people of all ages for engaging in a respectful and culturally appropriate approach to learning. This model demonstrates the synergy between a workforce literacy approach and a social practice approach to adult literacy in a semi traditional Indigenous environment that that allows local literacy practices to participate in the global context.
Ros has 13 year's experience in adult learning and adult language literacy & numeracy in Vocational Education and Training. She is committed to adult literacy provision which focusses on developing human capital with sustainable social capital and community capacity building outcomes. Her commitment to this approach is evident in the projects she undertakes such as volunteering in remote Northern Territory. She is currently working in a remote community on various community adult literacy projects. Ros has qualifications in Aboriginal Education, TESOL, Adult LLN and Vocational Education & Training. Nampijinpa Watson, Napaljarri Dickson, Naparurrla Nelson are fromWarlpiri-patu kurlangu Jaru College and Napaljarri Wayne is from Warlpiri Youth Development Aboriginal Corporation.
F7 Sing for your English
Carmel Davies and Sharon Duff, Urban Lyrebirds
Theme: Innovative learning environments Similar themes
This workshop is suitable for ESL teachers of youth and adult learners who work in language centres and community venues. 'Sing for your English' aims to provide teachers with an insight into how learning English through song can help students retain information they have learnt in class, as well as improve all language skills including pronunciation, literacy and grammar. It will also demonstrate how song can be a creative way to engage learners, promote class bonding and provide valuable insight into new cultures and communities. This workshop uses songs from Carmel and Sharon's recently published books and demonstrates how teachers can engage their students, improve students' language skills and liven up the classes by teaching songs at beginner through to advanced levels. It will also give teachers strategies to write their own songs that are relevant to their students' needs.
Carmel has over 20 years experience teaching English language skills in Australia and internationally. In 2008 she was awarded a Churchill Fellowship to travel and research 'ESL through Performance'. Sharon has 20 years of experience teaching English as a second language. She has taught students of all language levels from diverse cultural backgrounds, including students at secondary schools, AMEP providers and ELICOS centres.
Wednesday, October 2, 2013
Group G • 1.30-2.10 pm • Choose 1 of 7
G1 Apprentice Mentoring: the importance of relationship in learning
Chris Holland, Work & Education Research & Development Services
Theme: Creating educational pathways Similar themes
Neo-liberal discourses and national policy pressures in tertiary education, introduced around 1990 in New Zealand, have accelerated in the first decade of the 21st century. This is clearly demonstrated in adult literacy. With attention in national strategy documents on the crisis of 'functional illiteracy', teacher development programmes, materials, assessments and standards have become increasingly regulated and standardised. The intense focus on the technicalities of learning and teaching has ignored the importance of relationship. Despite the adult literacy blitz on vocational education and training, recruitment, retention and qualification completions continue to be major issues within the apprenticeship system. Some barriers may be reduced, however, through introducing mentoring relationships. This paper asks what is so important about mentoring and a relational mentoring approach for apprentices. It explores the elements, benefits and pitfalls of different approaches to mentoring. and mentoring practices that are most effective in general, and which suit particular cultural groups.
Chris is a workplace language and literacy consultant/researcher based in Auckland. Her current professional interests include policy and practice in language, literacy and vocational learning, learning and teaching for a healthy society, the learning relationship, and research methodologies. She has undertaken research both in New Zealand and internationally.
G2 National Foundation Skills Workforce Development Project
Wing-Yin Chan Lee, TAFE SA and Anita Roberts, IBSA
Theme: Developing the L&N workforce Similar themes
This workshop is for VET managers, practitioners and personnel interested in recent Foundation Skills workforce development initiatives. The workshop will cover an overview and progress of the National Foundation Skills Workforce Development Project that supports the implementation of the National Foundation Skills Strategy for Adults and to assist jurisdictions in working towards the Strategy target. This Project, coordinated by SA Government and TAFE SA since May 2013, is a joint initiative by Commonwealth and state and territory governments, through the Standing Council on Tertiary Education Skills and Employment (SCOTESE). The presenters will highlight the Project's collaborative approaches to implement a package of integrated activities/elements focused on Priority Area Four in the Strategy: to build the capacity of the education and training workforce to deliver foundation skills. The presenters will explore with participants of ways to be involved in the different Project elements and how best to benefit from the intended outcomes.
Wing-Yin is currently the Educational Manager, TAFE SA. She has been involved in many state and national LLN including training, professional development and resource development projects. Her team has built successful track record of delivering WELL training across industry sectors, including a number of award winning projects. Anita has worked within the vocational education and training system at the national level since 1995 and has extensive experience in language, literacy and numeracy (LLN) policy in the VET sector. She is currently the project co-ordinator for TAFE SA Foundation Skills Workforce Development Project and Innovation and Business Skills Australia's projects on Foundation Skills Training Package and resources.
G3 Practitioner Memory or Governmental Presentism: Competing accounts of the field of Adult Literacy
Rob McCormack
Theme: Interrogating theories and policies Similar themes
Public memory is a foundational resource for any community in articulating its identity, values and aspirations. Unfortunately, a combination of strong government policy and weak casualised practitioner base has been catastrophic for the creation of a shared public memory within the field of Australian adult literacy. Policy-makers ignore the past and claim to be founding the field afresh with each new Framework they push out, while the casualisation of practitioners has meant an inevitable loss of practitioner memory. The upshot of these two trends is State domination of the definition of the field and a superficial presentism in the field. From the view of the first generation of adult literacy educators, Bev Campell's Reading the Fine Print set out to remedy this loss of historical depth. This paper adds a perspective from the 'second generation' of adult literacy educators by tracing one line of adult literacy 'theory/practice' - the so-called 'four literacies'.
Rob has been involved in language and literacy education for over thirty-five years including secondary literacy, adult basic education, tertiary preparation and academic literacy for university students. He has worked in schools and colleges in the western suburbs of Melbourne, the Batchelor Institute of Indigenous Tertiary Education, and Victoria University.
G4 Wrap-around Support for Vocational Training
Cushla Wilson, Careerforce
Theme: Embedding LLN in VET Similar themes
Careerforce (the New Zealand industry training organisation for the health and community sector) is building on previous embedded literacy projects to now directly support the teaching and learning process in workplaces. This year they are providing professional development workshops for workplace educators and exploring models of peer mentoring to further embed literacy and numeracy in workplace training procedures. The workshops approach adult literacy from three directions; knowing the learner, knowing the literacy demands and knowing what to do. This content also pathways to a national qualification in adult literacy education should participants wish to take this journey to the next stage. Careerforce has also been researching models of peer mentoring in workplaces so that direct support structures are available to the trainee. This includes mentor training in identifying literacy learning needs and having a range of responses including lobbying for workplace literacy provision to complement industry training.
Cushla has worked in the field of Adult Literacy in New Zealand for 10 years as a workplace trainer, a literacy tutor and literacy adviser. She is particularly interested in organisational support systems that enhance the teaching-and-learning experience and build training cultures in workplaces.
G5 Embedding Literacy in Anangu Teacher Education
David Rose, Director of the Reading to Learn
Academic literacy is a continuing concern for Indigenous students in tertiary education. This paper documents one approach to integrating development of academic literacy with Indigenous teacher education. Students of the Anangu Teacher Education Program in South Australia generally have Pitjantjatjara or Yankunytjatjara as their first language, and limited literacy in English. Yet they are expected to engage with the academic demands of teacher education, at the same time as learning skills in classroom teaching. The approach outlined in this paper uses classroom literacy teaching as a context for academic literacy development. Students prepare for classroom practice by studying demonstration lessons of the strategies they will practise, and writing up detailed plans of the steps involved and their rationales. The preparation ensures that their classroom practice is successful, and the preparation and practice together provide the resources for writing reflective reports. These contextualised literacy experiences in turn provide a foundation for engaging with academic texts that discuss the classroom pedagogies they have been practising. The goal is for students' academic skills to build in tandem with their teaching skills, through such cycles of preparation, teaching activities, and elaborations.
David is the Director of the Reading to Learn program, which trains teachers in primary, secondary and university levels in a unique methodology for integrating literacy in teaching practice (www.readingtolearn.com.au). He is also an Associate of the School of Letters Arts and Media, at the University of Sydney. Alongside literacy pedagogy and teacher education, Dr Rose's work has been particularly concerned with Indigenous Australian communities, languages and education programs.
FULL G6 Stories from the Edge
Marilyn Lowe and Jill Ashley, TAFE North Coast
Theme: Strengthening communities Similar themes
TAFE North Coast has been involved in the delivery of the LLNP/SEE program in some highly disadvantaged areas, including areas identified in the 2007 Vinson Report 'Dropping off the edge: the distribution of disadvantage in Australia'. These have posed some interesting challenges in terms of providing an appropriate and inspiring learning environment for highly disadvantaged LL&N learners. In this session we will discuss local program delivery which is founded on recognition of local community needs. Program delivery focuses on the key priority areas: indigenous, youth and mature aged clients. Participants will workshop some learning approaches for these groups with a focus on numeracy activities. Extra resources will also be presented to enhance your teaching practice and engage your students.
Marilyn has been working in North Coast TAFE in LL&N for over 25 years, and is their Manager of LLNP Contract delivery. Marilyn has seen diverse approaches to the delivery of LL&N and has worked with staff to build excellence in her organisation's delivery in the LLNP delivery.
Jill is a literacy and numeracy teacher in North Coast TAFE. She is a teacher, assessor and site coordinator on the LLNP/ SEE programs. Her innovative delivery approaches ensure learners' needs are addressed in a contextualised but engaging way.
G7 CANCELLED
Wednesday, October 2, 2013
Group H • 2.15-2.55 pm • Choose 1 of 7
H1 Integrating Language Learning and Mathematics Learning: a case study from Sweden
Stina Thunberg, Luleå Adult Education Community College, Sweden
Theme: Creating educational pathways Similar themes
This session presents a project started in an adult education college in Lulea, Sweden in n 2012. The program integrates language learning with learning mathematics for linguistically and educationally diverse learners. Using sociocultural theories of learning, second language theories and methodology for teaching basic arithmetic the program integrates the learning of mathematics with the learning of language in the regular curriculum. The program uses books, e-books, blogs, films, film making, pictures and specially developed material such as games and maps. The program is based on creating situations where the students willingly describe, discuss and debate mathematical topics both orally and in writing. Blogs are used for the students to be able to continue the discussion after the classroom. Many students use the internet for communication with people in their home countries and are more familiar with computers and internet than many of the teachers believed that they would be.
Stina is a Swedish as a second language teacher working with adult education in Luleå, Sweden. She is writing a book about combining language learning and mathematics learning to be published this year.
H2 Seeking the N in LLN
Tina Berghella, Oggi Consulting and John Molenaar, Manufacturing Learning Victoria
Theme: Developing the L&N workforce Similar themes
Providing insights into the capacity of the VET workforce in relation to addressing workplace numeracy skills needs, with a focus on the process manufacturing industries, is the main purpose of this NCVER funded research report. This report is important because numeracy skills are a key driver of economic growth and yet nearly eight million Australian adults lack the numeracy skills needed for everyday life and work purposes. Based on the findings of this small study, it appears that there may be a mismatch between the understandings, qualifications, skills and experience of VET practitioners and what is needed to address workplace numeracy skills. The workshop targets practitioners responsible for developing workplace numeracy skills and will include an overview of the research as well as a hands on exploration of the numeracy assessment tool that was developed specifically for the research project.
Tina Director, Oggi Consulting Pty Ltd, has a background in manufacturing and project management. Tina has worked on a range of WELL funded strategic, resource and training projects, and has a particular interest in workplace numeracy. She is an ISC QA Panel member and a WELL QA Panel member. John, Director, Manufacturing Learning Victoria (MLV), has managed a number of WELL related projects including WELL brokerage projects, the development of case studies, professional development resources and the management of an NCVER research project, The professional development requirements of Workplace English Language and Literacy Program Practitioners.
H3 What can We Learn from Boxes of Stuff? Reflections on adult literacy activism in South Australia
Sue Shore, Charles Darwin University
Theme: Interrogating theories and policies Similar themes
Much has changed about adult literacy and numeracy provision since its early genesis as community and TAFE outreach programs in the mid-1970s in South Australia. This paper describes a socio-historical way of thinking about literacy and numeracy provision in a 'regional' area of Australia, drawing on an analysis of the contents of plastic bags, boxes and filing cabinets of artefacts collected over 30 years. There has been a lack of critical engagement with the history of adult literacy provision; this creates gaps and silences about how past activist strategies have used structures of consultation and decision-making to advocate for change as well as the kinds of changes proposed. This paper examines some of the local responses adopted by practitioners in South Australia to key moments of policy change often initiated elsewhere (for example international OECD surveys) and the sporadic and fragmented funding initiatives that seem to characterise adult literacy provision.
Sue Shore is an Associate Professor in Education (Research) in the School of Education with responsibility for the School's Research Portfolio. Sue has more than 30 years teaching, research and education management experience and has built a sustained history of collaboration with community, school, VET and university organizations and colleagues.
H4 Reading Instructional Texts in Vocational Training: A practical application
Rebecca Ibbotson, Debra Brand and Monique Brunello, NSI TAFE
Theme: Embedding LLN in VET Similar themes
The purpose of this workshop is to share experience in providing meaningful opportunities for learners to engage in reading instructional texts contextualised to various vocational areas. In the workshop we will outline our preparation process, recount our experience, and discuss student and teacher feedback. Then we will invite workshop participants to experience the activities for themselves.
Debra, Rebecca and Monique teach Foundation Skills courses in Northern Sydney Institute, TAFENSW. Embedding LLN skills into vocational courses and contexts is a particular focus for the team.
FULL H5 Models of Work Experience / Work Observation in SEE
Mary Wallace and Fiona Xaiz, Lynda Wyse and Associates
Theme: Improving people's lives Similar themes
Establishing work experience / work observation can present a number of challenges. The workshop will discuss models which have been tried in the LLNP and brainstorm additional models for different locations and client groups in SEE.
Mary has worked in ESL overseas and in Australia. She has both classroom and industry experience in this field. She has worked for some years in the LLNP. Fiona worked as in English as a Second Language programs in the TAFE sector for 20 years in a range of Skills Victoria, industry programs. Her experience in the LLNP includes teaching, co-ordinating and contract management of the program. She is now working as an Independent Verifier for LWA.
H6 The who, what and why of Money Problems
Hazel Davidson, QCAL
Theme: Strengthening communities Similar themes
This is literacy and numeracy for community development at its most basic level. What do we do as classroom teachers when suddenly faced with adults who have never been to school before, who can speak only the most rudimentary English, who have a very foggy understanding of our number system and who are already experiencing serious financial entanglements? This presentation will demonstrate the response of two very experienced teachers to this scenario. Participants will be invited to discuss both the problems and the resource produced by the speaker and her colleague, Dorothy Court.
Hazel worked as an ESL teacher for some 30 years, mainly with adults. Her main interests have been with newly arrived students who have had little or no formal education and who therefore struggle with the difficulties of English print literacy and with students from cultures where numbers have very little importance or relevance.
H7 Blended learning model for teaching and learning language programs at Kangan Institute
Maria Juj and Pauline Morrow, Kangan Institute
Theme: Innovative learning environments Similar themes
A blended learning strategy is being implemented across Kangan Institute, including across adult literacy and numeracy programs. Implementation has involved initial teacher training, utilising the Learning Management System (LMS), Moodle, designing and developing learning modules, using existing and new digital resources. This study outlines the roll out of blended learning in Language Studies, with the CSWE and the CGEA. The LMS is used to introduce students to course hubs where information, such as handbooks and timetables are accessed. Face to face teaching and learning, combined with the LMS offers multi modal learning opportunities, using video, forums and formative assessment. The LMS is used on campus, off campus and on mobile devices. Key points of the implementation include developing and building teacher capability specifically with digital literacy, adaptation of content to suit an online environment, introducing collaborative online activities to students and overall facilitation of a blended model of teaching and learning.
Maria is Senior Blended Learning Leader at Kangan Institute working primarily in the Community Youth and Health Group and works closely with teaching staff to build capability in blended learning and the increased usage of the LMS (Moodle) to support learners' need for flexibility and engaging learning experiences. Pauline is Assistant Manager VOCEN and teacher of Adult Literacy and Basic Education and the Certificates in General Education for Adults. She initiated the move towards standardized delivery and assessment and currently implementing blended learning for learners of English language and literacy and numeracy.
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