A literacy educator's approach to designing a trade professional program for third year apprentices

Paper

Norton, Patsy. 2009. "A literacy educator's approach to designing a trade professional program for third year apprentices." 2009 AATE/ALEA National Conference: Bridging Divides: Ensuring Access, Equity and Quality in Literacy and English Education. Hobart, Australia 09 - 12 Jul 2009 Adelaide, Australia.

Authors
Paper/Presentation Title	A literacy educator's approach to designing a trade professional program for third year apprentices
Presentation Type	Paper
Author	Norton, Patsy
Journal or Proceedings Title	Proceedings of the 2009 AATE/ALEA National Conference
Number of Pages	23
Year	2009
Place of Publication	Adelaide, Australia
Web Address (URL) of Paper	http://www.englishliteracyconference.com.au/index.php?id=60&year=09
Conference/Event	2009 AATE/ALEA National Conference: Bridging Divides: Ensuring Access, Equity and Quality in Literacy and English Education
Event Details	2009 AATE/ALEA National Conference: Bridging Divides: Ensuring Access, Equity and Quality in Literacy and English Education Event Date 09 to end of 12 Jul 2009 Event Location Hobart, Australia
Abstract	Adult learning experiences that support the construction of situated and distributed knowledge are favoured by contemporary situative learning theorists. Such experiences are educative rather than miseducative, characterised by continuity and connectedness. Within the VET sector, these are particularly effective when coupled with literacy strategies within a carefully designed curriculum program. Despite strong support for this approach, more attention could be given to curriculum design and pedagogy within the VET context. This paper reports on a successful program that provided educative experiences for third year apprentices in the power industry. Three elements of the program are examined, these being integration, customisation and the implementation of literacy learning strategies, with regard to supporting theory and examples of learning experiences. It concludes that well designed curriculum programs with embedded literacy strategies can engage these adult learners and support them in accessing formal qualifications.
Keywords	literacy learning; adult learning; situated learning; VET curriculum design
ANZSRC Field of Research 2020	390104. English and literacy curriculum and pedagogy (excl. LOTE, ESL and TESOL)
	390114. Vocational education and training curriculum and pedagogy
	390308. Technical, further and workplace education
Public Notes	Author retains copyright.
Byline Affiliations	Faculty of Education

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