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Collaborative writing with young people with disabilities: raising new questions of authorship and agency
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Children and young people in dialogue with researchers to create connections in the community and the classroom
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Stories to connect with: The use of narrative methodology with disadvantaged children and young people in a community-based participatory research project
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“Carbon literacy practices”: textual footprints between school and home in children’s construction of knowledge about climate change
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Engaging homeless people, Black and Minority Ethnic and other priority groups in Skills for Life
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Abstract:
This report examines what we know about how adults identified as priority groups in the Skills for Life strategy2 are engaging in learning related to improving their language, literacy and numeracy skills. This overview draws principally, but not solely, on research carried out by the National Research and Development Centre for Adult Literacy and Numeracy (NRDC). Since its inception in 2002, NRDC has undertaken quantitative, qualitative and practitioner-led research to illuminate and improve the learning experiences of the most disadvantaged learners. The report includes two research studies, which illustrate both the issues faced by two different priority groups and principles of effective practice in helping them to learn. The University of Lancaster analysed issues facing adults who are homeless and studied educational provision in the Blackpool area that aims to address homeless peopleʼs needs. NIACE examined how Black and Minority Ethnic minority communities fare in further education in order to identify priority learners and examples of effective community-based provision. Both studies are complemented by guides for practitioners, which are being published separately in 2009.
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Keyword:
Academic studies in further education; Applied linguistics; Research & study skills in education
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URL: http://dera.ioe.ac.uk/21952/1/doc_4692.pdf
http://clok.uclan.ac.uk/16706/1/doc_4692.pdf
http://clok.uclan.ac.uk/16706/
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Reading and writing the self as a college student: Fluidity and ambivalence across contexts
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Boundary crossings: Networking and transforming literacies in research processes and college courses
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