2.2 Literacies for Work

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来自 University of Illinois at Urbana-Champaign 的课程

Literacy Teaching and Learning: Aims, Approaches and Pedagogies

20 个评分

University of Illinois at Urbana-Champaign

Literacy Teaching and Learning: Aims, Approaches and Pedagogies

20 个评分

This course opens with an exploration of the social context and aims of literacy teaching and learning. It goes on to describe a range of historical and contemporary approaches to literacy pedagogy, including didactic, authentic, functional, and critical approaches. The course takes has a 'Multiliteracies' perspective, which aims to expand the definition of literacy to encompass today's multimodal communications, and the diversity of literacies across different social and culltural contexts. A Multiliteracies approach also suggests a broad range of activity types—experiential, conceptual, analytical and critical. -------------------------------- Recommended Background -------------------------------- This course is designed for people interested in literacy teaching and learning, including people who may wish to join education as a profession, practicing teachers interested in exploring future directions for a vocation that is currently undergoing transformation, and community and workplace leaders who regard their mission to be in part "educative." -------------------------------- Take this Course for Credit at the University of Illinois. -------------------------------- This course has the same content and anticipates the same level of contribution by students in the 'New Media and Literacies' course offered to graduate certificate, masters and doctoral level students in the College of Education at the University of Illinois. Of course, in the nature of MOOCs many people will just want to view the videos and casually join some of the discussions. Some people say that these limited kinds of participation offer evidence that MOOCs suffer from low retention rates. Far from it - we say that any level of engagement is good engagement. On the other hand, if you would like to take this course for credit at the University of Illinois, apply here: http://education.illinois.edu/online-offcampus/programs-degrees/ldl-online If you have already taken this course in Coursera, you can prepare a portfolio of work created there and request that this work is taken into account for your University of Illinois course.

从本节课中

The Aims of Literacy

This module explores the notion of "literacies" in the plural, and in particular the concept of "Multiliteracies" coined by the presenters in this course as part of the New London Group. Literacy in the singular consists of the rigid rules of official standard languages, and is purely grounded in written text. Literacies in the plural, or multiliteracies, acknowledges that language use will vary greatly from one cultural and social context to another, and that contemporary communication is increasingly multimodal, where written text is juxtaposed with, or supplemented by, image, sound, space, object, gesture, and speech. The module goes on to explore the evolution of human communication, and the patterns of communication in today's work, public, and community settings.

2.1 Why Literacy?3:35

2.2 Literacies for Work7:36

2.3 Literacies for Citizenship6:07

2.4 Literacies for Everyday Life7:10

与讲师见面

Dr William Cope
Professor
Department of Education Policy, Organization & Leadership, College of Education
Dr Mary Kalantzis
Dean
College of Education

The workers of the world today, all of us in fact who are engaged in any kind of

work, are working in very different ways than our parents or our grandparents did.

Now we need to deal with extraordinary complexity in the workplace.

We need to deal with multiple tasks.

We need to deal with different types of people who are our coworkers,

different types of people who are our customers,

different people who are our bosses, different people who report to us.

We need to deal with that complexity in successful ways to be able to negotiate

meaning, to use multi model tools in our communication, to be able to apply

ourselves in productive ways so that we are satisfied as workers and

our responsibilities are able to be fulfilled in a work place that is

productive, that is a socially pleasant to be in, and meets all its goals.

>> What about work?

How does the agenda of literacy sit into the agenda of socializing

children to become good workers, effective workers, to get a job?

Perhaps, we'll put it that way.

What I want to do is I want to make a kind of a contrast between what

literacy originally was in the first phases of mastery education

compared to the objectives of literacy today, the work place and

employment objectives of literacy.

And the case I'm going to make is in fact that it's quite different these days.

Let's do a little thumb nail sketch of modern work

at the point which mass institutionalized education was created.

And don't forget, mass institutionalized education's quite new.

It's really a phenomenon of the 19th century and it was until the 20th century

that nearly everybody in the whole world has a child that went to school.

Okay, so in that first time what was the classical objectives in terms of work.

Let's take an example like Henry Ford's motor car factory.

This was a typical factory, a typical workplace in the industrial era.

And in fact, that work place was designed around absolutely

minimal skills, workplace skills and minimal literacy.

So, you are on a production line, where an engineer divided up

all the production processes into tiny little bits.

So, there you are, you are screwing this bolt on and the next person screwed

the next bolt on, as the car went along the production line and

by the time it have been passed I don't know,

a thousand workers, the whole thing had been dissembled.

Now, in fact, the literacy skills in the kind of environment were really minimal.

So, in fact, what schools needed to produce for

a majority of the population was not much at all.

Perhaps read a danger sign, or read a notice.

Very, very, very minima.

So in a way what we call the old basics were a minimal set of

basic skills for getting around in this kind of work place and

there was a very, very small elite which were the supervisors and

the bosses and the engineers who might have gone onto the higher education, and

who might need higher level of literacy skills.

But in fact the whole system was based around not very high literacy skills for

majority of the people who came out at the end.

Now what was really important was not literally the skills of literacy, but

the skill of turning up to school on time, behaving yourself,

doing as you're told the discipline of the classroom

became very much like the discipline of the factory.

Punctuality, reliability, doing as you're told.

If the teachers at the front say do this, give the right answer, don't talk back.

So there was a whole kind of disciplinary practices which were learnt in

the early modern schools, which sort of aligned with these kinds of work places.

So it didn't really matter how much you learned as long as you were a well behaved

person who prepared to operate effectively when the boss told you something,

or the supervisor ordered you to do something and so on.

So that's really a little, a very,

very sort of simple thumb nail sketch of the kind of literacy skills and

the kind of literacy that was designed for these kinds of work places.

Now what have we got today?

Well, in fact, things have changed a lot.

Classically now,

if you work even in a car factory, what you're doing is much more complex.

You might be a member of a team, you might have to be multi-skilled,

you might have to do problem solving and troubleshooting, quality control,

whatever, so the literacy skills are much higher including.

Probably a little of screen skills a lot of the time as well.

So entering data on the screen,

looking at what's happening on a computer screen, and so on.

So, very different set of literacy skills.

But also, a different set of dispositions.

So ideally in this kind of modern workplace, which is often by the way,

called the post Fordist workplace as a contrast to the Fordist workplace.

Well, in these kind of workplaces, you know, we want people,

ideally, who are critical thinkers, problem solvers,

people who take initiative, people who work collaboratively in teams.

So it's a different kind of literacy skills.

But also a different kind of set of sensibilities

which fit with this new kind of workplace.

Now, this kind of workplace is often called the workplace of the new economy.

The knowledge economy.

And of course there's a lot of employment, not just in factories,

I'm talking about the changes that might be happening in a factory.

But a lot of employment in service industries.

In IT, in tourism, and these are things again

where the requirements in terms of literacy skills are quite different from

what they were in the era of mass institutionalized education.

What I don't want to do is paint a rosy picture of these new work places,

things aren't always all that good.

There's often less job security.

There's still an awful lot of low pay jobs in the labor force.

The people who wash dishes, the people who clean houses.

People who are carers.

There are an awful lot of poly paid jobs as well,

which actually require quite well literacy skills.

So when our schools don't do very well, and when poor schools fail kids,

it kind of works in terms of the system in an unfortunate kind of way.

And these become people who end up in these very vulnerable low paid

insecure types of jobs.

And also, look, we're in a situation to where, you know,

despite the fact that in these new work places it looks like there's a team

these are the new knowledge economy work places.

There often places where people are very vulnerable,

likely to lose their job at any time because of restructuring.

So it's often not an ideal situation in which perhaps a larger objective around

a literacy is not just creates students who will fit into a job and

be good workers, but also people who can think critically about how they organize

their lives, how they negotiate all these kinds of difficulties, and

perhaps think critically about how can we improve the nature of work,

how can we act to improve the kind of workplaces that we're in.

We're not just trying think about literacy as something that is purely functional

to make these workplaces work but

people who have got a bigger vision about their life and the nature of work-

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