Contradicting the stereotype: case studies of success despite literacy difficulties

This project began with the observation that some individuals are able to succeed in life and employment, despite continuing difficulties with literacy. Such people are contradicting the stereotype which is often painted of adults lacking literacy skills. The study identifies and explores the strategies and behaviour of 10 such individuals. It investigates how successful people with limited literacy have achieved and sustained employability, how they developed resilience in the face of significant setbacks and whether their strategies are transferable to the contemporary and often fluid worlds of work and employment. The study also looked at whether literacy teaching had been of assistance and what teaching approaches, interventions and resources have assisted in achieving sustainable employability. The study raises issues and implications for diverse groups with interests in adult literacy, vocational education and employment. For adult literacy and vocational educators, the study suggests that a focus on the positive, on capabilities, rather than perceived deficits, opens up possibilities for learning, personal development, and vocational success. For adults with literacy difficulties, the study suggests the importance of realising that there are many possible pathways to and forms of 'success'. For school-based educators, this research suggests the continuing importance (long recognised but not always effectively practised) of early identification of literacy learning difficulties. The findings also suggest the importance of teachers identifying, developing and celebrating multiple forms of intelligence and capability within learners. For employment/career advisors it is suggested that they need to bear in mind that, while it is important, literacy is not the only criteria for personal, vocational or employment success. For policy-makers in adult and vocational education, the study suggests the importance of recognising the limitations of singular and narrow interpretations of literacy. For employers and human resources personnel, the primary finding is that the lack of expected literacy skills in an employee and/or job candidate does not necessarily signal lack of intelligence, capability or potential, particularly when literacy is assessed within narrow frames of reference. Finally, for academics, researchers and teacher educators, the study suggests the need for more research to illuminate the nature of the diverse (para) literacies in action utilised by people with severe literacy difficulties within workplace and educational settings. Show less