Full session details

Friday • Session A

A1 Maximise the Learning: Look for Opportunity - Learning LLN Informally

Norfolk Room

Single session; Strand - Embedding literacy & numeracy in Vocational Education & Training and at work

Debbie Sperandio, Education:Learning:Career

What do …. Informal learning and Language, literacy and numeracy skills have in common? They both: occur in authentic environments; develop naturally as we complete daily tasks; are skills that can develop anytime and anywhere; and are unique to each person. So it makes sense that we should consider facilitating the development of LLN skills in the workplace by adopting a model that reflects informal learning principles. Informal learning accounts for approximately 80% of adult learning. As we work, we naturally develop our reading, writing, numeracy, oral communication and learning strategies. This workshop will provide a framework on how to maximise learning in the workplace by looking for 'teachable moments’.

Debbie Sperandio has successfully facilitated over 45 LLN (WELL) programs in a range of industries including construction; manufacturing, transport and warehouse; aged care; community services; food processing and engineering. Debbie runs a small education consultancy specialising in LLN skills in the workplace and professional development for the VET Sector. Currently, she has WELL funding to develop a suite of resources about informal learning and LLN in work based learning.

A2 'He was learning to read, but he wasn’t learning to live.' Socially inclusive learning in a community setting

Kauri Room

Single session; Strand - Research in literacy, numeracy and learning – informing practice

Greg Marston, School of Public Health and Social Work, QUT; Jeffrey Johnson-Abdelmalik, School of Public Health and Social Work, QUT; Damian Le Goullon, A Place to Belong

People with mental health problems, learning difficulties and poor literacy and numeracy are at risk of social exclusion, including homelessness. They are often disconnected from the Vocational Education and Training system, with few opportunities for education and employment. Academic research has demonstrated a link between literacy and numeracy and social inclusion, however the pathways to enact this are not well-understood. This paper presents insights into how a community based adult literacy program in West End, Brisbane provides a successful model of 'socially inclusive learning’; as students begin to articulate their learning goals, other needs and aspirations become apparent, such as a desire to live independently and write creative works. The study examines how the tutors and students consciously explore and develop the connection between an increasing mastery of literacies and a growing control over the spaces of active citizenship.

Dr Greg Marston is a Professor of Social Policy, in the School of Public Health and Social Work, at Queensland University of Technology, Brisbane, Australia. His latest books are (co-authored with Catherine McDonald and Lois Bryson) 'The Australian Welfare State: Who Benefits Now' (2013, Palgrave) and 'Work and the Welfare State: Street Level Organizations and Workfare Politics' (co-edited with Evelyn Brodkin, Georgetown University Press, 2013). His current research focuses on poverty and economic insecurity, street-level policy practice and welfare subjectivities. Greg has been an elected member of the Executive Committee of the Australian Social Policy Association since 2012 and prior to entering academia he worked in the community sector in a range of social policy fields at the state and national level.

Dr Jeffrey Johnson-Abdelmalik has worked in the disability field for 30 years and is currently employed by the Qld University of Technology as a Senior Researcher with the School of Public Health and Social Work, at Queensland University of Technology. He also works with the community agency A Place to Belong. His research interests are in social policy and nonprofit organisations of the welfare sector.

Damian Le Goullon, the teacher of the Reading and Writing Group, graduated from QUT in 1991. Since then, he has used his gifts in the arts in community education programs. He worked with homeless youth for about a decade empowering young artists to educate their communities. Damian has been an advocate for social justice as a community visitor (Commission for Children, Young People and Child Guardian), a community activist (Brisbane East Timor Action Coalition) and as a graphic designer for community projects. In the last few years, Damian has worked as a teacher (visual arts and multimedia) at Kenmore State High School. He spends his spare time writing and illustrating a children’s story, singing and cycling. Damian is passionate about using the arts to give voice, vision and form to personal and social change.

A3 Choosing effective teaching resources for Adult Literacy & ESL

Cypress Room

Single session; Strand - Teaching practices and experiences

Annie Folk, The Language Centre Bookshop

Annie will give participants the benefit of her long experience in selling adult literacy and ESL teaching resources. She will draw on comments from, and discussion with, customers over 30 years, to help establish strategies for choosing the most effective and appropriate resources for individual teaching situations with ever shrinking budgets.

Annie Folk was an ESL teacher in primary school and AMES for several years before she opened The Language Centre Bookshop in a rundown, tiny old shop in Fitzgerald Street, North Perth in 1982. She then moved 3 times, each time to bigger premises: to Mount Lawley, then to a wonderful heritage listed Old Post Office in Brisbane St. Perth, and then to a warehouse in Leederville. She has now followed many booksellers and transferred from bricks and mortar to on-line sales only from the beginning of July 2014. She has vast experience in helping adult literacy, ESL and LOTE teachers, tutors and volunteers to choose the most appropriate and effective resources within the limits of their inevitably tight budgets.

A4 Listening to our sector: The journey towards workable models of embedded literacy

Norfolk Room

Single session; Strand - Embedding literacy & numeracy in Vocational Education & Training and at work

Cushla Wilson, Careerforce (NZ industry training organisation for the health and community care sector)

Careerforce is the industry training organisation for the health and community care sector in NZ. This presentation explores new requirements for measuring and monitoring adult literacy in trainees enrolled in industry qualification programmes delivered in NZ workplaces. After listening to the issues this highlights for health and community care providers, Careerforce has responded by directly supporting the teaching and learning process in workplaces. Because of the diversity of the sector, this support ranges from embedded literacy resources and lesson plans to enhance the work of vocational trainers, to building organisational training systems through peer mentor programmes attached to self-paced learning packages. The presentation also highlights an all-of-organisation model for literacy learning support that brought together seven organisations and culminated in a national award for workplace literacy provision.

Cushla Wilson is the Learning Engagement Adviser for Careerforce, the Industry Training Organisation for the Health and Community Care sector. Her role includes running educator support workshops for workplace tutors, supporting their skill development in embedding literacy and numeracy into their vocational training. Prior to this role Cushla worked in training workplace peer mentors and was an adult literacy tutor working in the food manufacturing, plastics injection moulding and cleaning industries.

A5 Measuring outcomes from adult literacy and numeracy programs: what can we learn from the United States

Kauri Room

Single session; Strand - Research in literacy, numeracy and learning – informing practice

Michelle Circelli, NCVER

In recent years in Australia there has been increasing investment in programs and a greater acknowledgment of the importance of literacy and numeracy for social and economic participation. However, we know little about the returns on this investment for funders and providers, or outcomes for learners - what works for whom and why? How do we know if a program is successful? Indeed what 'outcomes'‚ are we measuring to determine success? This presentation, based on work undertaken during my Fulbright Scholarship in late 2013, focuses on this latter aspect and highlights the good, the bad and the ugly of particular approaches used in the United States to measure outcomes from adult literacy and numeracy programs.

Michelle Circelli, a member of NCVER’s Research Management Branch, manages commissioned research projects funded under the National VET Research Program. Michelle also undertakes research and consultancy projects for NCVER and has a particular interest in adult literacy and numeracy. Michelle was the 2013 Fulbright Professional Scholar in Vocational Education and Training and spent four months in the United States at the end of 2013 undertaking research into measuring success of adult literacy and numeracy programs with the Californian Community Colleges Chancellor’s Office and the federal Office of Career, Technical and Adult Education (formerly the Office of Vocational and Adult Education).

A6 Enhancing speaking and listening skills online

Cypress Room

Single session; Strand - Teaching practices and experiences

Jill Lewis, CAE

At CAE we have been using Moodle and VoiceThread as effective tools for improving speaking skills, and enhancing learners' awareness of aspects of their spoken English. Our particular course is aimed at improving the communication skills of EAL health professionals; but these tools are suitable for a range of learners. The Moodle is designed around a range of aspects of communication in the health field, and the underpinning sub-skills: lexis, grammar, pronunciation, cultural awareness. While there have been technical teething problems, and many lessons have been learnt along the way, VoiceThread has proved itself reasonably easy to use for teachers and learners alike. There have been surprising side benefits, like the fostering of group identity amongst learners and the increased willingness of learners to listen to and learn from others' spoken strengths.

Jill Lewis teaches EAL at CAE. She has been involved with EAL and literacy over many years as a teacher, project worker and curriculum designer. Jill is particularly interested in enhancing opportunities to improve learners' oral communication skills.

A7 Progressing the National Foundation Skills Strategy for Adults

Monaco 2 Room

Double session; Strand - Embedding literacy & numeracy in Vocational Education & Training and at work

Anita Roberts, National Foundation Skills Strategy Project, TAFE SA; Louise Wignall, National Foundation Skills Strategy Project, TAFE SA; Wing-Yin Chan Lee, National Foundation Skills Strategy Project, TAFE SA

This panel session will provide participants with an update on national collaborative actions to support the National Foundation Skills Strategy for Adults. Members of the National Foundation Skills Strategy Project Team will present information on a number of national initiatives aimed at building the capacity of the education and training workforces to address foundation skills. These activities continue the work of the 2013 Foundation Skills Workforce Development project and support the long-term goals of the National Strategy to build the foundation skills of Australian adults. The session will include an opportunity to explore and discuss: (i) the workforce profile and professional development needs of practitioners delivering foundation skills; (ii) ways to connect with the activities of the national Foundation Skills Community of Practice; (iii) examples of implementing the FSK Foundation Skills Training Package from workforce development projects conducted in 2013; and findings and recommendations from the independent evaluation of 2013 project activities and how they have informed further work.

Anita Roberts has worked in the vocational education and training system at the national level since 1995. She worked closely with Innovation and Business Skills Australia on the development of the Foundation Skills Training Package and is currently working with TAFE SA on a collaborative project to implement the National Foundation Skills Strategy for Adults.

Louise Wignall has worked in the education sector for the past 25 years as a teacher, resource developer, policy advisor and quality assurance manager with a specialisation in adult literacy and learning. Recently she has led consultations to scope a Foundation Skills Professional Standards Framework as part of the Foundation Skills Workforce Development Project Team.

Wing-Yin Chan Lee is the Education Manager, Foundation Skills for TAFE SA. She has been involved in many state and national LLN initiatives including training, professional development and resource development projects. As Project Manager for the National Foundation Skills Strategy project, Wing-Yin has led the implementation of a range of collaborative, national activities to support and progress the National Foundation Skills Strategy for Adults.

A8 Mixing it up - Integrating Literacy and Numeracy

Phoenix Room

Double session; Strand - Teaching practices and experiences

Chris Tully, NMIT; Lidia Interlandi, Kangan Institute

In this workshop we will investigate how to integrate literacy and numeracy. We will explore why integrating these areas is an effective way of delivery. We will also look at different models for integration, including using the same task to deliver at different ACSF levels. This will be a hands-on workshop where participants will develop some ideas for delivery and assessment materials.

Chris Tully has been working in numeracy for 23 years including in supporting VET programs, indigenous education, and in a broad range of other contexts. She is passionate about numeracy.

Lidia Interlandi has been working in adult literacy for more than 20 years including with ESL programs and native speakers. She has been involved in developing many curriculum materials including a number of publicly available books with assessment documents in them.

A9 Training numeracy teachers for the new FSK TP environment.

Waratah Room

Double session; Strand - Embedding literacy & numeracy in Vocational Education & Training and at work

Liz Agars, TAFENSW-WSI

This workshop will look at the need for numeracy teachers in the VET environment. It will explore the numeracy teacher within the FSK TP environment and look at resources and support available in vocational contexts. The workshop will explore why there is such a shortage of numeracy professionals and what can be done to overcome this. There will be activities that can be used to build confidence and capability in adult educators.

Liz Agar was an early Adult Literacy Officer working in the community and in a variety of workplaces in Western Sydney for 24 years. She started as a numeracy teacher working with small groups and then in many vocational contexts as a team teacher. Liz has developed and delivered WELL programs and completed a range of projects, secondments and management roles. She has contributed significantly to the field of literacy and numeracy for adults throughout her career and is very passionate about the plight of women with no recognised skill base returning to the workplace. It is the empowerment of sound and fulfilling work outcomes (and therefore, economic independence) which has driven Liz's motivation throughout her career in this field.

A10 The literacy learning spiral - three circles of interest

Acacia Room

Double session; Strand - Teachers as learners

Anita Anderwald, LINC Tasmania; Sue Howard, LINC Tasmania

In this workshop we will ask participants to sit in one of three circles of interest to explore the literacy learning spiral for life. Circles of interest are: 1. The Big Picture - your state or nation’s strategy (explore it or devise one); 2. Local Drivers - how the strategy translates or relates to community visions of learning literacy for life, how players collaborate; 3. Individuals Enacting - how to engage people with learning for life in ways that support the Big Picture and Local Drivers. The facilitators will briefly outline the Tasmanian experience of each circle of interest noting the strong connections and to provide food for thought. Topics for the workshop are:

• What would you be able to do in your work or other roles operating in the circle you have chosen?

• What are the challenges you would face in making sure the circles remain inter-connected?

Anita Anderwald is a Community Learning Coordinator for Burnie LINC, Tasmania. She has 20 years experience of working with adult learners, including in recent years the coordination of Literacy Skills Development Projects for disengaged learners. Anita and Rosemary Smith won the 2013 RBF Department of Education Best New Innovation Award for developing a suite of Core Skills indicator tools.

Sue Howard leads the Literacy Portfolio for LINC Tasmania. She steers Leading Literacy - an integrated, strategic approach to addressing the learning and literacy needs of LINC Tasmania clients based on an integrated service model. Sue has been a key member of the 26TEN Demonstration Community for Burnie, the Better Futures Local Solutions initiatives and Making Burnie 2030 vision.

Lunch time Friday

'Stories from the field: sharing your stories with the National Foundation Skills Strategy Project Community of Practice'.

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Friday • Session B

B1 How We Learned to Love the FSK

Norfolk Room

Single session; Strand - Embedding literacy & numeracy in Vocational Education & Training and at work

Julie Wykeham, North Coast TAFE NSW; Barbara Eggins, North Coast TAFE NSW

This workshop outlines a model for integrating foundation skills into vocational training in Business Services, using units from the Foundation Skills Training Package. This model grew out of a long process of consultation, networking and experimentation around integrating LLN support into vocational training, and was a response to the NSW Government training reform agenda, Smart and Skilled. By using Foundation Skills Training Package units, we were able to embed literacy/numeracy support, so that core skills training counted towards course completion in the vocational qualification. The workshop will:

• outline how foundation skills were taught and assessed and the outcomes for the students

• reflect on the process of integration, what was learned along the way and how the approach could be applied in other contexts

• give participants a chance to share ideas and knowledge around key questions or concepts

• provide examples of successful techniques and approaches that can be adapted to a variety of vocational training contexts.

Julie Wykeham is currently Head Teacher of Education, Employment and Support at Ballina Campus of TAFE. She has been teaching Literacy and ESOL in North Coast TAFE for 20 years.

Barbara Eggins has been teaching Mathematics in both North Coast NSW and in Queensland TAFE's for 20 years. She is also a Business Services teacher, and combines these two areas of expertise to deliver contexualised numeracy support to her Business students. They have both learned to love the FSK Training Package.

B2 Health learning and adult literacy: In search of a theory of practice

Kauri Room

Single session; Strand - Research in literacy, numeracy and learning – informing practice

Sandra Schecter, York University, Canada

Fifty-five percent of Canadians aged 16 to 64 years lack the skills necessary to read and appropriately interpret health information in textual format. This presentation undertakes a critical review of research that explores issues related to adults' health and health literacy learning in an effort to illuminate why this unacceptable condition persists. The presenter also explores avenues that show promise in leading to more success-producing strategies for health promotion among adults. Given the cyclical relationship of health with other social conditions, the problem has proved stubbornly resistant to educational intervention. A community of practice model is proposed as a means of addressing some of the weaknesses in previous adult education programs.

Sandra R. Schecter is Director of the Graduate Program in Education and Professor of Education and Linguistics at York University, Ontario, Canada. Her research and publications focus on literacy development, language socialization, language and social policy and planning, and bilingual and multilingual language acquisition and learning.

B3 Creating contextualised assessments for learners in the SEE program

Cypress Room

Single session; Strand - Teaching practices and experiences

Frankie den Hartog, Chisholm Institute; Libby Rowswell, Chisholm Institute

Teachers who work in SEE funded programs will be aware of the strong emphasis on maintaining quality assessment KPIs. The challenge is to create assessments in real life contexts that are appropriate and meaningful for the learners while being robust enough to cover the performance features of the ACSF indicators. We will describe some of the techniques used by our teachers when designing their tasks. Using contexts such as housing, shopping, medical and living in the local area, they construct reading, writing oral communication and numeracy tasks which align to ACSF indicators. At Chisholm, we deliver a range of certificate levels of the CGEA or EAL within the SEE Program. Our target audience is Language and Literacy and Numeracy teachers who assess learners in SEE funded programs. During our presentation, we will invite all participants to share their techniques and ideas for managing this process.

Frankie den Hartog has worked in the SEE/LLNP Program at Chisholm since 2009. She has a strong teaching background working with CALD students both in Australia and overseas. She places great emphasis on creating teaching and learning materials that reflect the needs and experiences of the CALD learner.

Libby Rowswell has been involved in the SEE/LLNP Program at Chisholm and formerly at Swinburne for the last 8 years. With over 15 years experience in CGEA as a numeracy and IT teacher, she has strong commitment to adult basic education.

B4 Original B4 session withdrawn, now ...

B4 Engaging Adult Learners in Project Based Learning

Norfolk Room

Single session; Strand - Embedding literacy & numeracy in Vocational Education & Training and at work

Mary Hobbs, Senior Educational Consultant, TAFE Queensland English Language Literacy Services (TELLS)

Implementing Project Based Learning (PBL) in VET language, literacy and numeracy classrooms is a rewarding and engaging delivery method for students and teachers alike. This practical workshop will take you through the processes for developing and applying PBL in your classroom. To demonstrate strategies for engaging students in this process (small groups), you will develop and present an artefact using iPads and the Story Kit App.

Mary Hobbs is a Senior Educational Consultant with TAFE Queensland English Language Literacy Services (TELLS), her current role involves supporting TAFE Queensland staff delivering and managing the Skills for Education and Employment Program (SEE). Mary has been a literacy/numeracy teacher in the VET sector for seventeen years and has taught diverse cohorts during this time. To engage students in their learning, Mary has effectively employed Project Based Learning (PBL) to develop meaningful tasks to assist learners in acquiring skills for work and further training or study. She is currently involved in a project to roll out models of PBL for application across single and multi-level LLN classrooms.

Norfolk Room

B5 What is important when we teach adults to read? Adult reading teachers have their say.

Kauri Room

Single session; Strand - Research in literacy, numeracy and learning – informing practice

Janet McHardy, University of Western Australia

The reading component of adult literacy is a pivotal, underpinning skill. To build reading skills, individuals need specialist evidence-based instruction. Yet, overseas evidence suggests many practitioners are unable to use the instructional practices consistent with the limited available adult reading research. This presentation briefly outlines current research in word-level adult reading, before reporting preliminary findings of an on-line survey of adult reading tutors. The survey examines instructional practice at word level in Australia and New Zealand. The survey is part of a broader study investigating single word reading in less-skilled adult readers undertaken as part of a doctoral programme at UWA. Early findings suggest the use of a range of approaches underpinned by differing understandings of reading skill acquisition. These are described and discussed with implications for existing practice and future research.

Janet McHardy has over twenty years experience in adult teaching and education. Before moving to Australia in 2011 she worked at the National Centre of Literacy and Numeracy for Adults (NZ) where her responsibilities included professional development around embedding literacy skills into existing education and training programmes. Other roles have included workplace skills programme developer and tutor, specialist learning consultation advisory roles, and community literacy tutor. Janet’s focus since moving to Perth has been her doctoral study on adult reading at University of Western Australia. She continues part-time workplace literacy tutoring and professional development delivery.

B6 Funny Numbers in Adult Literacy & Numeracy

Cypress Room

Single session; Strand - Teachers as leaders for/of change

Keiko Yasukawa, UTS

'Whoever can exploit the ambiguity of measures to fulfil numerical targets without having to expend resources on the thing measured enters into the domain of funny numbers ... These furnish a new theatre of insanity, one that is uniquely funny because the deception and manipulation that we see offstage have made possible the fine displays of order and tranquillity on view. Funny numbers made their breakthrough in alliance with an ethic of thin prescription. Thin prescription means judging a person or institution by a few numbers, or ideally, one number’ (Porter 2012, pp 594-595)*. Why does this quote from the historian Theodore Porter resonate so strongly for me when I think about what is driving the official discourses of adult literacy and numeracy? In this presentation, I will first introduce Porter’s idea of 'funny numbers’ whose deception and manipulation Porter traces from the cure rates in 19th century mental asylums in England through to now, where they thrive as the numbers of neoliberalism. I will then invite participants to consider the policy artefacts in adult literacy and numeracy today such as the ACSF, PIAAC, funding based on course completions, and critically reflect on how our field is being shaped by 'funny numbers’ and the 'ethic of thin prescription’. Most importantly, I invite the critically literate and numerate participants to collectively debate how we ought to engage in this politics of numbers, and to imagine alternative futures for the field. * Porter, T (2012) 'Funny Numbers’, Culture Unbound, vol 4, 585-598.

Keiko Yasukawa is a lecturer in adult numeracy and literacy at the University of Technology, Sydney. She teaches in and coordinates the UTS Graduate Certificate in Adult Numeracy Teaching and the Graduate Diploma in Adult Literacy & Numeracy Teaching. Her research interests include critical perspectives on numeracy and literacy policy, practice and pedagogy.

B7 Numeracy by measure

Monaco 2 Room

Double session; Strand - Embedding literacy & numeracy in Vocational Education & Training and at work

Tina Berghella, Oggi Consulting

Low numeracy skills limit labour participation, wage levels and workplace productivity. All workers across all jobs in all industries need numeracy skills, and in particular, measurement skills. Measurement underpins the success and welfare of a modern workplace and touches almost every part of working life. This is a hands-on workshop where participants will learn about and practise taking and using measurements. It will explore measurement skills needed in the workplace and support practitioners to meet the measurement skills needs of their learners. The workshop is related to a soon to be published, WELL funded, professional development resource, Numeracy by Measure, developed by Tina Berghella and David Tout.

Tina Berghella is the Director of Oggi Consulting, a business formed in 1998 to provide quality vocational education and training consulting services. Tina has a background in manufacturing and project management and is an experienced VET researcher. She has worked on a range of WELL funded strategic, resource and training projects, and has a particular interest in workplace numeracy. Tina is a member of the Training Package QA Panel, the WELL QA Panel and the Foundation Skills Community of Practice. Recent publications include Numeracy in Focus, Numeracy in Practice and the NCVER report, Seeking the N in LLN.

B8 Having volunteer tutors to enhance learning

Phoenix Room

Double session; Strand - Teaching practices and experiences

Serena Seah, Swinburne University of Technology

Volunteer tutors helping in the adult classroom can greatly enhance the learning of the students. At Swinburne University of Technology, trained volunteer tutors are used in English, Numeracy, Computer classes and conversation groups across Migrant English and General Education. The presentation will demonstrate how volunteer tutors can work together with teachers in the different programs to create a more personalised learning environment. With another pair of eyes, ears and hands, the students benefit from another model to learn from. This workshop will provide opportunities for participants to discuss how to use volunteer tutors in their classrooms and what strategies to use to train volunteer tutors.

Serena Seah has been teaching at Swinburne Tafe for the past 8 years to new migrants, within the AMEP and SEE programs. In 2010 she was awarded Swinburne Teaching Award for her work helping migrant students achieve their goals of employment through engagement with the community, volunteer tutors, mentors and Employment Forums. Her other passion is in her Volunteer Tutor Co-ordinator role where she trains and supports 100+ volunteer tutors across the 3 campuses in the General Education Department. For 6 years she was on the Knox Multicultural Advisory Committee and currently she sits on the Board of Migrant Information Centre.

B9 Aboriginal Driver Education: Driving as the vehicle for learner engagement

Waratah Room

Double session; Strand - Literacy for life.

Jan Levy, Natalie Hannah and Kirsten Elliott, ACE Community Colleges

Successfully attaining a learner’s driving licence can be life changing . It is particularly significant for adults with low levels of literacy and high levels of anxiety about formal learning experiences. This practical workshop will share the methodology and resources that have been developed for the 8 week Learner Driver Knowledge Course delivered at ACE Community Colleges. This is a pathway into the On the Road program, for Aboriginal people to receive professional driving instruction towards a provisional licence. A licence opens options for employment, community participation and access. Participants in this interactive workshop will be guided to use the resources in a range of hands-on activities. Feedback will be invited from participants on the potential usefulness of these resources in other areas of teaching.

Jan, Natalie and Kirsten all work for ACE Community Colleges, Lismore. They have come together on this project, refining the Learner Driver Knowledge course over the past 3 years. Jan Levy is the coordinator of the Aboriginal Driver Education (On the Road) Program that has run through ACE Lismore for 13 years. Natalie Hannah is an experienced LLN trainer with additional expertise in IT and Business studies. Kirsten Elliott works in programme development, promoting effective collaborations between VET and LLN sectors.

B10 From Classroom to Workplace

Acacia Room

Double session; Strand - Teachers as learners

Fotina Babalis, NMIT; Leesa-Marie Spencer, NMIT

This workshop is targeted at all teachers who incorporate language, literacy and numeracy skills into their classroom and/or workplace teaching. A priority area of the National Foundation Skills Strategy for Adults was to build “the capacity of the education and training workforces” in order to improve the delivery of Foundation skills training. The workshop introduces the Workplace English Language and Literacy resource 'From Classroom to Workplace’ which addresses the skill shortage in finding and retaining workplace LLN practitioners. One of the major obstacles LLN workplace practitioners face is a successful move from classroom to workplace training. The workshop will examine the difficulties in the transitioning of LLN Classroom teachers to LLN workplace practice. Many LLN classroom teachers have little or no connection with workplace delivery. Those that decide to make the transition find very few similarities with classroom teaching and often struggle with delivering training in an industry setting. The Workshop will guide participants through the resource to provide them with an understanding of the skills gap which exists between classroom teaching and workplace delivery and examine specific ways of making the transition smoother for those that wish to undertake the journey from the classroom to the workplace.

Fotina Babalis is the Further Education Workplace Learning Manager. Northern Melbourne Institute of TAFE Educational Institution; and the Contract Manager for the Industry teaching program which is funded under the Commonwealth funded WELL program. These programs are delivered in a variety of industry settings including aged care facilities, manufacturing, food processing, local councils, construction, printing, warehousing and transport.

Leesa-Marie Spencer is a WELL trainer and the co-writer of the trainers’ guide book 'From Classroom to Workplace'. She has taught EAL extensively overseas including China and South America. She is also a former teacher of AMEP/LLN and Settlement programs at NMIT Melbourne. In addition she has spent 10 years as a teacher/lecturer of IELTS and English for Academic purposes at La Trobe University International. Bundoora, Melbourne.

Friday • Session C

C2 Reclaiming Adult Literacy & Numeracy Practitioner Identity - a professional conversation to consider ACAL’s draft Professional Profile statements

Kauri Room

Single session; Strand - Research in literacy, numeracy and learning – informing practice

Keiko Yasukawa, University of Technology, Sydney; Margaret McHugh, WAALC

How do we, as adult literacy and numeracy practitioners want to define our professional identity? What dispositions, knowledge and skills do we have that distinguish us, and express our values and relationships with our learners? As members of the ACAL Committee, we initiated a project to help all of us articulate the ways we want our professionalism to be described, understood by the community and recognised in job roles. In this workshop we will introduce our draft adult literacy practitioner and adult numeracy practitioner profiles, share some preliminary feedback we received, and then invite participants to respond to the following three questions:

• Do the statements in the profiles describe how we want to see ourselves?

• Are there omissions?

• How might we use such documents to reclaim who we are?

At the end of the year, we will pool and analyse the feedback and publish through the ACAL website what we propose for action.

See two draft statements

ACAL has drafted these two sets of Professional Profiles, one for Adult Numeracy Teachers and one for Adult Literacy Teachers. We acknowledge the work published by the Australian Council of TESOL Associations (ACTA) in 2006.

• Profiles for adult numeracy teachers

• Profiles for adult literacy teachers

Keiko Yasukawa is a lecturer in adult numeracy and literacy at the University of Technology, Sydney. She teaches in and coordinates the UTS Graduate Certificate in Adult Numeracy Teaching and the Graduate Diploma in Adult Literacy & Numeracy Teaching. Her research interests include critical perspectives on numeracy and literacy policy, practice and pedagogy.

Margaret McHugh works with curriculum development and policy at the Department of Training and Workforce Development in Western Australia.

C3 Why e-learning is in need of a facelift.

Cypress Room

Single session; Strand - Teachers as leaders for/of change

Daniella Mayer, Chisholm Institute; Tracey Ammann, Chisholm Institute

This presentation will outline the pedagogy and andragogy behind e-learning. It will explore how we can contextualise the practice of e-learning and why this is needed. We will consider equity issues associated with multiple aspects of the digital divide based on the way people use technology, as well as access to technology. Participants will be encouraged to reflect on the potentials and pitfalls of e-learning with their learners and allow the space for a new picture of successful implementation to emerge. This presentation will encourage evaluation and reflection of e-learning in Adult Basic Education in a broader social context.

Daniella Mayer and Tracey Ammann from Chisholm Institute have been working as a team for a number of years. Their experience as practitioners is supported by professional development in the form of research and further study across VET and e-learning. Daniella is currently undertaking her Master of Education with a focus on education technologies and Tracey has been instrumental in incorporating digital literacy into CGEA programs.

C4 An approach to the learning/teaching of spelling online

Monaco 2 Room

Single session; Strand - Teaching practices and experiences

Dilys Norrish, Open Training Education Network (OTEN); Joanne Medlin, Open Training Education Network (OTEN)

This paper is for practitioners with an interest in approaches to the learning and teaching of spelling in an online environment. It discusses myths surrounding spelling skills and provides strategies not only for learning to spell as an integral part of the writing process but also strategies for retaining what has been learned. It showcases (via a PowerPoint presentation) a newly developed online spelling course which attempts to incorporate these themes into an online delivery platform.

Dilys Norrish is Acting Head Teacher of Adult Basic Education at OTEN and has worked in distance education for many years. Dilys is the author of numerous learning/teaching resources, the most recent of which is an online spelling course – the topic of her presentation at the 2014 ACAL Conference. In her role as Teacher of Adult Basic Education at OTEN, Joanne Medlin co-ordinates the Graduate Diploma in Adult LLN Practice – for which she has developed several core units online. Joanne has also developed a course in Academic Foundation Skills – also for online delivery.

C5 Using extended continuous text with beginner readers

Phoenix Room

Single session; Strand - Teaching practices and experiences

Hazel Davidson, Sugarbag on Damper

Because of the limitations imposed by their students' poorly developed decoding skills, narrow vocabulary and limited grasp of sentence structure, many teachers of beginner readers confine themselves to very short pieces of text. Over the past decade Hazel Davidson, with colleague and illustrator Dorothy Court, have gradually developed a series of extended reading texts and techniques for encouraging reluctant, intimidated readers to push their boundaries and tackle longer and more challenging texts suitable for adult and adolescent learners. In her presentation Hazel will outline the problems they encountered and the processes they have developed to help students improve their reading and language skills. She will demonstrate using one of the reading packages she and Dorothy Court have written.

Hazel Davidson started her career in the 1960s as a secondary school foreign language teacher. She completed a Grad. Dip. TESOL in the 1980s and spent most of the next 30 years teaching English to immigrants and refugees, mainly adults. About 10 years ago she and colleague, Dorothy Court, in frustration at not being able to find linguistically appropriate texts suitable for adults, decided to produce and publish their own materials. Since then they have produced six low-level reading packages, one of which also has a strong numeracy focus, two volumes of spelling materials, and edited with Marg Hounslow a package of materials for teaching newly arrived, previously unschooled refugees.

C6 Swimming not drowning - Resilience as a key determinant of success for Aboriginal and Torres Strait Islander Pre-Tertiary Students

Waratah Room

Single session; Strand - Literacy for life.

Lisa Hall, Batchelor Institute of Indigenous Tertiary Education

This presentation will explore Aboriginal and Torres Strait Islander student experiences in the 'Preparation for Tertiary Success’ enabling Program, offered by the Australian Centre for Indigenous Knowledges and Education (ACIKE). It will focus on the key role that developing resilience plays in achieving and sustaining success in an academic learning context. It will also tease out the ways in which innovative teaching and learning, learning communities and social media can combine to build and maintain learner resilience. Finally it will explore the way that a focus on resilience can provide a transformative experience for students who have largely been marginalized from the mainstream educational system.

Although she grew up north of Melbourne, Lisa Hall was lured to the blue skies and red dirt of Central Australia over a decade ago and has lived and worked in remote communities throughout the desert ever since. She has worked as a teacher, a curriculum advisor and a teacher-lecturer across a number of remote indigenous schools and is currently working for Batchelor Institute of Indigenous Tertiary Education as a Lecturer in the Australian Centre of Indigenous Knowledges and Education (ACIKE) Preparation for Tertiary Success (PTS) course. She is also completing her PhD in 'Pathways into Teacher Education for students from Remote Communities’.

C7 Engaging Adult Learners in Project Based Learning

Now moved to B4

 

Saturday • Session D

NEW D1 Sharing knowledge and experience – the National Foundation Skills Community of Practice

Norfolk Room

Strand - Teaching practices and experiences

Tina Berghella, National Foundation Skills Strategy Project, Community of Practice (COP) plus COP panel

The Foundation Skills Community of Practice is an initiative of the National Foundation Skills Strategy project to support the priorities of the National Foundation Skills Strategy for Adults. The Community of Practice continues the work of the 2013 National Foundation Skills Champions’ Network, bringing together a diverse group of individuals from across the country to share and build knowledge about foundation skills.

Community of Practice members and their colleagues will present information on the individual and collaborative actions they are taking to raise awareness of the national Strategy and build workforce capacity to address foundation skills.

The workshop session will include an opportunity for participants to explore ideas for extending the reach of the Community of Practice and building sustainable networks for knowledge sharing.

Tina Berghella is the Director of Oggi Consulting, a business formed in 1998 to provide quality vocational education and training consulting services. Tina has a background in manufacturing and project management and is an experienced VET researcher. She has worked on a range of WELL funded strategic, resource and training projects, and has a particular interest in workplace numeracy. Tina is a member of the Training Package QA Panel, the WELL QA Panel and the Foundation Skills Community of Practice. Recent publications include Numeracy in Focus, Numeracy in Practice and the NCVER report, Seeking the N in LLN.

D2 Connecting with students’ home languages to enrich literacy engagement

Kauri Room

Single session; Strand - Research in literacy, numeracy and learning – informing practice

Elizabeth Gunn, Northern Melbourne Institute of TAFE

Literacy teachers usually love languages and come from diverse language backgrounds themselves. But 'literacy’ in LLN should focus on English, right? This workshop is inspired by Tony Liddicoat's* presentation last year in which he challenged notions that literacy in one language is sufficient. Plurilingualism is the lived experience of many Australians, especially of many adult learners. This presentation draws on broad conceptions of literacy as being the basis of social practice in all its diverse forms and reveals how language diversity complements English literacy learning. Participants are invited to reflect on the practices that have shaped their own literacy development and explore how they (already?) make connections between students’ literacy practices outside and inside educational settings. The presenter shares students’ music, poetry and literature, plus provides suggestions for activities to inspire teachers to explore plurilingualism in their own classrooms. *Professor at Research Centre for Languages and Cultures, University of South Australia

A teacher of young adult migrants in the multilingual northern suburbs of Melbourne, Elizabeth Gunn is currently researching links between students’ language learning and their attitudes towards supporting family members’ school literacy learning. She has developed a comprehensive overview of the education field through her work in a range of educational contexts since 1990, including aboriginal communities in the Northern Territory, secondary LOTE programs in Victoria, tertiary education in China, and, for the past 12 years, LLN in WELL and TAFE settings.

D3 Assess for success-improving outcomes through a focus on literacy

Cypress Room

Single session; Strand - Teaching practices and experiences

Gail Hager, Kwa Deo Training

This presentation is a case study of a two year action research project undertaken at a high school in Queensland. It involved teachers examining their pedagogy and how they might improve learning outcomes through a focus on the underpinning literacy skills of their learners and their discipline. The presentation is aimed at high school teachers across the curriculum who are interested in the challenges of unpacking the literacy demands of their discipline and understanding how it impacts the learning of their students. The presentation aims to examine what was learned during the two year action research project and how it might be relevant to other schools and teachers.

Gail Hager has extensive experience in all aspects of LLN training and education having worked locally and internationally in this industry for over 30 years. She is well-qualified, holding a variety of qualifications, including a Master’s degree in Education. Gail has worked for and provided consulting services to a number of private schools, universities and TAFE colleges as well as developing staff training programmes in a number of industries. Currently, Gail is undertaking doctoral studies in literacy in middle schooling.

D4 Spiralling into Digital Literacy - the challenges and the possibilities

Norfolk Room

Single session; Strand - Embedding literacy & numeracy in Vocational Education & Training and at work

Lidia Interlandi, Kangan Institute; Pauline Morrow, Kangan Institute

The Sprialling into Digital Literacy project involved the development of online learning materials and resources to supplement the delivery of language and literacy across a range of curricula. The factors that moved us towards the realisation that we needed online materials and resources included: pressures from funding bodies, increases in the number of sessional teachers, managing a variety of student profiles, changes to curriculum and increasing demands on teachers. An online digital format 'tool’ was developed suited to both classroom delivery and self-paced learning. The project was out sourced for a variety of reasons which will be discussed further in the presentation. The tool is currently being trialled and results will soon be available. Presenters will provide participants with an example of the tool to take away.

Lidia Interlandi has over 20 years' experience in both teaching and coordination in the TAFE sector. Lidia has taught across a range of curricula and has taught ELICOS, ESL and Adult Literacy students. Lidia has also participated in many learning projects and curriculum development and is currently trialling the digital literacy tool discussed in her presentation.

Pauline Morrow is currently the Vice President of ACAL. Pauline has worked in the Adult Literacy area for many years as a teacher, materials developer and more recently in management. Pauline is particularly interested in innovation the adult literacy field and working towards a higher profiled sector.

D5 Towards a Predictive Model for Texting Fluency

Kauri Room

Single session; Strand - Research in literacy, numeracy and learning – informing practice

Evan Ortlieb, Roy Rozario and Yusuke Sasaki, Monash University

Reading and writing are no longer one-way activities of receiving and transmitting information through words on a page; they are contextual learning experiences facilitated by two-way interactions where students locate, evaluate, synthesize, communicate, create, and apply information to accomplish literacy tasks. In determining the relationships between academic indicators such as grade point average and incoming standardized test scores and texting fluency, significant findings were revealed, suggesting that as performance on standardized tests increases so too does texting fluency, which is critical to student development today just as are the print-based literacies of reading and writing. Curriculums that foster this technology provide the means for student communication and interaction with technology towards reaching learning goals across the content areas.

Evan Ortlieb is an internationally recognised leader in the field of literacy education whose expertise centres on struggling readers. He has published over 75 manuscripts that substantiate some of his contributions to the field. This body of work includes a book series entitled, Literacy, Research, Practice and Evaluation, as well as new instruments and evidence of refined instructional practices now being used in reading clinics and teacher education programs worldwide. His exceptional involvement includes all phases of research from conceptualisation to program enactment as well as evaluative measures. Roy Rozario teaches at Monash University. He is a registered teacher in the Victorian Institute of Teaching with over 20 years of teaching experience at the University and school level. He has a Masters and M.Phil degree in Economics, M.Ed (ICT) and Grad. Cert. Mathematics. His minor thesis focused on teacher tensions in the use of Interactive White Boards. Yusuke Sasaki is a doctoral student in the field of TESOL international education at Monash University. His expertise centers on communication in classrooms. He is currently investigating how East Asian students (Chinese, Japanese, and Korean) use silence as a learning and communicative tool in academic settings.

D6 A grammar refresher . . . anyone?

Cypress Room

Single session; Strand - Teaching practices and experiences

Carmelina Lanza-Volpe, The Language People

Although there are differing viewpoints about the role of grammar instruction in language learning, as an ESL teacher, I have found having an understanding of grammar to be invaluable. I have also found it to be a continuous process of discovery - it seems, there is always more to learn about grammar! This presentation will look at some basic aspects of traditional grammar terminology, such as parts of speech, common sentence structures, and verb tenses. Grammar is a big topic, so in the time available we certainly will not be able to cover it all, but should be able to provide a foundation for further exploration, and touch on approaches to teaching grammar.

Carmelina Lanza-Volpe has taught General English at English language colleges over the past 10 years, and is a Certificate IV in TESOL trainer. She is also the owner of 'The Language People' bookshop, a specialist second language bookshop in Brisbane.

D7 Teaching language through song

Monaco 2 Room

Double session; Strand - Teachers as leaders for/of change

Sharon Duff, Urban Lyrebirds

Learning English through song is a creative way to assist students in their language development. It can help students retain information they have learnt in class, as well as improve their pronunciation, literacy and grammar skills. Teaching language through song also promotes class bonding and provides valuable insights into new cultures and communities. This workshop uses songs from Carmel Davies and Sharon Duff’s recently published 'Sing with Me!’ books and demonstrates how you can engage your students and liven up your 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.

Sharon Duff has 20 years experience teaching, delivering workshops, and developing EAL resources for new migrants, including writing materials for the AMEP Distance Learning course 'Your Call’. She recently co-founded Urban Lyrebirds, and co-wrote the 'Sing with Me!’ series. She is currently writing and presenting Sing for your English workshops.

D8 E-learning for engagement - practical strategies

Phoenix Room

Double session; Strand - Teaching practices and experiences

Sue James, TAFE SA - Foundation Skills; Penne Skewes, TAFE SA - Foundation Skills

This will be a practical workshop delivered by SACAL Executive Committee members designed at showcasing some of the e-learning methods used in TAFE SA to engage learners in literacy and numeracy training. The workshop is designed for anyone who would like to explore new methods for engaging their learners in a digital world and facilitating them to become self-directed learners. Websites and iPad apps used in the classroom will be shared and explored. We will discuss e-learning strategies that we have employed in the classroom to engage low level learners and encourage learning through a variety of mediums.

Sue James has taught students with various levels of language, literacy and numeracy for TAFE SA since 1995. Her roles have included on-campus, workplace and blended delivery. She integrates the use of e-learning and websites to enable learners to move from the known to the unknown and to increase engagement through interactivity and enjoyment leading to improved quality of life in areas such as health, finance and employment opportunities. In addition, she has coordinated WELL programs since 2000. Sue has been an Executive Member of SACAL since 2008.

Penne Skewes has taught job seekers and low level literacy/numeracy students for 15 years at private RTOs and TAFE SA. Her particular interest is in e-learning and how it can be used to engage learners, assist them to develop independent study skills and aid memory retention through engagement. She is an Executive Member of SACAL and has been teaching in the SEE program for the last 4 and a half years at the Gawler campus. Prior to this she has been involved in WELL contracts delivering digital literacy skills in the workplace and programs for applied learning methodologies to assist vocational programs.

D9 Higher Order Thinking Skills and the Adult Learner

Waratah Room

Double session; Strand - Teaching practices and experiences

Rhonda Raisbeck, Holmesglen Institute of TAFE

This hands-on workshop will draw on the principles of Bloom's taxonomy and Bernard's research to improve teaching and learning practices in the LL&N class. Bloom's Taxonomy will be reviewed and analysed, followed by a discussion on how to develop a 'hook' into a topic to encourage higher order thinking skills in adult learners. Participants will work on a group planning activity based on a short story about learning, in order to apply the concepts of higher order thinking to a language, literacy and numeracy class. Michael Bernard's research into attitudes and behaviours for learning will be added to the teaching strategies and plans.

Since joining Holmesglen TAFE, in 1992, Rhonda Raisbeck has had various roles, including: teaching and managing adult literacy and numeracy (CGEA) courses; teaching in English as a Second Language courses at TAFE and in workplaces; teaching and coordinating teacher refresher programs for overseas trained primary and secondary teachers; presenting professional learning to colleagues and teaching in graduate programs to train language, literacy and numeracy teachers. Rhonda has also been a volunteer adult literacy tutor and president of the Committee of Management at a community adult literacy provider. She continues to train volunteers who will tutor 1:1 in community programs.

D10 A Finer Grained Assessment for Literacy Learners

Acacia Room

Now single session; Strand - Embedding literacy & numeracy in Vocational Education & Training and at work

Michael Christie, LINC Tasmania

A key challenge for many LLN programs is effective measurement of outcomes. This challenge is compounded when funding bodies, trainers, tutors and learners seek outcomes from short, targeted LLN projects or from LLN support that occurs over long periods but for only 1 to 2 hours per week. Seeking to meet this challenge, a trial to explore a finer grained assessment approach for literacy learners is underway in Tasmania, under the auspices of 26TEN (The Tasmanian Adult Literacy Action Plan). This trial is exploring ways of using the ACSF (Australian Core Skills Framework) to report on learner progress not easily captured through increases in ACSF core skill or indicator levels. The session will include an outline of the trial project, sharing some of the tools being trialled and small group activities discussing issues of progress, evidence and viability.

A research paper underpinning the trial is available and attendees are asked to look at the paper's Table 1.

Full research paper

Table 1 only

Michael Christie is an adult literacy Coordinator at Bridgewater LINC, LINC Tasmania. He has worked in the university and adult community learning sector since 2004 and has research interests in using narrative methods to support adult learners and track education outcomes.

Saturday • Session E

E1 Learning Everyday Law, Language and Values

Norfolk Room

Single session; Strand - Embedding literacy & numeracy in Vocational Education & Training and at work

Robert Lachowicz, Refugee and Immigration Legal Service

This workshop will focus on using innovative 'law and language' teaching resources, and present some reflections on effective cross-cultural education. The resources that will be described in this presentation use music and drama to focus on learning how to recognise and navigate legal pitfalls faced in everyday situations, while learning key functional English. The information is conveyed by song, drama, visual and conversational modes. The aim is to have fun while learning how to read, speak and write the key practical information necessary to know your legal rights and responsibilities, and what to say and do when confronted by common legal problems. A CD and songbook teaches how to play ukulele and sing simple songs containing key information. While made for settlement of refugees and migrants, the legal information is relevant and useful to the broad community. The session will also reflect on effective law and values education in inter-cultural situations where systems of law seem to clash.

Robert Lachowicz is Education Co-ordinator at the Refugee and Immigration Legal Service (RAILS). He is an experienced community lawyer and educator, having worked with migrants, refugees, school and university students, youth and Indigenous Australians for over 25 years. He has developed many law and language training resources and delivered hundreds of education sessions. He developed and taught cross cultural communication and justice materials at Griffith University, has delivered training to the judiciary, and runs the community, professional and law student training programs at RAILS Community Legal Centre in West End, Brisbane.

NEW E2 Expand your training approach: What are the top ten training methods used in Vocational and LLN training?

Kauri Room

Single session; Strand - Research in literacy, numeracy and learning – informing practice

Deborah Mullan, Training Th@t Works

What are the most popular and effective training methods used by vocational trainers to enhance LLN skills? How can these training methods enhance and build up Foundation Skills? Using communicative, pragmatic and real-life vocational scenarios, Deborah has conducted research with Australian trainers to uncover the top training methods used in both vocational and industry based LLN training environments. She shares a series of snippets from the WELL funded, newly released, Top Ten Training Methods Video and Trainer Hints and Tips resource to challenge trainers to expand their repertoire of facilitation and training skills. Fresh from speaking in New York at a learning conference, Deborah will share interesting case studies and expand on how to build Foundation Skills into everyday practice. This workshop session may be useful for new trainers or those seeking a challenge to their regular work styles. Deborah is one of the National Foundation Skills Community of Practice members and will share contemporary training practice.

Deborah Mullan is a VET LLN Consultant, specialising in work-based LLN training, managing over 120 WELL programs. She facilitates for AIM and ACPET, providing mentoring support for new VET and LLN trainers and is passionate about training the Diploma and Certificate IV in TAE. Deborah is an active member of the VET Practitioners Network and Australian WELL Practitioners Network.

E3 Cuba's 'Yes I Can' in Australia. Three Years On

Cypress Room

Single session; Strand - Literacy for life.

Bob Boughton, University of New England; Deborah Durnan, Literacy for Life Foundation

In twenty six countries around the world, Cuba’s Yo Si Puedo (Yes I Can) mass literacy campaign model has provided basic literacy instruction to over six million people. In 2012, a pilot of this model began in the western NSW Aboriginal community of Wilcannia, funded by the Commonwealth WELL program. In 2013-14, the pilot was extended to two more communities in the same region, with funding support from the Commonwealth and NSW governments. This paper presents some findings from an extended participatory action research evaluation of the pilot, including a detailed analysis of the teaching theory and practice embodied in the Cuban-produced resources, and some qualitative evidence of the impact of the campaign in the host communities. The paper concludes by calling for a return to a Freirian focus on the relationship between mass literacy campaigns and social transformation.

Bob Boughton is an Associate Professor at the School of Education of the University of New England. His research focuses on popular education and social movement learning. Since 2009, he has worked with a national Aboriginal Steering Committee on a pilot study of the Cuban Yes, I Can model in Australia. Deborah Durnan is an adult education and development practitioner who has worked on adult education projects in Aboriginal communities in Australia since 1985. She is the senior Australian Technical Adviser on the pilot literacy campaign project in Australia, working under contract to the newly-established Literacy for Life Foundation.

See an article 'From Cuba with love' in 'Good Weekend' magazine of the 'The Age' and 'Sydney Morning Herald'.

E4 Embedding LLN into small training providers to support students in VET

Norfolk Room

Single session; Strand - Embedding literacy & numeracy in Vocational Education & Training and at work

Monica Wiggins, Avidity Training and Development

ACPET secured WELL strategic project funding to partner with private RTO’s who are interested in stepping up their LLN capabilities and developing capabilities across the three key areas of training and assessment, compliance and management. The focus in the workshop is about embedding LLN into small training provider provision to support students in VET. Many small providers are unable to have literacy specialists/team teaching as an option for a number of reasons. This presentation will consider the options and strategies for small providers.

Monica Wiggins is owner and trainer at Avidity Training and Development in Tasmania, a small RTO specialising in training for people with barriers to employment and equity. She has a Graduate Diploma in Language Literacy and Numeracy Practice.

E5 The Literacy and Numeracy of SEE. What do teachers need to learn? How can we influence the numeracy of reporting?

Kauri Room

Single session; Strand - Research in literacy, numeracy and learning – informing practice

Lindee Conway, Northern Metropolitan Institute of TAFE (NMIT)

What is the Literacy of SEE which teachers must learn? The paper will discuss how teaching practice has to change, from a student-centred focus with negotiated curriculum to outcome-based reporting, which is data-based. How do teachers learn this specific genre, while maintaining their desire to create a learning-centred atmosphere? Secondly, can we influence the 'metrics’ of SEE? Is it okay, in the current climate to discuss the paper-based nature of SEE reporting requirements? What sensible suggestion can we make for to reduce over-writing reports and over-use of paper?

Lindee Conway has worked for many, many years in adult language, literacy and numeracy education. She thinks SEE can be a great program for learners, teachers and providers, if we stay practical and positive. As she’s spent most of her life saying what she thinks, this session will be open, honest, evidence-based and provocative of good ideas.

E6 Indigenous Student Newspaper Project at Batchelor Institute

Cypress Room

Single session; Strand - Literacy for life.

Terry Morgan, Batchelor Institute of Indigenous Tertiary Education

My students at Batchelor Institute of Indigenous Tertiary Education (BIITE) in the Northern Territory are remote community Aboriginal adults with little formal education. Few read or write above ACSF Level 2. Frustrated with the VET framework, and struggling to do justice to BIITE’s “Both Ways” education philosophy, I set up a Moodle site and Facebook page for those who are keen and have access to the technology, and initiated a student newspaper project. The students research, write and edit their own reports, articles, reviews, puzzles and stories with a community focus, and format them using Microsoft Publisher. The presentation will include students telling their own literacy learning stories on video.

Terry Morgan is a Literacy and Numeracy Lecturer at Batchelor Institute of Indigenous Tertiary Education in the Northern Territory. He has worked in the field of Indigenous education for most of a 35 year teaching career spanning schools, alternative education projects, universities and adult education institutions in the Northern Territory, Far North Queensland and Western Australia. His primary interest is adult literacy teaching and learning in remote Indigenous communities.

E7 Using screencasts to enhance information and academic literacy skills in vocational learners.

Monaco 2 Room

Double session; Strand - Academic literacies

Janice Torrens, TAFE Queensland Gold Coast

This workshop promotes the use of screencasts to enhance the information and academic literacy skills of adults in online learning programs. A screencast is a digital screen capture and video recording of a computer screen image. They are generally used in education and training settings to create generic audio/visual tutorials for instructional and/or promotional purposes. The workshop will demonstrate how screencasts can be personalised to provide learning support and feedback to students on their academic literacy skills. Teachers assisting students to prepare for further study, or supporting students in Diploma level programs, may find this tool useful for reviewing students’ drafts, or to provide specific instructions for research and referencing. This workshop is 'hands on’ with participants learning how to make their own screencasts.

Bring your own personal Laptop (Windows 7 preferred) and a headset with microphone. Screencast software is not required, but devices must be able to run JavaScript and Adobe Flash.

iPads, tablets and Surface Pros are NOT suitable.

Janice Torrens is a Learning Support teacher at TAFE Queensland Gold Coast and works predominantly with Nursing and Health students in face-to-face and online programs. Her post-graduate studies in education focused on the relationship between digital technologies and pedagogies, and the instructional design concepts of flexible and e-learning programs. The growth of online programs in VET has led Janice to develop new ways to support distance education students, and to find creative and innovative methods for using multi-media tools to foster language, literacy and academic skills development.

NEW E8 The experience of women of Western Sydney returning to work

Phoenix Room

Strand - Teaching practices and experiences

Liz Agars, TAFENSW-WSI

The aim of the workshop is to raise awareness of the needs of women from disadvantaged socio-economic areas returning to the workforce. The successful strategies which have been developed will be discussed and workshopped. Individual case studies will be analysed and the particular needs of this cohort discussed. The powerful outcomes of this work are intergenerational and have a ripple effect throughout the community. ‘Educate a woman and you educate a community’.

Liz Agars has been working in adult education in Western Sydney for 24 years. She started as a numeracy teacher working with small groups and then in many vocational contexts as a team teacher. Liz has developed and delivered WELL programs with a variety of workplaces. Liz was an early Adult Literacy Officer working in the community and in workplaces. Completing a variety of projects, secondments and management roles, Liz has significantly contributed to the field of literacy and numeracy for adults throughout her career. Liz is very passionate about the plight of women with no recognised skill base returning to the workplace. It is the empowerment of sound and fulfilling work outcomes (and therefore, economic independence) which have driven Liz's motivation throughout her career in this field.

E9 Unravelling and addressing the English spelling and pronunciation conundrum

Waratah Room

Double session; Strand - Teaching practices and experiences

Susan Boyer, TAFE NSW

During this workshop, teachers of English language and adult literacy will learn about a recently developed approach aiming to improve students’ understanding of the link between written (spelling) and spoken (pronunciation) English. The connection between the spelling and pronunciation of English words can be confusing so I undertook research and trialling with adult literacy students to address the issue. Through investigation and hands-on application with students, I have developed an approach which, I believe, demonstrates the link between English spelling and pronunciation in an engaging way. By using colour and visual cues, along with reading and listening to short 'rhyming stories’ concurrently, the approach focuses students’ attention on the spelling patterns of English. Using various associated activities in a 'multi-sensory’ approach, students are encouraged to make connections between the sounds and spelling of English phonemes. Workshop participants will see and try different activities and take away practical ideas to apply in their own classrooms and learning groups.

Susan Boyer has taught English language and literacy for over twenty years at TAFENSW. Her particular research interest is in finding solutions and providing engaging ways to teach English spelling and pronunciation. She is the author of the 'Understanding Everyday Australian' series and other widely used teaching resources.

E10 Transforming ideas into action when Foundation Skill needs are identified

Acacia Room

Double session; Strand - Embedding literacy & numeracy in Vocational Education & Training and at work

Ann Leske, LLN In-Sight; Leonie Francis, TAFE NSW Riverina Institute

Both L&N and vocational teachers can be committed to the concept of embedding Foundation Skills, but struggle with 'How can I make this happen?’ This workshop session aims to offer guidance to transform your ideas into action. Identifying 'Where to start?’ and 'When to start?’ may be unclear when aiming to explicitly address identified Foundation Skills to build learners’ vocational literacies. This workshop will use the IBSA Foundation Skills Workforce Development Project Training Validation Tool as a platform for discussion and workshop activities. The focus will centre on the delivery approaches and responsibilities, aiming for workshop participants to explore targeted Foundation Skills development strategies and Foundation Skills teaching and learning opportunities within vocational content and context. Contributed suggestions and experiences will be welcomed.

Ann Leske and Leonie Francis have more than 30 years combined LLN teaching experience within a variety of LLN management, research, and teaching roles. They are united in interest and commitment to participate in LLN teaching and learning opportunities where LLN skills and knowledge development are featured. Within recent and current experience, opportunities to embed LLN (Foundation) skills have aligned to national directions around building capacity to deliver Foundation Skills.

Saturday • Session F

F1 Literacy and/or numeracy at work, a success story about Australian Aboriginal Health Practitioners and workforce engagement in the remote community through WELL funding.

Norfolk Room

Single session; Strand - Embedding literacy & numeracy in Vocational Education & Training and at work

Judith McKay, Human Services Training Advisory Council

Solutions for today’s remote health workforce challenges are not easily defined or able to be achieved overnight. What we do know is that to bring about change we need to provide greater capacity for Aboriginal people to be a part of any solutions. At the outset of the Workforce English Language and Literacy project, employers identified language, literacy and numeracy (LLN) skill gaps in the Aboriginal Health Workforce. This limited the capacity of Aboriginal health practitioners to operate independently and progress career pathways. What we did not know was whether a Workforce English Language and Literacy (WELL) program, facilitated through a collaborative work force development approach, would improve staff well-being and performance and stop the on-going staff turnover that was said to be occurring to the considerable detriment of the Aboriginal Community Controlled Health Setting. This case study presentation will present the findings on the delivery of the WELL program for 103 Aboriginal Health and Community workers of the Katherine region along with the findings from the external evaluation undertaken by Flinders University. The audience for this presentation will be to those seeking to understand what works to increase the engagement of aboriginal people at the workplace.

Judith McKay was appointed to the position of Executive Officer with HSTAC, May 2011 and is actively engaged in the development of human services workforce in the Northern Territory. The Human Services Training Advisory Council (HSTAC) provides leadership and advice in vocational education and training to support the development of the human services workforce across the Northern Territory. They do this by developing links and strategic partnerships with key stakeholders to build and enhance capacity in the delivery of human services in the Northern Territory.

F2 The Silent Revolution, operational policy settings that support providers of embedded literacy and numeracy

Kauri Room

Single session; Strand - Inclusion or exclusion: Commonwealth and state policies in L&N.

Aroha Puketapu, Tertiary Education Commission, New Zealand

A silent revolution has been going on in the New Zealand tertiary sector for the past seven years. In 2006 the Adult Literacy and Lifeskills Survey (ALLS) highlighted the scale of the problem of low adult literacy and numeracy skills within the New Zealand population. The enormity of the discovery made by the survey prompted significant government funding decisions to support a deliberate strategy to strengthen the basic literacy and numeracy skills of over 1.1 million adult New Zealanders. Operational policy has supported Tertiary Education Organisations grouped under; Strategy, Funding, Resources and Qualifications. These key strategic moves were consistent and simultaneously rolled out over seven years. Between 2010 and 2013 government leadership and guidance with Tertiary Education Organisations have trebled the individual number of literacy and numeracy interventions for learners. This workshop will demonstrate some of these key initiatives.

Try the online literacy and numeracy teaching and learning modules. Use the code on the flyer to access and trial the resources.

Aroha Puketapu is the Principal Advisor, Literacy and Numeracy at the Tertiary Education Commission in New Zealand. Her work involves contract management of the National Centre of Literacy and Numeracy for Adults at the University of Waikato. She also manages the contract and oversight of development of the Literacy and Numeracy for Adults Assessment Tool and Pathways Awarua which are online diagnostic and self-directed teaching and learning tools which strengthen literacy and numeracy skills. Aroha holds a Master of Education (Adult) and is a Fulbright Scholar. Aroha is Te Atiawa and Tuhoe iwi and lives within her iwi at their settlement at Waiwhetu, Hutt City.

F3 From ACSF to Vanuatu National Adult LLN Framework: a journey

Cypress Room

Single session; Strand - Literacy for life.

Carol Macreadie, Macsmith & Associates

In the first half of 2014, the presenter spent four months in Vanuatu developing a national LLN framework and assessment tool for the Vanuatu government. This presentation will outline the evolution of the thinking behind the design of a fit-for-purpose framework - theoretical, pragmatic and cultural.

Carol Macreadie taught ESL and Adult Literacy in TAFE for 17 years. Her interest in resource development took her into vocational instructional design and WELL resource development for a range of industry sectors from hospitality, through mining to 5S in manufacturing. In 2011, she started work as an adult LLN consultant which has allowed her to follow her interests and take advantage of some wonderful opportunities, including as the WELL trainer in an Indigenous hospitality training program at Ayers Rock Resort and working in Vanuatu to develop a National Adult LLN Framework.

F4 Exploring vocational teacher emerging LLN identities: Who am I to tell them it’s a spelling mistake?

Monaco 2 Room

Single session; Strand - Academic literacies

Tao Bak, Victoria University; Pauline O'Maley, Victoria University

The role of vocational teachers is complex and evolving (Moodie & Wheelahan 2012). The imperative to also attend to students’ LLN skills adds to this complexity. Using data from interviews with eight teachers, we explore this emergent space in relation to impacts on their sense of capacity and confidence in relation to LLN, and ways this is being incorporated into a renewed, but often still fragile, sense of professional identity (Brookfield 2000). Where the focus of discussion is often on LLN requirements, we concentrate here on the perceptions and experiences of the teachers themselves, and how these insights may inform our approach as LLN specialists. We conclude that vocational teachers appear willing travellers on this journey, but often feel they have a distance to go. We make a case for a collaborative dialogic approach to this shared challenge, before opening to questions and discussion.

Mr Tao Bak is an educational developer in the Department of Academic Support and Development at Victoria University. He currently works with staff and students in the College of Business. His interests include the development of academic literacies as well as academic identities.

Dr Pauline O’Maley is an educational developer in the Department of Academic Support and Development at Victoria University. She works with staff and students in the College of Arts, her particular interest is in exploring ways to make discipline-specific academic literacies explicit. She enjoys working with lecturers to explore enabling and sustainable ways to build learning communities.

F6 State Library of Queensland's Libraries for Literacy Framework Review

Phoenix Room

Single session; Strand - Teaching practices and experiences

Jane Cowell, State Library of Queensland

In 2011 the State Library of Queensland (SLQ) launched the Libraries for Literacy: every day, every way: 2011-2014 (the Framework), which affirms the vital role of public libraries as literacy and learning enablers. The Framework sought to:

• advocate the contribution of public libraries to literacy provision

• build the capacity of the public library network

• model good governance through learning statements, literacy standards and evaluation

• showcase effective practice models leading the delivery of literacy services

In the final year of the Framework, SLQ is reviewing the impact and use of the Framework. Deb will demonstrate the value of having a state-wide literacy framework through reflecting on the progress made and the outcomes delivered, as well as presenting a sneak preview of what is next for public libraries and literacy in Queensland. The target audience is those interested in working with public libraries to support literacy outcomes.

Jane Cowell has been with State Library of Queensland since 2010 and is the Director of Regional Access and Public Libraries. Key projects during this appointment are 'Next Horizon Vision 2017 for Queensland Public Libraries, State Library’s' Literacy Framework Libraries for Literacy every day, every way', and 'The Library Dividend: the socioeconomic value of Queensland Public Libraries'. Prior to this role Jane was a Senior Consultant with the AEC Group, working with local governments and State Libraries across Australia on strategic planning, library service models and community consultation in the areas of library and community services. Jane has over 20 years public library management experience, including serving as President of Queensland Public Library Association.
Jane is passionate about public libraries as creative community spaces and their role in connecting communities with technology trends and sees many opportunities for libraries presented by the rapidly changing digital, social and economic environment.

Major supporter

 

TAFE Queensland English Language and Literacy Services (TELLS) provides leadership, contract management and services to support the delivery of the Adult Migrant English Program (AMEP) and Skills for Education and Employment (SEE) throughout Queensland.

Supporters and sponsors

2014 ACAL Conference hosted by QCAL