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Presentation of the Literacies for Learning in Further Education research project. Inclusive Learning session Preston College 25 th January 2006. LfLFE Research Project. www.lancs.ac.uk/lflfe/. LfLFE Research Project. We do different kinds of reading and writing

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Presentation Transcript
slide1

Presentation of the

Literacies for Learning in Further Education

research project

Inclusive Learning session

Preston College

25th January 2006

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LfLFE Research Project

www.lancs.ac.uk/lflfe/

slide3

LfLFE Research Project

We do different kinds of reading and writing

as part of different activities in our everyday lives.

slide4

LfLFE Research Project

We do different kinds of reading and writing

as part of different activities in our everyday lives.

slide5

LfLFE Research Project

We do different kinds of reading and writing

as part of different activities in our everyday lives.

slide7

LfLFE Research Project

Scenario 1:

The students on the Level 1 Catering and Hospitality course are confident at using the internet to shop for shoes and clothing. As part of one of their college activities they were asked to research the Hilton hotel group using the internet, to provide information for a leaflet they had to produce. Their tutor was surprised that the students struggled to find relevant sites or information on this topic.

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LfLFE Research Project

  • Questions to be asked:
  • Why were the students apparently unable to transfer their expertise on the internet from their everyday lives to their learning environment?
  • What might the tutor be able to do in this situation so that the students’ everyday use of the internet becomes a resource for their learning?
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PEOPLE

MEDIUM/

ARTEFACT/

TEXT TYPE

WHEN?

ACTIVITY?

PURPOSE?

WHERE?

LfLFE Research Project

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LfLFE Research Project

  • Resonance might exist between the everyday literacy activity and the literacy demands of the course.
  • But, similarly, dissonance between aspects of the literacy demands of the course and the students’ everyday literacy practices might prevent transference between the activities.
  • Locating and identifying which aspects of the literacy practices contribute to dissonance can help teachers to provide ways of reducing students’ difficulties on their courses.
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