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Reproductions Supplied by EDRS Are the Best That Can Be Made from the Original Document DOCUMENT RESUME ED 442 937 CE 080 324 AUTHOR Falk, Ian, Ed. TITLE Lifelong Learning: Literacy, Schooling and the Adult World. Literacy and Learning Series, No. 2. Adult Literacy Research Network. INSTITUTION Language Australia, Melbourne (Victoria). SPONS AGENCY Australian Dept. of Employment, Education, Training and Youth Affairs, Canberra. ISBN ISBN-1-875578-99-4 PUB DATE 1999-00-00 NOTE 164p.; For No. 1, see CE 079 696. AVAILABLE FROM Language Australia, GPO Box 372F, Melbourne, Victoria 3001, Australia, Tel: 61 3 9926 4794, Fax: 61 3 9926 4780, Email: [email protected], Web site: http://sunsite.anu.edu.au/language-australia/aris ($25 Australian). PUB TYPE Collected Works General (020) EDRS PRICE MF01/PC07 Plus Postage. DESCRIPTORS Adult Basic Education; Constructivism (Learning); *Cultural Literacy; Curriculum Development; Developed Nations; Educational Research; *Evaluation; Foreign Countries; Intercultural Communication; *Lifelong Learning; *Literacy Education; Numeracy; Outcomes of Education; Performance Based Assessment; SeCond Language Learning; Secondary Education; *Sex Differences; Technological Literacy IDENTIFIERS *Australia; China ABSTRACT The 12 chapters in this second title in the series expose and explore the following significant issues underlying schooling and its intersection with the adult world outside of school: aspects of knowledge, gender, literacy across culture, and assessing what is learned in school and in the adult world. The chapters are: "Whose Knowledge Gets Constructed in the Learning Process?" (Claire Hiller, Hariklia Hearn-Kokkinos); "Best Practices in Year 2 Literacy Classes"(R. J. Braithwaite); "Negotiation in a Secondary English Curriculum: A Case Study in Curriculum Renewal" (Scott Johnston, Mike McCausland); "Boys and Literacy at Bronston High School" (Andrew Kowaluk); "Literacies Online: What's New?" (Angela Dudfield); "The Potted Pair: Rethinking the Heterosexual Pair as a Site for Liberatory Relationships" (Jacqui Martin); "Intercultural Literacy: A Developmental Model" (Mark Heyward); "Communicative Aims of Languages Other Than English (LOTE) Education: A Comparative Study in Australia and China" (Yuanfang Yu); "Assessment: The Question of Time" (Elizabeth Hodson); "The National Reporting System (NRS) in the Workplace" (Maree Watts, Robeka Smith); "Literacy, Numeracy, Self-Confidence and Values: Chickens, Eggs, and 'Access'" (Ian Falk, Sue Kilpatrick); and "Performance Assessment in Second Language Learning: Some Problems and Issues in the Adult Sector" (Fiona Cotton). (YLB) Reproductions supplied by EDRS are the best that can be made from the original document. al i fig I . IP A 41111 IIIIk Illft A U S DEPARTMENT OF EDUCATION Office of Educational Research and improvement PERMISSION TO REPRODUCE AND EDUCATIONAL RESOURCES INFORMATION DISSEMINATE THIS MATERIAL HAS /CENTER'(ERIC) BEEN GRANTED BY This document has/been reproduced as received from the person or organization originating it Minor changes have been made to i T improve reproduction quality Points of view or opinions stated in this TO THE EDUCATIONAL RESOURCES document do not necessarily represent INFORMATION CENTER (ERIC) official OERI position or policy N 1 q ) ) I .A II ) LITERACY & a 10 I 2 Lifelong learning: Literacy, schooling and the adult world Edited by Ian Falk Literacy and Learning Series, no. 2 Published by LANGUAGE AUSTRALIA Language Australia Ltd. oo Lifelong learning: Literacy, schooling and the adult world Ian H Falk (Editor) Literacy and Learning Series, no. 2 Language Australia Pty Ltd Lifelong learning: Literacy, schooling and the adult world ISBN: 1 875578 99 4 (c) Language Australia, the National Languages and Literacy Institute of Australia Ltd. Copyright in this document is owned by Language Australia Ltd. No parts may be reproduced by any process except with the written permission of Language Australia Ltd or in accordance with the provisions of the Copyright Act. Published by Language Australia Ltd 1999 ALL enquiries in relation to this publication should be addressed to: Publications and Clearinghouse Manager Language Australia GPO Box 372F Melbourne VIC 3001 The views expressed in this publication are those of the authors and do not necessarily reflect the views or policies of Language Australia. 4 Foreword In Lifelong learning: Literacy, schooling and the adult world, the intention is to expose some of the variety of significant issues underlying schooling and its intersection with the adult world outside of school. These issues, echoed in the chapter titles, are aspects of knowledge, gender, literacy across culture, and the assessment of what is learned in school and the adult world. The research on which the chapters are based is varied in both its scope and nature. It is varied also in the content it describes, reflecting the variation and complexity of lifelong learning from schooling through to the adult world. In the first book in this series, called Literacy, adults and diversity, there were eight contributions clustered around the theme of research as learning. At that time, James Gee, Jean Searle and I who conducted the Wmter School from which the chapters evolved, were struck by the fact that in learning about language and literacy in their various fields of endeavour, the contributors were also learning through language and literacy. Moreover, the skills they acquired provided them with tools for the lifelong learning. This theme continues throughout this second book in our 'Literacy and Learning' series. Once again, the authors either research into language, literacy or numeracy, or they show what they learn about schooling, education and the adult world through their use of language, literacy and discourse to disclose their findings. Lifelong learning: Literacy, schooling and the adult world has three Parts, and twelve chapters overall. In the twelve chapters, there is a richness of issues related to schooling and the adult world, blended with the sub-themes of knowledge, gender, culture and assessment. Ian Falk University of Tasmania at Launceston Lifelong learning: Literacy, schooling and the adult world 111 5 Acknowledgments I am grateful to all those who assisted in various ways with the preparation and production of this book. Suzanne Crowley worked behind the scenes to coordinate the chapter contributors and the flow of paperwork associated with that process. Margaret Falk expertly edited the chapters in the first stages of unification of style and appearance. Ida McCann worked hard on the later editorial stages, and Claire Hiller provided much needed and appreciated expertise, guidance and advice for much of the early days of the book's development. A sincere thank you to the staff of the publisher, Language Australia Pty Ltd for their care and attention in turning the electronic and hard copy of the chapters into a book. 6 Lifelong learning: Literacy, schooling and the adult world Contents page PART 1: Literacy, knowledge and gender 1 1. Whose knowledge gets constructed in the learning process? 3 2. Best practices in Year 2 literacy classes. 13 3. Negotiation in a secondary English syllabus: A case study in curriculum renewal. 25 4. Boys and literacy at Bronston High School. 41 PART 2: Different literacies, different cultures 51 5. Literacies online: What's new? 53 6. The potted pair: Rethinking the heterosexual pair as a site for liberatory relationships. 63 7. Intercultural literacy: A developmental model. 77 8. Communicative aims of Languages Other Than English (LOTE) education: A comparative study in Australia and China 91 9. Assessment: The question of time. 103 PART 3: Adult literacy, assessment and work 117 10. The National Reporting System (NRS) in the workplace. 119 11. Literacy, numeracy, self-confidence and values: Chickens, eggs and 'access'. 129 12. Performance assessment in second language learning: Some problems and issues in the adult sector. 147 Lifelong learning: Literacy, schooling and the adult world V 7 Preface This book has been prepared according to standard academic book publishing procedures. The individual chapters were initially edited and screened, and were returned to the authors for amendment as required. At this stage, some chapters submitted were rejected. After initial revisions, all chapters were sent to two independent and blind reviewers, each located in geographically different universities, one from the adult literacy and numeracy field and one from the child literacy and language. Each of these reviewers commented in detail on all chapters, their individual integrity and the overlaps and coherence of the assembled work. These comments were returned via the Editor for authorial amendment once again. At this stage, once again, some chapters submitted were rejected. My thanks go to the independent reviewers for their time and trouble in helping shape this book into a coherent whole, and a heartfelt thank you to the authors who submitted chapters but who, on this occasion, were not successful 8 Vi Lifelong learning: Literacy, schooling and the adult world Contributors Scott Johnson teaches English and co-ordinates Literacy Programs at Riverside High School in Launceston, Tasmania. He has been closely involved in literacy and English curriculum developments in the state in the last fifteen years. Mike McCausland teaches English curriculum at the University of Tasmania at Launceston. Ian Falk is Director of the Centre for Research and Learning in Regional Australia, and Associate Professor at the University of Tasmania. His academic
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