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This chapter examines the evolution of workplace literacy as part of the wider adult literacy and adult education policy context in Australia. It undertakes to provide a discourse analysis of the workplace, as a key focus and locus of literacy policy and practice. It discusses how knowledge about the workplace has been constructed, and the consequence of this construction within the context of the 1991 government report 'Words at work: literacy needs in the workplace'. A critical examination of the report's construction and legitimisation of certain 'truths' is given from a post-structuralist perspective, and the conclusion reached that the report's underlying discourse needs to be challenged.

The volume of collected works is indexed at TD/TNC 75.295. Selected chapters are indexed from TD/TNC 75.296 to TD/TNC 75.299. Show less

This report is concerned with adult literacy policy and research, and seeks to investigate what initiatives have been undertaken in recent years, and how they have been designed to improve vocational and lifelong learning opportunities. It is also interested in whether new program and policy developments in the UK and elsewhere will have an effect on the current Australian situation. The authors hope that by revisiting past perceptions of adult literacy in Australia, and considering them alongside the present situation, they may arrive at a more informed understanding of future possibilities. The first stage of the project focuses on the last decade of adult numeracy and literacy policy developed by the Australian Federal government. The report then goes on to discuss several key themes associated with adult literacy, looks at what has and hasn’t worked in improving vocational and/or lifelong learning outcomes, and finally examines overseas practice in literacy policy and programs which might be influential on Australia. Show less

This paper briefly outlines the objectives and preliminary findings and outcomes of the project, which deals with adult literacy services in a non-metropolitan area in Queensland. Show less

This study found that the workers’ cultural orientations, including language and literacy, had a fundamental influence on how they perceived rights and responsibilities in regard to workplace health and safety. There is a need to recognise the pervasive effect of cultural background on understandings about workplace health and safety, and to understand workplaces as sites in which cultures reside and interact. Show less

This paper reports on a study that explored the perceptions of community service providers about the literacy and numeracy needs of disadvantaged clients and the implications of these different perceptions on the relationship between literacy and local, national and international need for individuals and communities to be adaptable, responsive to change, proactive and confident in planning for their futures. Findings suggest that: while a series of networks in service provision existed, these were poorly coordinated and resourced; sharing 'vernacular' literacy skill relied on key mentors and 'trusted brokers' whose skills may not be still absolutely reliable or current; and that 'vernacular' literacy skill relates largely to the identification with the community and that literacy provision is well suited to remaining within community contexts. The paper concludes by discussing the implications of the findings for policy, practice and further research. Show less

Workplace literacy is a new and highly contested site of activity. The field has evolved so rapidly in response to social, economic and political imperatives, that the term workplace literacy, and its various meanings, have largely gone unchallenged. This paper argues that, as a new and fast-growing field, workplace literacy is being under-researched and under-theorised, examining the nature and effects of current common understandings or formulations of the relationship between work and literacy, particularly as these relate to workers in the Australian workforce. The author then evaluates what workplace literacy programs have typically been designed to do, before discussing possible ways for future workplace literacy programs to be conducted that allow real opportunities for all workplace participants to be actively involved in the process of workplace reform. Show less

What are the many ways in which people individually and collectively actually use literacy in their everyday lives? This study was sited in a low socio-economic area called Self-Help City and aimed to explore and report the perceptions of community service providers about the literacy and numeracy needs of their disadvantaged clients. The second aim of the project was to explore and comment on the implications of these different perceptions on the relationship between literacy and local, national and international need for individuals and communities to be adaptable, responsive to change, proactive and confident in planning for their futures. Participants were employees, volunteers and clients of the selected community-based organisations as well as the people within the wider community identified as being valuable informants. They included representatives from community-based organisations, welfare officers, volunteers and clients of community organisations. Findings indicated, that there were a number of ways in which people operated informally within diverse communities of practice that were characterised by a mutual exchange of skills and practices, including literacy. Secondly, that there was an extensive but poorly coordinated and resourced community network of service provision for disadvantaged client groups. Thirdly, that while service providers were generally conscious of the implications of lower literacy skills in relation to a plethora of clients’ problems, these difficulties were further compounded by: a loss of unemployment services; increasing unemployment and poverty; and unlimited training opportunities in the local context. These issues co-existed in a political/funding climate of heavy focus on employment related outcomes. Show less

The International Adult Literacy Survey (IALS) report (OECD 2001) [available in VOCEDplus at TD/TNC 64.241] highlighted two separate but related issues for adult literacy policy in an era of rapid global and technological change: the needs of people who are at risk of becoming increasingly marginalised as the result of low literacy skills, and the need to create 'literacy-rich environments' that will facilitate the development of literacy skills at work and in the community in an integrated way. 2001 marked the tenth anniversary of the Australian Language and Literacy Policy (ALLP) (Dawkins 1991) [available in VOCEDplus at TD/ERD 87.64], a policy developed at the behest of the Labor Government of the day. The main thrust of the ALLP was about literacy as a tool in micro-economic re-structuring and macro-economic policy, and the policy had a pivotal role in placing language and literacy policy at the centre of Australia's education, employment and training profile (Brock, 2001:73).

There is now a clear and overdue need for a new socio-economically responsive national policy framework for adult literacy and numeracy in Australia. In this paper, the authors argue that Australia needs to take up anew the challenge of planning for the ongoing education of the adult population in the longer term and to form new policy around contemporary literacy needs. Further, it is argued that Australian governments need to adopt an inclusive, collaborative, evidence-based approach to literacy policies that takes account of the impacts of global, and especially, technological change. Other OECD nations are taking up that challenge and it is time that Australia, until recently at the forefront in progressive adult literacy policy, should be doing the same.

Edited excerpts from publication. Show less

This Literacy Awareness and Management Program (LAMP) is a response to the changing literacy needs of the Australian workplace. The climate of change locally, nationally and internationally and the nationalisation of various state bodies to develop Australia-wide policies have dramatically changed the perspective on literacy. The aim of the program is to develop the competencies of Commonwealth Employment Service (CES) officers in dealing with the changing literacy needs of clients and the labour market. The contents reflect current attitudes to literacy and demonstrate the impact literacy has in the community and the workplace.

LAMP consists of five training modules: Module l: Literacy awareness; Module 2: Identifying clients with literacy needs; Module 3: Assessing client's literacy needs; Module 4: Employment and training, bridging the gap; and Module 5: Management of area/regional literacy provision. The material contained in the modules is designed to be used in the professional development training of all levels of CES staff including counter staff, client services staff, case managers, employer liaising staff and management. LAMP tries to raise staff awareness of literacy and its importance to Australian workers and jobseekers and to promote effective management of literacy training provisions.

Each module includes the module description and objectives, training strategy, equipment required, pre-readings, overheads, and handouts.

Edited excerpts from publication. Show less