Reflections on a collaborative adult literacy and numeracy action enquiry

Abstract

This paper reports and reflects on a collaborative and multi-layered action enquiry project in the New Zealand polytechnic sector. In the context of widespread national professional development centred on adult literacy and numeracy teaching and learning in vocational educational institutions, an action enquiry methodology was piloted with vocational tutors in certificate and diploma programmes at nine polytechnics and institutes of technology. Most participating tutors had not previously carried out formal research, and few had worked with university researchers as external change agents before. A key aim of the overarching project was to investigate the effects and value of an action enquiry approach for embedding literacy and numeracy in vocational programmes. Reflection emerged as an important component in both the individual action enquiries undertaken by participating small teams and the meta-action enquiry project overlaying all of the projects. We conclude by considering the external agent role in building collaborative enquiry and relationships.

The Role of Multimodal Text to Develop Literacy and Change Social Behaviour Foreign Learner

“…Communication style that starts with the term "pleasantries" began to be seen in the speech of BIPA learners. However, the change in behavior is not only the result of the role of BIPA's learning process which adds to the schemata about Indonesian culture but also the interaction with native speakers that is very intense making BIPA learners accustomed to attitudes, behaviors, and social behavior in Indonesian (McKim & Wright, 2012;Nursalam, 2016Nursalam, , 2013Russell, 2014;Stone & Christie, 1996).…”