Norton, Patsy (2009) A literacy educator's approach to designing a trade professional program for third year apprentices. In: 2009 AATE/ALEA National Conference: Bridging Divides: Ensuring Access, Equity and Quality in Literacy and English Education, 9-12 July 2009, Hobart, Australia.
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Adult learning experiences that support the construction of situated and distributed knowledge are favoured by contemporary situative learning theorists. Such experiences are educative rather than miseducative, characterised by continuity and connectedness. Within the VET sector, these are particularly effective when coupled with literacy strategies within a carefully designed curriculum program. Despite strong support for this approach, more attention could be given to curriculum design and pedagogy within the VET context. This paper reports on a successful program that provided educative experiences for third year apprentices in the power industry. Three elements of the program are examined, these being integration, customisation and the implementation of literacy learning strategies, with regard to supporting theory and examples of learning experiences. It concludes that well designed curriculum programs with embedded literacy strategies can engage these adult learners and support them in accessing formal qualifications.
|Item Type:||Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)|
|Additional Information:||Author retains copyright.|
|Uncontrolled Keywords:||literacy learning; adult learning; situated learning; VET curriculum design|
|Depositing User:||Dr Patricia Norton|
|Date Deposited:||08 Jul 2010 06:30|
|Last Modified:||02 Jul 2013 23:51|
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