write on · the student-centered classroom facilitates learning by increasing motivation and...

MARCH 2014 Vol. 31 No. 31

Student-centered learning is an approach to learning in which learners choose not only what to study but also how and why. At the heart of the learning environment are learner responsibility and activity, in contrast to the emphasis on instructor control and coverage of academic content found in conventional, didactic teaching.

About Student-Centered LearningStudent-centered learning has been defined most simply as an approach to learning in which learners choose not only what to study but also how and why that topic might be of interest (Rogers, 1983). In other words, the learning environment has learner responsibility and activity at its heart, in contrast to the emphasis on instructor control and the coverage of academic content found in much conventional, didactic teaching (Cannon, 2000). Additionally, learners find the learning process more meaningful when topics are relevant to their lives, needs, and interests, and when they are actively engaged in creating, understanding, and connecting to knowledge (McCombs & Whistler, 1997).

There has been increasing emphasis in recent years on moving away from traditional teaching toward student-centered learning. This paradigm shift has encouraged moving power from the instructor to the learner, treating the learner as a cocreator in the teaching and learning process (Barr & Tagg, 1995). Instructors who deliver student-centered instruction include the learner in decisions about how and what they learn and how that learning is assessed, and they respect and accommodate individual differences in learners’ backgrounds, interests, abilities, and experiences (McCombs & Whistler, 1997). The role of the instructor in student-centered classrooms is to encourage learners to do more discovery learning and to learn from each other; the instructor focuses on constructing authentic, real life tasks that motivate learner involvement and participation (Weimer, 2002).

Characteristics of Student-Centered LearningDo you remember the best class you ever had? The class in which

Student-Centered Learning‘The Teaching Excellence in

Adult Literacy (TEAL) Center staff’

Contents Include:

ISSN 1322-9427Copies of Write On are available

to members of Queensland Council for Adult Literacy

Enquiries: PO Box 301

Red Hill Qld 4059

'Material contained in Write On does not necessarily reflect the views of the Queensland Council for Adult

Literacy (QCAL). Products and services, including books and other resources, reviewed, advertised or

referred to are not necessarily endorsed by QCAL.'

President's/editor's report .............................. 2

QCAL event .................... 6

ACAL report .................... 8

ACAL conference update ............................ 9

New research reports .......................... 11

Conferences ................. 16

Resource ...................... 17

Tutor Tips ...................... 19

....and much more!!!


WRITE ON

Registered by: Australia Post Publication No. PP431628/0012

Cont. page 3

Email: [email protected]


President's/Editor’s reportThe feature article for this Write On focuses on student-centred learning. This has been a key feature of adult literacy provision from its beginnings in Australia and it is timely to re-consider its place within our teaching. At times, with a competency-based training (CBT) system becoming such an increasingly powerful force in vocational education and training, with its set units and elements of competency and performance criteria (albeit usually developed by leaders in the field), it is easy to lose sight of the importance of individuals and meeting their specific needs. A learner-centred approach in relation to the provision of socially-inclusive programs has recently been advocated as a pedagogic principle for teachers in the VET sector in a report by Kaye Bowman

and Victor Callan (2012). These authors define such an approach as: ‘Teachers find[ing] ways to meet each person’s individual needs by changing the design of programs and /or systems’. As noted above, this, of course, is possible only up to a point within a CBT system.

A second issue we, as a field, are wrestling with is the difficulties facing registered training organisations in offering community education and bridging courses for adults. It would seem that costs are becoming crippling and it is not always possible for students to meet the outcomes that are required within particular time frames. Deirdre Baker, a member of the QCAL committee, developed an up-to-date register of the community programs operating in Queensland.

A third issue that is confronting us is the question over what qualifications are the most appropriate for teachers of adult literacy and numeracy. As an academic and part of a national VET body advocating for university qualifications for all VET staff, it is disappointing to recognise that increasingly fewer universities can continue to offer specialised language, literacy and numeracy programs, or even courses. This is a serious concern and even though the Certificate IV in Training and Assessment will have a mandatory unit of competency dealing with lln and there is a Certificate IV and diplomas focusing on studies in these areas, our standing within the broader educational environment would seem to be eroding. We are hoping that this issue will be a feature of at least one main session of the Australian Council for Adult Literacy conference later this year.

In this issue I have written a Tutor Tip on helping students to move into academic essay writing. The Bradley (Bradley, Noonan, Nugent and Scales, 2008) report recommended that Australia should aim by 2025 to have 40% of the population aged 25-34 years holding at least a bachelor education degree (up from the current figure of 38%). This recommendation was accepted by the Labor Government of the time. While not all university courses require their students to write essays, many do and this genre remains an important one to master for students, particularly those studying the social science disciplines. This issue also contains notices about events, reports and other activities in which we hope you can engage.

I have assumed the role of editor of Write On following a long and successful stint by our Vice-President, Dr Jean Searle. I would like to thank Jean for her dedication in ensuring that this publication was always published on time and contained quality content. She has taken over the role of convenor of the Australian Council for Adult Literacy conference to be held 2-4 October this year on the Gold Coast. We will have a wonderful range of national and international presenters as well as participants.

I will be interacting with you on a regular basis throughout the year and look forward to hearing your opinions and responses on a number of topics that are of relevance to the field.

Ann Kelly

Bowman, K. & Callan, V. J. 2012. A pedagogic Framework for Socially Inclusive VET: principles, Strategies and capabilities. National VET Equity Advisory Council (NVEAC). Retrieved from: http://www.nveac.natese.gov.au/__data/assets/pdf_file/0010/75664/A_Pedagogic_Framework_for_Socially_Inclusive_VET.pdf.Bradley, D., Noonan, P., Nugent, H. & Scales, B. (2008). Review of Australian higher education: Final report. Canberra: Department of Education, Employment and Workplace Relations.

Ann Kelly


you were most confident? In which you learned the best? More than likely, this was a class in which you discovered new knowledge and felt motivated to learn both by the instructor and by an intrinsic desire to know more. The student-centered classroom facilitates learning by increasing motivation and effort.

The student-centered model requires that instructors see each learner as distinct and unique. This means recognizing that learners in any classroom learn at different rates with different styles, they have different abilities and talents, their feelings of efficacy may vary, and they may be in different stages of development. In this model, learning is a constructive process that is relevant and meaningful to the learner and connected to the learner’s prior knowledge and experience. The learning environment supports positive interactions among learners and provides a supportive space in which the leaner feels appreciated, acknowledged, respected, and validated. Rather than trying to “fix” the learner, the learner has the power to master his or her world through the natural process of learning (McCombs & Whistler, 1997).

The student-centered classroom involves changes in the roles and responsibilities of learners and instructors, in the delivery of instructional strategies, and in learning itself; these all differ from those in the traditional, teacher-center classroom. In the student-centered classroom, the learner requires individualization, interaction, and integration. Individualization ensures that learners are empowered to create their own activities and select their own authentic materials. Learners interact through team learning and by teaching each other. During the learning process, learners integrate what they have learned with prior learning and construct new meaning (Moffett & Wagner, 1992). Below are examples of the changed roles and responsibilities in the student-centered classroom.

Learners• Are active participants in their own learning.• Make decisions about what and how they will learn.• Construct new knowledge and skills by building on current knowledge and skills.• Understand expectations and are encouraged to use self assessment measures.• Monitor their own learning to develop strategies for learning.• Work in collaboration with other learners.• Produce work that demonstrates authentic learning.Instructors• Recognize and accommodate different learning modalities.• Provide structure without being overly directive.• Listen to and respect each learner’s point of view.• Encourage and facilitate learners’ shared decision making.• Help learners work through difficulties by asking open ended questions to help them arrive at

conclusions or solutions that are satisfactory to them.Learning is• An active search for meaning by the learner.• Constructing knowledge rather than passively receivingInstructional strategies and methods are used to• Manage time in flexible ways to match learner needs.• Include learning activities that are personally relevant to learners.• Give learners increasing responsibility for the learning process.• Provide questions and tasks that stimulate learners’ thinking beyond rote memorization.• Help learners refine their understanding by using critical thinking skills.• Support learners in developing and using effective learning strategies for each task.• Include peer learning and peer teaching as part of the instructional method.

Cont. from page 1


How Can Students Benefit from Student-Centered Learning?Benefits of the student-centered model are often cited in the literature. Every learner benefits from effective instruction, no matter how diverse their learning needs (Stuart, 1997). Learner motivation and actual learning increase when learners have a stake in their own learning and are treated as cocreators in the learning process (McCombs & Whistler, 1997). In addition, learners who meet with success in assuming new responsibilities gain self confidence and feel good about themselves (Aaronsohn, 1996), and learners demonstrate higher achievement when they can attribute success to their own abilities and effort instead of luck (North Central Regional Laboratory, 2000).

The process of moving to student-centered learning, however, is not always easy for adult learners. Many initially resist what they perceive as the instructors’ abdication of his or her responsibility to manage instruction; knowing that this may happen can help spark a discussion of the changes openly and negotiate new roles for learners and instructors.

Creating a Student-Centered Classroom Student-centered learning has subtle but profound implications for instructors. To move toward this new model, instructors must be willing to emphasize learning while sharing power with learners in the classroom (Barr & Tagg, 1995). This can be done in a thoughtful way through planning and the use of incremental steps. First, instructors can help learners set goals for themselves and can offer self directed activities through which learners can build both their selfconfidence and their learning skills. As a result, learners become motivated to take greater control of their learning, and instructors gain confidence in managing the new environment.

Next, instructors can encourage learners to discover how they learn best and they can apply different strategies suitable for each learner. Sharing decisionmaking with learners helps them become more self directed. When the learner is self directed, i.e., setting his or her own goals and standards, the instructor becomes a facilitator who reviews learner set criteria, timelines, lists of resources, collaborations, etc. In the student-centered classroom, the learners have choices in their education, they are responsible for their learning, they measure their own achievement, and they have power in the classroom.

The instructor role changes from “sage on the stage” to “guide on the side.” Instructors lead less and facilitate more, with learners taking on the responsibility for organizing content, generating examples, posing and answering questions, and solving problems. The instructor does more design work, constructing real life, authentic tasks that encourage learner involvement and participation. Instructors model or demonstrate how to approach learning tasks, and they encourage learners to learn from and with each other. The instructor retains responsibility for maintaining a climate of learning.

Instructors who implement the student-centered model move from whole class instruction to small group and individual inquiry. These groupings are heterogeneous and require differentiated instruction (see the TEAL Center Fact Sheet No. 5, Differentiated Instruction). Rather than keeping learners busy with individual work, the instructor focuses on topics of interest to small groups and creates inquiry into those areas. Learners also benefit from reading and using authentic materials rather than textbooks and basal readers. Time that was spent entirely on content and memorization now balances with time spent learning how to learn and how to understand content. Assessment in the student-centered classroom relies on portfolios that include both instructor developed and self assessments.

Note that changing the classroom affects relationships, curriculum, instruction, learner grouping, and evaluation in the following ways:• Relationships between the instructor and learners are more collaborative;• Curriculum is more thematic, experiential, and inclusive of multiple perspectives;• Instruction allows for a broad range of learning preferences, builds from learners’ strengths,

interests, and experiences, and is participatory;


• Grouping is not tracked by perceptions of ability but rather promotes cooperation, a shared responsibility, and a sense of belonging; and

• Evaluation considers multiple intelligences, uses authentic assessments, and fosters self reflection.

Despite the benefits of student-centered learning, the challenge remains for instructors to be open to change and modify their teaching habits. Because relinquishing control of the classroom can be intimidating, it can be helpful for instructors to take small steps and practice new approaches incrementally; this can help assuage the anxiety that often results from abrupt changes. Instructors must remember that this is a learning process for all—experience and continued practice will contribute to successful change.

ReferencesAaronsohn., E. (1996). Going against the grain: Supporting the student-centered teacher. Thousand Oaks, CA: Corwin Press.

Barr, R., & Tagg, J. (1995, Nov/Dec.). From teaching to learning—A new paradigm for undergraduate education. Change, 13-25.

Cannon, R. (2000). Guide to support the implementation of the Learning and Teaching Plan Year 2000. Australia: The University of Adelaide.

McCombs, B. & Whistler, J. (1997). The learner-centered classroom and school: Strategies for increasing student motivation and achievement. San Francisco: Jossey-Bass Publishers.

Moffett, J., & Wagner, B. J. (1992). Student-centered language arts, K-12. Portsmouth, NH: Boynton/Cook Publishers Heinemann.

North Central Regional Educational Laboratory. (2000). Critical issue: Working toward student self direction and personal efficacy as educational goals. Available at http://www.ncrel.org/sdrs/areas/issues/students/learning/lr200.htm

Rogers, C. (1983). As a teacher, can I be myself? In Freedom to learn for the 80s. Ohio: Charles E. Merrill Publishing Company.

Stuart, A. (1997, September/October). Student-centered learning. Learning, 26, 53-56.

Weimer, M. (2002). Learner-centered teaching: Five key changes to practice. San Francisco: Jossey-Bass Publishers.

Authors: TEAL Center staff

Adapted from CALPRO Professional Development Module, Student-Centered Learning. Author: M. Corley (2008). AIR: Sacramento, CA. with permission.

About the TEAL Center: The Teaching Excellence in Adult Literacy (TEAL) Center is a project of the U.S. Department of Education, Office of Vocational and Adult Education (OVAE), designed to improve the quality of teaching in adult education in the content areas.

Tell your colleagues about the ACAL conference in October 2014


QCAL EVENTTop Teaching Tips 2014

Following the success of last year’s Top Teaching Tips professional development seminars, a similar workshop was conducted at the Brisbane City Council Library, Indooroopilly Shopping Town on Saturday 8 March from 9 till 11.30 am. The event featured a range of speakers and was well-attended. Each of the four presenters spoke for between 10 and 15 minutes.

Peter Morgan is dysgraphic. He is a nurse who has worked hard to overcome his problems with spelling and grammar and complete his degree.

Peter spoke movingly about his early childhood in the UK and in the Solomon Islands where he spoke pidgin with the local children. Later he moved back to the UK for schooling but it wasn’t until he went to Brickwall House that his ‘dysgraphia’ was recognised and he was taught strategies to cope, including learning to touch type and making pictures of words “which witch has a broomstick ‘t’”.

Dysgraphia is a learning disability which affects writing and leads to problems with spelling, handwriting and sometimes speaking in public. So, for example, Peter will write ‘thay’ instead of ‘they’, and ‘cofee’ instead of ‘coffee’.

Peter has persevered with study and completed his nursing qualifications however he has been passed over for promotion due to his “disability glass ceiling”. Most recently he returned to the Solomon’s where he volunteered his nursing skills – and found he could still speak pidgin!

Chris Milne is a teacher with Career Employment Australia. He has extensive experience in language education in both Australia & abroad, from kindergarten through to university levels.

Chris spoke about ‘Running Dictation’. This strategy can involve the whole class working together or pairs or groups (comprising a reader, runner and scribe) competing against each other. The stages are:1. A text is written, legibly, and posted on a wall. The length,

subject and complexity depend on the level of the students. 2. The first person reads the first line/sentence etc and passes it

on to the runner.3. The runner passes on the text, verbally, to the writer.4. The writer writes down the message which is gradually built

up. 5. All check that it makes sense.Post dictation phase includes editing, spelling & comprehension checks.

The text can be constructed to focus on a particular aspect of grammar or as a cloze activity and the best fonts are: Comic Sans & Century Gothic or contact Hazel (see below) for links to Dyslexia fonts and school fonts.


Katherine Webber works in the Social Inclusion team at the State Library of Queensland.

Katherine is currently working on reviews of the Libraries for Literacy and Multicultural Engagement Frameworks. QCAL is represented on the review group for the first framework. Katherine gave an overview of the SLQ services provided online through the SLQ website www.slq.qld.gov.au and ‘Public Libraries Connect’ http://plconnect.slq.qld.gov.au/ Resources/Literacy- Adult- Family- Literacy framework- Online literacy resourcesThe resources which can be borrowed through your local library include: class sets of books in many different languages, teaching theory & practice videos, taped books and numeracy resources.

Hazel Davidson's background is in teaching English as a Second Language.

In her ‘Top Tip - Reducing Avoidable Errors’, Hazel explained a technique she has used to help students to prevent themselves from making the same simple errors repeatedly in their writing. Hazel has found that many students learn and practise language structures formally, but when it comes to ‘free’ writing they forget what they have learnt and continue to make mistakes.

This strategy focuses on those errors, which are caused by carelessness or lack of attention. The stages are:1. The student writes 250 words +2. The student counts the total number of words3. The teacher marks the writing as usual, noting mistakes4. The teacher notes the percentage of error words5. The teacher makes a slide of all the class errors (2 lists:

grammar & spelling) and projects it so the class can see. Each student then selects a word to correct.

6. This repeated over a 10 week term and results in a dramatic decrease in avoidable errors.

Thanks to Hazel for the great morning tea and to Bev White, Lynne Pantaur and Gaileen Peters for their assistance.

If you would like further information about these Top Tips, please contact: Hazel Davidson [email protected]


ACAL ReportACAL is concerned about the potential loss of expertise in ALN and is in the process of developing a matrix of professional standards based on:• Dispositions: what do accomplished adult literacy teachers need to be?• Understandings: what do accomplished adult literacy teachers need to know?• Skills: what do accomplished adult literacy teachers need to do?

The state organisations have been asked for comments.

The ACAL Executive met for a planning day and a workplan has been circulated for feedback and input. Some initial responses to the workplan include:• ACAL should lobby for the maintenance of TAFE as a public provider of ALN programs.• ACAL should lobby for low cost provision of adult L&N programs.• ACAL needs to seek actual figures of the breakdown of state and federal expenditures in adult

L&N/ foundation skills programs, types of providers and subsidies.• ACAL needs to advocate for community programs not covered by SEE and WELL. • ACAL could work in solidarity with ACTA, who have maintained a stronger position about

qualification standards.• ACAL to seek confirmation about continued WELL funding.

ACAL has agreed to sponsor some places at the 2014 ACAL conference on the Gold Coast and is currently developing an application form. We will send out details as they become available.Gaileen Peters has stepped down from her position as ACAL representative. We would like to thank her for her work on our behalf. We welcome Deirdre Baker who has agreed to be the interim ACAL representative.

Jean Searle, Vice-President

Jean Searle

Check out the QCAL Website

Catch up on the latest -• Seminars & Workshops• Meetings• Resources• Tutor Tips• Quick-links• Directory of Providers• Potted history of QCAL• and much more

http://www.qcal.org.au or look up QCAL on Google

Copyright Statement- Qld Council for Adult LiteracyWrite On content may be photocopied for non-commercial educational use, provided that:1. The number of copies does not

exceed the number reasonably required by the teacher or tutor for lesson purposes.

2. Copies are not sold.3. Every copy made clearly shows the

source.

Want to put an ad in WRITE ON?Do you have a literacy product or service you want to advertise?

Do you want to reach a membership of over 200 literacy & numeracy teachers, tutors, administrators, & a readership of countless others?Please contact the Editor for current advertising rates.

(All proceeds go towards Write On's ongoing postage costs)


ACAL Conference Update

Come and join us on the beautiful Gold Coast as we focus on the literacy or numeracy learner and discuss: • How do literacy and numeracy theories and research outcomes inform our practice? • How do national or state policies affect the individual learner? • How can we ensure that teachers and trainers have the knowledge and skills to meet individual

needs?

Our international keynote speaker is Professor Stephen RederProfessor of Applied Linguistics at Portland State University

Stephen Reder has been involved throughout his career in teaching, research and service activities in education, workplace and community settings. Dr. Reder’s research focuses on adults’ lifelong and life-wide literacy, digital literacy and second language development processes.

He has been the Principal Investigator of several recently completed research projects: the National Labsite for Adult ESOL, the Longitudinal Study of Adult Learning (LSAL), and Tutor-Facilitated Digital Literacy Acquisition in Vulnerable Adult Populations. He is currently conducting research and preparing a publication series on the long-term impacts of adult education programs on economic, educational and lifelong learning outcomes.

Professor Reder is the author of numerous publications about adult literacy and second language research and its implications for education and training programs. He recently edited a volume with John Bynner, Tracking Adult Literacy and Numeracy: Longitudinal Studies in Adult Education, published by Routledge. He has published widely on his research in a variety of international journals and frequently presents at national and international conferences.

Dr. Reder has served on the advisory boards of numerous organisations and journals devoted to adult education and literacy and actively works with networks of adult education researchers, practitioners and policymakers at the local, state, national and international levels.

We invite you to participate in the conference by giving a presentation or joining in the discussion and networking.

Jean Searle and the 2014 ACAL Conference committee

More information can be found at http://www.acal.edu.au/14conf/index.htm.

MARCH 2014 Vol. 31 No. 310

Call for AbstractsACAL invites submissions of abstracts for consideration for inclusion in the 2014 ACAL conference program.

We are using the theme of a spiral as a metaphor for literacy learning. Learners go through a literacy or numeracy learning stage once or many times throughout their lives. While a single stage might have specific characteristics, the way we engage in it is never the same and the differences between stages are never discrete because we are always integrating new information and utilising other resources. We constantly absorb and play with new ideas and adopt new literate and numerate practices, become involved in different ways with family or the community and move forward or sideways in work settings.

We are inviting you to reflect on your own experiences and practice through responding to one or more of the following questions:• How do literacy and/or numeracy theories and

research outcomes inform our practice? • How do national or state policies affect the

individual learner?• How can we ensure that teachers and trainers

have the knowledge and skills to meet individual needs?

Types of presentationsYou may choose to give a 45 minute paper presentation, or a 1.5 hour colloquium, in which a group of presenters will give a series of papers on a theme, or a 1.5 hour hands-on workshop on one or more of the following strands:• Embedding literacy and/or numeracy in

vocational education and training• Literacy and numeracy in TAE40110 Cert

IV in Training and Assessment and other qualifications

• Teachers as learners• Academic literacies• Research in literacy, numeracy and learning –

informing practice• Inclusion or exclusion: Commonwealth and

state policies in literacy and numeracy• Teachers as leaders for/of change• Teaching practices and experiences• Literacy and/or numeracy at work• Literacy for life.

Abstracts are invited for:• non-refereed paper presentations, colloquia

and workshops• peer reviewed academic paper presentations

for which additional requirements apply (see details below).

SubmitAbstracts should be submitted using the template below by 3 May, 2014.

Notification of the decision on submitted abstracts will be sent by 25 May, 2014.

Registration discountAll presenters will be required to register. Presenters who wish to attend conference sessions will receive discounted registration.http://www.acal.edu.au/14conf/index.htm

Peer reviewed academic paper – additional requirements Presenters have the option of submitting their full paper (3500 words maximum) by 1 August 2014 for consideration as a peer reviewed academic paper.

Review criteria::• Abstract presents a clear summary of the paper• Introduction is clear and focused • Literature review is current, relevant and coherent • Conceptual framework is relevant and coherent• Research methodology and design are clearly

described and justified• Findings/analysis is systematic and logical • Discussion/implications clearly relate to the

findings/analysis, conceptual framework and literature

• Conclusion is clear and focused.

General criteria The paper:• contributes to adult literacy and/or numeracy

practice and/or policy and/or the body of literacy and numeracy/ adult learning research and scholarship

• is coherent as a whole• is free of spelling, punctuation and grammatical

errors• is appropriately and accurately referenced using a

consistent convention.• Submit your abstract using the template by 3 May,

2014.

Authors of accepted papers may be invited to submit their paper to Literacy and Numeracy Studies: An international journal on the education and training of adults.

MARCH 2014 Vol. 31 No. 311

NEW RESEARCH REPORTSThe Foundation Skills Workforce

Development ProjectThis initiative is one of the projects comprising the National Foundation Skills Strategy which was agreed upon formally by the states and territories and the Australian Government in September 2012. Its goal is to assist those with particularly low levels of language, literacy and numeracy skills to improve their skills and for two-thirds of Australians generally to register a minimum of Level 3 in 2022 on an international survey instrument such as the recent Programme for the International Assessment of Adult Competencies (PIACC) published by the OECD in 2013. In an earlier edition of Write On, Jean Searle discussed the recent results for Australia of the PIACC survey.

In an overview of the Foundation Skills Workforce Development Project’s work, four areas of action were highlighted. These were:• workforce development projects where approximately 520 people from a broad range of industries

were involved in developing practical models and solutions to issues;• professional development workshops;• Foundation Skills Champions’ Network which involved more than 9,000 people across Australia;

and • an e-newsletter.In Queensland five professional development workshops were conducted by the VET Development Centre in both metropolitan and regional centres across the state. The participants were largely from community-based organisations and VET in Schools providers. The aim of these workshops was to ground foundational skills into core teaching, learning and assessment practices.

For further information, see http://www.dfeest.sa.gov.au/about-us/our-department/initiatives-programs/Foundation-Skills-Workforce-Development-Project.

Incorporating Digital Technologies in Adult Basic Education: Concepts, Practices and

RecommendationsSuzanne Smythe

This report considers how digital technologies are changing our understandings of what it is to be literate in the 21st century and how these changes are impacting on the practices of language, literacy and numeracy teachers in Canada and more generally. Key features of the report are the possibilities and the limitations that these new developments bring. Smythe suggests that what is needed in Canada is a new ‘vision’ that recognises the power that these digital literacies can bring to learners, their communities and, ultimately, the whole society.The research had two purposes:• to develop a conceptual framework relating to digital technologies that was applicable to adult

basic education settings• to document how current digital technologies were being incorporated into ABE curricula, and to

make recommendations for professional development, if necessary in this area.More details of the report can be found at http://incorporatingtechnologies.alphaplus.ca/.

MARCH 2014 Vol. 31 No. 312

26 TEN is an initiative of the Tasmania government. It is a website which promotes adult literacy and numeracy in the community. It aims to attract new learners and volunteer tutors with their ‘Help me’ and ‘Help Someone’ tags.

This site compliments the new Tasmanian Adult Literacy Action Plan. http://26ten.tas.gov.au/

Tasmanian Adult Literacy Action PlanAim:For young people and adults to have the literacy skills they need to fully participate in their family life, the community, learning and employment

Strategies:1. The establishment of an informal community and workplace network of adult literacy support.2. The establishment of a state wide team of coordinators supported by a pool of trained volunteers

to drive the Adult Literacy Network.3. The development of key indicators to measure improvements in adult literacy support and

outcomes.

Actions:Over the next four years the Tasmanian Government will:• employ up to 16.5 additional full time equivalent Adult Literacy Coordinators to work across all

Tasmanian communities. Supported by a team of trained literacy volunteers, they will work with the existing eight Adult Literacy Coordinators to provide literacy support and training to individuals, businesses and communities;

• ensure that three of the Adult Literacy Coordinators are located in the Tasmania Prison Service to coordinate a team of volunteers to provide support and training to inmates pre and post release, and those serving community orders;

• establish an Adult Literacy Investment Fund. This fund will provide $1 million a year over four years to support the following initiatives in workplaces and communities:

- targeted literacy training programs to be run in communities by the Community Knowledge Network and other community and training organisations;- an Employer Pledge program, where employers who pledge to help improve the literacy skills

of their employees and their families are provided with a grant to assist them in this aim;• establish a community of practice for adult literacy workers, including an online portal for sharing

information and literacy tools;• extend the literacy and numeracy support provided to apprentices and trainees at the Tasmanian

Skills Institute. This will include piloting an online literacy and numeracy program for apprentices and trainees in remote and regional areas;

• develop a partnership with Government agencies and the community sector to invest $350 000 in an adult literacy and life skills initiative incorporating community based awareness raising around adult literacy;

• work with the Australian Government to collaborate on the provision of literacy support and training for job seekers. In particular,

- use Government service provider outlets as promotion points for adult literacy support and train staff to better understand the barriers people face due to low levels of literacy.

MARCH 2014 Vol. 31 No. 313

Staff will also be trained in how to assist individuals or refer appropriately to literacy support providers.- promote best practice examples of plain language in public documents across the State Service.

• government and non government organisations will be assisted to deliver messages that are clear and simple.

The Tasmanian Government will consistently and transparently measure progress on improving adult literacy against meaningful indicators.

Further information can be found at https://www.education.tas.gov.au/documentcentre/Documents/Tasmanian-Adult-Literacy-Action-Plan.pdf.

Transitioning from vocational education and training to university: strengthening information

literacy through collaborationSonia White

This report compares the information literacy skills required by early childhood students studying courses in TAFE institutions with those by university students. The methods used for gathering the data were survey forms and interviews. While both groups found difficulties in understanding and preparing for the assessment tasks, including dealing with the required writing genre and the referencing, differences were found in the types of information that were needed by the two cohorts. The report identifies a number of strategies that could be implemented to ease the transition for students between the two sectors.

Report available at: http://www.ncver.edu.au/wps/portal/vetdataportal/restricted/publicationContent/!ut/p/a1/lZDBbsIwEES_pQeOkTe2sZ1jCmodRFUJWpX4ghzbDUbBBOKifn4N6hVo9zbS7M7bQQqtkAr65Fsd_T7o7qwVW1c5nkhJYfYqJYOKP70tlvKdQM7QB1JImRD7uEF1MCd3XA8bf XR2BP1X03lzuTS MAHPIz95et866wbfhooy3qGYGtOEEZ6TALKPGsqzgTGSEFLQphHVUNwmlTihwZUr4E2myTJ5LSfk87VCBoZo-yikvXiCZfw03IurEwK-GyDFa_vOp2T3q9LXfHg6qTC3vQ3TfEa3u1tzvdmL7OWcLAWTctQ8_xS8uig!!/dl5/d5/L2dBISEvZ0FBIS9nQSEh/#

Changing perceptions: Teaching literacy in correctional facilities – 2013

Sandra Loschnig This Canadian document (5 pages) is part of Stories from the Field, a research project designed to identify the principles and practices that best support literacy learning and teaching. Loschnig shares insights from practitioners who teach literacy in correctional facilities and briefly describes the findings of research into the impact of violence on learning. Loschnig points out that learners carry the weight of their experiences with violence into the classroom.

http://en.copian.ca/library/research/bowvalley/changing_perceptions/changing_ perceptions.pdf

MARCH 2014 Vol. 31 No. 314

The returns to literacy in AustraliaJenny Chesters, Chris Ryan & Mathais Sinning

This report is based on a project that interrogated the data from the two international surveys, the Survey of Aspects of Literacy (SAL) (1996) and the Adult Literacy and Life Skills (ALLS) Survey (2006) to determine the relationship between literacy skill levels and workers’ incomes and whether there were differences in these relationships following the second survey.

The report claimed that there is a positive relationship between both educational qualifications and literacy skill levels and income among full-time male and female employees. In addition, within broad education levels (higher education and VET) and, also, those with no post-school qualifications (university-level qualifications, vocational education and training qualifications, and no post-school qualifications), income increases with literacy skill level. Higher returns accrued to those with higher levels of qualifications but there were some improvements for some groups with low and medium levels of education. Interestingly, there was no improvement evident in the return to literacy skills in the ten years between the SAL and ALLS survey.

For more information visit the NCVER website at http://www.takingthelead.com.au/resources/returns-literacy-skills-australia-2013.

Investing in Upskilling: Gains for Individuals, Employers and Government - Summary

T. Scott Murray, Richard ShillingtonThis report is part of a project that examines the relationship between literacy and income. It was undertaken for the Canadian Literacy and Learning Network (CLLN).

The authors analysed data from the 2003 International Adult Literacy and Skills Survey and the 2005 to 2009 Surveys of Labour and Income Dynamics to determine the costs and savings associated with moving every Canadian with a Literacy Level 1 or 2 on the international literacy scale to Level 3, the level considered essential to compete in the global economy.

In this document, the authors look specifically at the province of New Brunswick, where they estimate that a one-time investment of $1.032 billion over five years would be required to raise the skills of all adults to Level 3. In return, earnings for New Brunswickers who receive literacy upgrading are estimated to rise by $2.79 billion, or by an average of $4,589 per worker annually.

As well, there would be savings of $95 million because of reductions in employment insurance, workers’ compensation, and social assistance payments.

For further information see http://library.nald.ca/research/item/11661You might like to compare this report with the Great Skills Real Opportunities policy in Qld at http://training.qld.gov.au/information/investing-in-skills/great-skills-real-opportunities/index.html

Upcoming eventHear Beth Marr talking about her new numeracy resource on a webinar in late May / early June 2014.

MARCH 2014 Vol. 31 No. 315

The realities of working in the Literacy and Essential Skills field:

An occupational profile of the Literacy and Essential Skills workforce in Canada – 2013 This report (36 pages), from the Canadian Literacy and Learning Network, examines the findings of a project investigating the characteristics and working conditions of the adult literacy and Essential Skills workforce in Canada. The following Executive Summary is reproduced under Creative Commons copyright provisions. Executive SummaryIn 2013, Canadian Literacy and Learning Network (CLLN) coordinated a large-scale labour market study of Literacy and Essential Skills (LES) workers to get a comprehensive picture of who is working in the field. The ground-breaking study of paid LES workers included instructors, coordinators, assessors, program managers, supervisors, and administrators. In addition to an online confidential survey, which was administered by the Social Research and Demonstration Corporation (SRDC), CLLN collected data through focus groups with Anglophone, Francophone, and Aboriginal LES workers, as well as key informant interviews. Supplementary research was conducted on LES hiring practices and requirements within Canada, and LES labour market studies in other jurisdictions.

Key project findingsThis project has confirmed the depth of the Literacy and Essential Skills workforce that has long been reported anecdotally and through observation. The field consists of highly educated, highly dedicated practitioners who value learner-centred approaches and possess significant psychological capital. Predominantly, they are intrinsically motivated and participate regularly in ongoing training and professional development (PD) thereby demonstrating the value of lifelong learning.

The LES workforce faces considerable human resources challenges including high incidences of temporary employment, a large proportion of aging practitioners, extensive overtime (unpaid for the most part), earning discrepancies, and a lack of access to benefits and pension plans. Adding to this situation is the constantly rising level and complexity of what it means to help learners be literate in Canada’s digital technology-based economy.While a strong foundation upon which to build does exist, the project results highlight impending challenges that must be addressed if the LES system is to maintain its current level of a skilled workforce. For further information see http://lesworkforce.ca/wp-content/uploads/2014/02/Final-Report1.pdf

Excellence in Language, Literacy and Numeracy Practice Award

Ros Bauer, NTThis honour has been awarded to Ros Bauer, an English language and literacy teacher in the Northern Territory, as an acknowledgement of her outstanding dedication to improving these skills particularly with the Indigenous and culturally and linguistically diverse learners in the remote Northern Territory.

For more information and to see Ros being presented with her award, go to http://www.australiantrainingawards.gov.au/2013_winners_and_finalists/2013_winners/individual/excellence_in_language,_literacy_and_numeracy_practice_award

MARCH 2014 Vol. 31 No. 316

CONFERENCES2014 National VET Conference program

The 8th National VET Conference will be held from 11-12 September 2014 at the Brisbane Convention and Exhibition Centre. The theme for the conference is 'Impossible is Possible Together' and will comprise the following key three streams:• policy and reform• RTO management and compliance; and• training and assessing.

There will also be master classes, and an industry skills councils’ (ISCs’) ‘engagement stream’ where important contacts and networks can be developed and information about current and future projects, including training package updates, can be acquired. Further contacts and networks can be developed with the expected 900+ conference delegates.

The conference program can be found at this address: http://www.velgtraining.com/national-conference-program.

The 17th AVETRA Annual Conference This conference will be held at the Outrigger Hotel, Surfers Paradise from 22 – 24 April 2014. The theme of the conference is:Informing changes in VET policy and practice: The central role of research.

Keynote speakers are • Professor Thomas Bailey, Columbia University• Professor Erica Smith, Federation (formerly Ballarat) University and • Dr Soon Joo Gog, Executive Director, Institute of Adult Learning, Singapore.

More information can be found on http://avetra.org.au/annual-conference/avetra-2014-conference-%e2%80%93-save-the-date.

ACER National Adult Language, Literacy and Numeracy Assessment Conference 2014

(Rendezvous Grand Hotel, Melbourne. May 1 and 2, 2014)This year’s theme is Foundation skills and lifelong learning – what does the evidence from international assessments tell us about improving work and life skills? The two-day conference will examine the latest results of both the Programme for International Assessment of Adult Competencies (PIAAC), and the Program for International Student Assessment (PISA) surveys. The conference will discuss the implications for both policy and practice, for not only all education sectors but also for lifelong learning and full participation as an individual, as a community member and as a worker. For further conference details see www.acer.edu.au/nallnac

MARCH 2014 Vol. 31 No. 317

RESOURCE

LLN Online Library of free lln training and PD videos on the What Works WELL website

These videos are organised into two categories:1. LLN training and assessment for those who work directly with LLN learners, VET or workplace

trainers generally, trainers who deliver the units TAELLN401 (Address adult language, literacy and numeracy (LNN)/TAELLN411 (Address Adult Language, Literacy and Numeracy Skill) or RTO support staff; and

2. LLN in training and assessment for managers and other workplace stakeholders.

LLN training and assessment videos• Why is language, literacy and numeracy so important? (4 min)• What has language, literacy and numeracy got to do with my role as a trainer and assessor?

(4 min 23 sec)• What are the language, literacy and numeracy skills? (3 min 12 sec)• What is the Australian Core Skills Framework? (3 min 18 sec)• How do I know what Language Literacy and Numeracy skills are required on the job?

(2 min 34 sec)• How do I identify my learners’ language, literacy and numeracy skills? (2 min 45 sec)• What are the language, literacy and numeracy demands of the training environment?

(6 min 39 sec)• When is specialist Language, Literacy and Numeracy support needed? (2 min 56 sec)• Who needs support with Language, Literacy and Numeracy skills? (2 min 32 sec)• When is specialist Language, Literacy and Numeracy support needed? (2 min 56 sec)• What are the language, literacy and numeracy demands of the training environment?

(3 min 18 sec)• Where to access LLN support (3 min 52 sec)• How VET and LLN Practitioners work together (5 min 39 sec)• Team teaching (5 min 49 sec)• Choose, customise and develop learning and assessment materials (5 min 36 sec)• Develop your learners’ reading skills (4 min 55 sec)• Develop your learners’ writing skills (2 min 35 sec)• Develop your learners’ speaking and listening skills (3 min 50 sec)• Develop your learners’ learning skills (4 min 03 sec)• Develop your learners’ numeracy skills (4 min 41 sec)

LLN training and assessment videosWhat are language, literacy and numeracy skills? (3 min 12 sec)Further information available at http://ideasthatwork.co

MARCH 2014 Vol. 31 No. 318

Links to Key Websites

www.qcal.org.au Queensland Council for Adult Literacy

www.acal.edu.au Australian Council for Adult Literacy

www.det.qld.gov.au Department of Education & Training

www.deedi.qld.gov.au Department of Employment, Economic

Development and Innovation

http://www.dest.gov.au/sectors/training_skills/publications_resources/profiles/anta/profile/aqtf_2005_standards_for_rtos.htm The revised Australian Quality Training

Framework standards

http.www.dest.gov.au//sectors/training_skills/publications_resources/profiles/anta/profile/faqs_language_literacy_numeracy_

aqtf.htm Frequently asked Qs re LLN issues in the

AQTF (37 pages)

www.ncver.edu.au/newsevents National Centre for Vocational Education

Research Ltd

What does the Queensland Council for Adult Literacy Do?• gives state leadership and advice in negotiations with a range

of bodies;• advocates for adult literacy to be included in policy statements

and curriculum;• promotes fair and equal access to resources for adult literacy

learners;• promotes quality provisions of programs, professional

development, research and curriculum development;• publishes Write On and provides seminars and workshops to

meet the needs of adult literacy teachers and tutors.

CONTACTSPh/Fax (07) 3878 9944

Home Page www.qcal.org.au QCAL Inc

PO Box 301 Red Hill Q 4059

If you would like to be part of this work, complete the form below and return it to:

QCAL, PO Box 301, Red Hill 4059Phone/Fax (07) 3878 9944

I wish to apply for individual membership of the Queensland Council for Adult Literacy (QCAL). A cheque to the value of

$50.00 is enclosed.

NAME: .............................................................................................................. ADDRESS: .......................................................................................................

.......................................................................................POSTCODE: ..............

PHONE:(W)....................................................(H).............................................

EMAIL:..............................................................................................................

Interest in Literacy. ...........................................................................................

..........................................................................................................................

............................................................................................................................

............................................................................................................................

............................................................................................................................

............................................................................................................................

Directory Up-date

Providers are welcome to add their details to the QCAL Inc Queensland Directory on

the WebPlease use the form which

can be downloaded from the Web. We can email or fax a

form to you. Email [email protected]

Fax 07 3878 9944

Privacy StatementCheck this website link http://www.qcal.org.au/

privacy.htmfor QCAL’s Privacy

Statement Information.

T U T O R T I P S

1

Learning to write argumentative academic essays

Ann Kelly Where once studying at university and gaining a higher education qualification were the goals of only a very small percentage of the Australian population, this is no longer the case. Indeed, there were a little over 900,000 people studying in the higher education sector in 2011, an increase of almost 30% since 2001 and of these 41% were older than 24 years of age (Australian Bureau of Statistics, 2013). If the present Australian and successive national governments continue to implement the recommendation of the Bradley Committee (2008) that by 2025, 40% of people aged 25-34 years hold at least a bachelor education degree (up from the current figure of 38%) (Organisation for Economic Cooperation and Development, 2013), and if the rewards of higher employment rates and pay from having such qualifications continue to attract students, then it is likely that this trend will remain. This Tutor Tip is designed to help this specific group of adults prepare for this academic demand by focusing on the key features of essay writing which include using relevant literature to support arguments.

Key steps in preparing an essay response

Argumentative essay writing has traditionally been seen as a way for students to show that they (a) understand what is implied in a set essay question, (b) can research and identify one or more points of view on the topic, and (c) can then use this information to present a convincing argument for their own position in a clear, logical and grammatical way. To reach this outcome, then, they need to be able to engage successfully in a number of steps. While these steps can be broken down in different forms, those that are presented in Table 1 below are typical.

Table 1. Broad steps in essay writing

Analyse the question Roughly plan the structure of the essay

Access, read and make notes of literature relevant to the response Take notes of key points and their sources

Develop a thesis and more detailed plan of the essay Write a first draft

Edit the first draft, inserting and dispensing with information Write and edit one or more further drafts

While this order would seem to be sequential, it is likely that there will be movements between steps. More detail relating to each of the steps is given in the sections below.

2

Analyse the question

It is very important that students know what is required of them. Essay questions often contain ‘task’ words (University of New South Wales (UNSW), n.d.) which are usually verbs that tell readers how they should frame up their argument. The UNSW has compiled a helpful glossary of task words, a sample of which is reproduced below in Table 2. The remainder of this useful list is on the UNW website: see reference list).

Table 2: Task words

Words What they (might) mean...

Account for Explain, clarify, give reasons for.

Analyse Break an issue down into its component parts, discuss them and show how they interrelate.

It is also critical that the content words in the question are understood and are used as a focus in the initial planning stage of the essay, the next step below.

Roughly plan the structure of the essay

Although this is not an extensive stage, it is important in providing a beginning direction for the next step of accessing, reading and recording key ideas derived from relevant literature. It is also important for conceptually organising the first draft of the essay. The work at this stage should involve the identification of key sub-topics to be addressed in the next step.

Access, read and make notes of literature relevant to the response

It is feasible that beginning students will be given a list of resources relating to the topic by their teacher. These should be used as a beginning, with the students focusing on more general works before honing in on more specific aspects of the topic. Williams and McEnerney (n.d.) have provided ‘generic advice’ to students about how to collate the information found at this stage. These steps are:

read the set texts and highlight everything that might be useful; read the texts again to see if other information is important; read the texts a third time, noting bits that are key to the proposed thesis (highlighting a key work may

be helpful); match these bits against the proposed points that relate to the essay; continue this process until sufficient information is found; draft more and more refined versions of concept maps showing how the support statements and

points link to each other and to the thesis; finally, revise the plan in preparation for writing the first draft.

The following table may be another helpful way of keeping track of the emerging ideas.

Table 3: System for recording notes (UNW, n.d.)

Source Notes/summaries/quotations Page numbers Comments In this table, first, it is very important that the source details are correct. These should include the following names: the author’(s’) (family and first), the book/article/chapter and, in the latter two cases, the respective journal or book in which the selected text is published. Also included should be the date of publication and the page numbers. For journal articles, volumes and issues need to be recorded and for book chapters, the name of the edited book in which the chapter is located. Page numbers should be noted in all cases except for books. If the text is online, then doi codes and paragraph numbers should be included.

3

The second category lists ‘notes/summaries/quotations’ as examples of the forms students might use for recording the ideas of authors they have researched. Obviously summaries are more demanding than note-taking or documenting words verbatim but developing skills in summary writing is important for proceeding smoothly to the next step of developing an initial draft.

‘Page numbers’, the third category in Table 3 above, is also critical because there may be a need to return to the original text and this information will make that process easier. It is also important to note the page numbers of quotations.

The most important column in the table, though, is the last one. In this section students should reflect on the notes that have been made and link them to the essay question. This work will underpin the next step.

Develop a thesis and more detailed plan of the essay

As students read, they should be thinking constantly about how the information that is being acquired relates to the topic and can be used to formulate a particular thesis or position. In this step, they will also assemble arguments to support this position. These arguments form the basis of main sections of the essay.

Write a first draft

It is important that students recognise that several drafts will be required before a polished text is produced. This first draft essentially serves to inform writers about how (a) comprehensive their research findings are; (b) well they can use these to substantiate the thesis that is being asserted; and (c) logically they can order their ideas. It is at this point that it will be evident whether a case is convincing. It will be also be evident whether somewhat equal treatment of evidence is being given. It is likely that some parts will need to be expanded, perhaps even with support from more research evidence, while others are cut.

The traditional three part framework of introduction, body and conclusion is still useful. Figure 1 below shows a list of content that should be included in each section of an argumentative essay.

Figure 1. General structure of argumentative essay

Introduction Orientation to the question using one or two sentences. Presentation of a thesis statement. Provision of an overview of the essay.

Body Inclusion of two to four key points. Elaboration on these points using illustrations, quotations, evidence,

examples and so on. Ensuring there are linkages of these points directly and cumulatively to

the thesis.

Conclusion Restatement of the thesis Summarisation of the main points provided to support the thesis. Movement of the ideas forward by drawing implications of the thesis,

pointing out limitations of the argument or by suggesting new areas of research

4

After the first draft is written, it is recommended that the work be left as long as possible before being edited, the next step.

Edit the first draft, inserting and dispensing with information

At this stage the writer needs to ensure that the proposed content of the essay is structured in such a way that the result is logical, coherent and as intended. Each paragraph should present only one point and this should be encapsulated in a topic sentence. As well as the devices listed in the Body section in Figure 1, it may be appropriate to also include contrastive views on the issue. Further, the introduction and conclusion should be aligned, although it is likely that the former will be more general than the latter. It is a useful practice to leave the work to rest for a while before further reviews, the final stage in preparation of an argumentative essay.

Write and edit one or more further drafts

When this stage is reached it is critical to review again the way that the content and structure work together to make a convincing argument that supports the essay. It is also the time to ensure that accepted stylistic and language aspects are followed. These include:

avoiding personal references (e.g. such as ‘I’) unless this is acceptable a formal register is used; employing concise language by cutting extraneous words, phrases, sentences and paragraphs; varying sentence lengths and types by using a mixture of simple and complex forms and a range of

cohesive devices such as different connectors, cause-effect conjunctions and so on; avoiding plagiarism by referencing other authors’ ideas; using a minimal number of quotations and ensuring they are relatively short and apt; choosing appropriate transitional techniques between (a) the main parts of the work (b) paragraphs (c)

sentences and (d) your text and quotations; ensuring that tables, figures, quotations, etcetera, are interpreted, discussed and linked to your thesis; referencing more than one key source to justify positions; and matching in-text references with the end-of-text list and composing them in the appropriate format (e.g.

American Psychological Association format).

Finally, it is necessary to check for grammatical, spelling and punctuation problems and, if possible, seek the assistance of someone else to read the work for you before it is finalised.

References

Bradley, D., Noonan, P., Nugent, H. & Scales, B. (2008). Review of Australian higher education: Final report. Canberra: Department of Education, Employment and Workplace Relations

Williams, J. M., & McEnerney, L. (n.d.) Writing in college: The University of Chicago writing program. retrieved from http://writing-program.uchicago.edu/resources/collegewriting/wic4.pdf

Organisation for Economic Cooperation and Development (2011). Education at a Glance 2013: OECD Indicators. Retrieved from http://www.keepeek.com/Digital-Asset-Management/oecd/education/education-at-a-glance-2013_eag-2013-en#page1

University of New South Wales (n.d.). Essay writing: The basics. Retrieved from https://student.unsw.edu.au/essay-writing-basics

RememberIttakestimetobecomeproficientinwritingargumentativeessays.So,writerswillneedto

proceedatanappropriatepaceaddressingdifferentaspectssequentiallywhilereceivingpositivefeedbackaswritersdeveloptheirknowledge.