No abstract

In this “RRQ Snippet,” the authors discuss their ideas about the changing demands for today's—and tomorrow's—literate workforce.

BLOOMINGTONThis study introduces and examines a model for evaluating workplace literacy programs by assessing the impact of workplace literacy instruction in a variety of settings. The model was developed in reaction to the particular assessment difficulties associated with workplace literacy programs to address 2 questions: (a) Are learners in workplace literacy classes able to demonstrate gains between premeasures and postmeasures in areas related to literacy practices? (b) For gains to occur, how much of several instructional practices (e.g., reading/writing practice, use of workplace examples, etc.) do classes need to incorporate? The study focuses on changes in literacy practices, beliefs about personal effectiveness with literacy, reading processes, literacy abilities, and changes in educational plans. Programs were most effective at improving learner literacy performance, literacy strategies and processes, and beliefs and plans related to literacy. Analysis of gains in relation to course characteristics allowed the development of a data-driven profile of thresholds for effective program practices. This profile provides evidence that gains are linked to an environment intense with the literacy practice, some use of workplace reading and writing materials, and providing discussion and feedback.

A major problem facing educators is the growth of higher level literacy demands required to compete in the workplace. This presents a problem for educators wishing to provide literacy training best suited to the literacy demands of the workplace. Several research studies have documented the nature of workplace literacy demands, but only a few have attempted to assess the relationship between literacy abilities and on-the-job performance. This study involved observing, interviewing, testing, and rating job performance of electronics technicians from three different employment levels (i.e., from training, experienced, and supervisory levels). Data were analyzed for differences between level of experience groups and the relationships of rated job performance to literacy-related factors. The subjects were 29 electronics technicians who volunteered from a technical school, a naval base, a major Fortune 500 electronics plant, and a small, local electronics plant. Job-related reading time averaged nearly two hours daily (104.3 minutes) and job-related writing added another half hour (32.6 minutes). Only 15 minutes of total reading time and only a minute of writing time were uninterrupted. Nearly all job-related literacy was problem solving in nature. Reading ability, as measured with job-related cloze tests, did not significantly correlate to job performance and could not discriminate electronics supervisors, experienced workers, and trainees. Metacognitive aspects of literacy did consistently and significantly correlate to job performance.A major problem facing educators is the growth of higher level literacy demands required to compete in the workplace. Adults in need of retraining 41

This study examines the job performance and job literacy strategies employed by 27 nurses during 8 hours of observed job performance for each nurse. Analysis revealed differences among nurses in training, experienced nurses, and supervisory nurses. Other significant differences were found in the job literacy strategies employed by superior as compared to adequately performing nurses. Major differences tended to reside in higher level critical applications of information rather than in reading test scores, amount of time reading on the job, or observed strategies employed by nurses.