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Literacies for employability (L4E): A framework for developing workplace literacy through the disciplinesLiteracies for employability
(L4E): A framework for developing workplace
literacy through the disciplines
Amanda FrenchEmma FlintAlex KendallPhil Taylor
• To synthesise social practice concepts from literacy studies with practical approaches to workplace learning, to construct a framework for developing students’ workplace literacies that can be embedded across disciplines and institutions to support students’ (and teachers) understanding and acquisition of the key workplace skills.
Project ObjectivesProject aims
Students to:• understand employability as a dynamic, lifelong
concept;• investigate, analyse and describe the literacy practices
of workplaces;• practice workplace literacies in structured contexts;• make contributions that add value to employers.Tutors to:• co-investigate workplace literacies with their students;• provide a meta-narrative of workplace literacies;• embed overt instruction of workplace literacies into
curriculum design.
The project has enabled…
• An interactive framework tool and user guidance.• Multi-media case studies of using the framework tool
that draw on the experience of teachers and students at three institutions and in at least two disciplines.
• A theoretical account of the value and purpose of the tool and an expanded definition of employability grounded in students’ investigative experiences of the workplace.
• Sustainable stakeholder e-community.
Project ObjectivesProject outcomes
• Piloted at BCU with student researchers from ELSS in 2013
• Feedback resulted in rewriting the grid • Trialled in BCU with EY and Law students
Project pilot
• University of Worcester • BEd students /Foundation Early Years• Solihull College • Foundation Early Years • Nottingham Trent University • History BA
Project roll-outin partner institutions
• Does not treat literacy as one self-evident set of skills which allows people to engage in reading and writing.
• Maintains that people use many literacies (different kinds of reading and writing) in their everyday lives.
Literacies as social practice
• Embodies and constructs knowledge
• Is always situated or located in specific contexts
• Involves social and institutional relationships and constraints
• Is associated with issues of identity.
Literacies in the workplace
Risk, flexibility and constraints In terms of your example:
o Why here?o Why now?o Why like this?
To what extent do communications in this example have to be done like this?
Is this the only way this could have been done? Why – who decides?
What are the opportunities for doing this differently?
What is the risk involved for doing it differently?
Purpose of work-based communication In your example what is the purpose of
the communication? What is the nature of your example and
what is it trying to achieve? Is it individual? Is it institutional? Is it information gathering?
Audience(s) for work based information In your example, who is saying what & to
whom?o Service user - Employeeo Customer – Employeeo Manager – Employee
What are the dynamics of the relationship in your example?
How is power exercised through forms of communication in your workplace example?
Corporate Styles Do you wear a uniform as part of your
role in your example? How are corporate logos or branding
used in your example?o Typefaceo Prompto Use of colour
What does your example tell you about business custom and practice in your workplace?
PHOTO EXAMPLE OF LITERACY
EVENT/ARTEFACT
Issues & Identities Who has originated your example and in
what role does this happen? What values and priorities do they bring
to your example? Do your values and priorities comply or
contrast with those priorities?
Means and modes of communication What type of communication is your
example illustrating? Is the communication multi-modal:
o Paper?o Digital?
Is it to be read in linear or non-linear way?
Is the communication face-to-face? Who is the communication by?
Professional Practices What does your example tell you about
professional practices in you workplace? What aspect of professional practice is
your example a part of? What is your example trying to achieve? Is there a protective element underlying
the professional practice in question?
Work-based social relationships What does your example suggest to you
about social relationships in your workplace?
o Interaction?o Collaboration?o Power relations?
Employability Literacies Framework
Critical Reflection Actions for change?What issues has working through the grid raised for you in terms of: your values? your workplace role?
o how do you develop your role?
o how can you do your role differently?
literacies in the workplace?
What are the implications for you?What are the implications for the workplace?What are the implications for your future career plans?
Evaluation
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