Assignment 2: Written proposal for Literacy/Numeracy ... Web view5Assignment 2: Written proposal for Literacy/Numeracy & Learning Project. 5. David MartinStudent #26363493012VTA –

Assignment 2 – Written Proposal for

Literacy/Numeracy and Learning Project

3012VTA – Literacy at Work

Course Convenor: Dr Ann Kelly

Submitted by:

David Martin

Student #2636349

[email protected]

Date Submitted: 13 August 2007

mailto:[email protected]

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Assignment 2: Written proposal for Literacy/Numeracy & Learning Project

Introduction: Focus and Scope

The proposed project will address specific literacy needs of students undertaking the nationally

recognised competency Produce Business Documents (THHGGA04), specifically a Report on

Office Equipment and Documentation. Addressed will be skills required to perform the tasks

involved in basic research, analysing information and using a word processor to create a

document in an accepted format. It will be taught as a component of a cluster of competencies

and builds on technological literacy skills taught in Produce Simple Word Processed Documents,

Use Business Technology and Perform Office Procedures. However, this project will concentrate

on the Prepare Business Documents competency only.

Rationale

This project addresses several challenges that face students in formal education and vocational

settings, and specifically, skills required to complete the nationally accredited course ‘Prepare

Business Documents’ from the tourism and hospitality delivery package. Functional and

technological literacy are large components of skills in this area. Critical literacy is also required

of the student, not only to define the focus and scope of the assessment item, but to

successfully find and integrate information from a variety of resources. As part of the delivery

package, this group of competencies is part of the core or foundation subjects that give

students the skills required to successfully complete the rest of the course and participate in

the workplace.

This project will continue the process of tuning and testing delivery methods for teaching this

subject at TAFE, using a variety of reading and reference material. Writing in plain English will

David Martin Student #2636349 3012VTA – Literacy at Work

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be used where possible, using ideas from “English: Plain or simple” (Eagleson, 1990). Inclusive

curriculum ideas based on Gee’s Discourses (Gee, 1996) will also be used to help with the

design of additional teaching resources. For some writing and researching tips, and samples of a

completed assessment item, “The Business of Communicating” (John & Gillian, 1990) will be

used. While learning outcomes and criteria are based on national standards, assessment ideas

will be researched using “Assessment: Making a difference in adult literacy and numeracy

learning” (Cumming & van Kraayenoord, 1996). Multimodality and techniques of enhancing

learning materials with web-based design and multimedia learning materials will be analysed,

using some ideas from “Approaches to Media Discourse” (Kress, 1998). For further information

and technological pedagogy and literacy design “Using information and communication

technologies in adult literacy education: new practices, new challenges” (Snyder, Jones, & Lo

Bianco, 2005) , “Technology Literacy Applications in Learning Environments” (Carbonara, 2005),

and “Developing Vocational Expertise” (Stevenson, 2003) will be referenced. A learning support

staff member will also be consulted with a view to improving learning resources and teaching

methods.

Methodology

This will be the fourth time I have delivered and assessed these units in the TAFE environment.

In this time I have developed a number of strategies on my own, including changing from self-

paced learning to a more directed teaching style; collation of resources into a web-site style

interface and the creation of specific tasks and teaching aides. These changes are based around

my increasing confidence and growing knowledge of student needs and requirements. This

project will further this knowledge and process.


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There will be several methods of assessing students’ capabilities and progress. First, a survey

has been created that includes specific learning outcomes that are assessed as part of the

THHGGA04B competency, as well as specific computer literacy tasks. The entire group

participates in the survey anonymously. The first survey is performed after the unit overview,

assessment methods and delivery methods have been discussed, but nothing has been taught.

The second survey is to be done after the participants have completed the competency by

performing their own research and creating a simple business style report.

Observation of in-class research and basic technology literacy activities will be performed

during the teaching process. The students are set an assessment item where they are required

to research and report on common business technology and document types. A draft copy of

the assessment item is analysed before the final submission. Feedback is a continual process

and questions and queries are answered on the spot or via email.

Teaching topics introduce basic research skills for the workplace and for study purposes. This

will include both web searches, specific web sites of interest, library catalogues as well as

referencing and acknowledging material from these sources. Time will be spent on critical

literacy, analysing both the requirements of the assessment and the validity of information

found on websites and in printed materials. A sample of the assessment item will be provided

as well as a demonstration of creating a simple layout and using word processing tools such as

page numbering, tables of contents, spelling and grammar checker functions.

A report will be assembled after the project is complete to gauge the effectiveness of the

teaching methodology, resources, assessment and other key criteria.


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Questions

No questions at this time.


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Literature to be UsedCarbonara, D. (Ed.). (2005). Technology Literacy Applications in Learning Environments. Idea Group Inc.

Cumming, J. J., & van Kraayenoord, C. E. (1996). Assessment: making a difference in adult literacy and numeracy learning. In J. J. Cumming, & C. E. van Kraayenoord (Eds.), Adult literacy and numeracy: assessing change (pp. 8-17). Melbourne: Language Australia.

Eagleson, R. (1990). Plain English: Simple of simplistic. Vox (4), 106-110.

Gee, J. P. (1996). Discourses and Literacies. In J. P. Gee, Social linguistics and literacies: Ideologies in Discouses. Second Edition (pp. 122-129). London: Taylor & Fancis.

John, N., & Gillian, W. (1990). The Business of Communication Second Edition. Sydney: McGraw Hill.

Kress, G. (1998). Front pages: (the critical) analysis of newspaper layout. In A. Bell, & P. Garrett, Approaches to Media Discourse (pp. 186-219). Blakwell: Oxford.

Snyder, I., Jones, A., & Lo Bianco, J. (2005). Using information and communication technologies in adult literacy education: new practices, new challenges . Retrieved August 11, 2007, from http://www.ncver.edu.au/research/proj/nr3L08.pdf

Stevenson, J. (Ed.). (2003). Developing vocational expertise : principles and issues in vocational education. Crows Nest: Allen & Unwin.
