LEADER 05572oam 2200769I 450 001 9910791865103321 005 20200520144314.0 010 $a1-136-87668-5 010 $a1-136-87669-3 010 $a1-283-04311-4 010 $a9786613043115 010 $a0-203-83830-0 024 7 $a10.4324/9780203838303 035 $a(CKB)2560000000058867 035 $a(EBL)667853 035 $a(OCoLC)709924235 035 $a(SSID)ssj0000470238 035 $a(PQKBManifestationID)12123665 035 $a(PQKBTitleCode)TC0000470238 035 $a(PQKBWorkID)10410001 035 $a(PQKB)10806338 035 $a(MiAaPQ)EBC667853 035 $a(Au-PeEL)EBL667853 035 $a(CaPaEBR)ebr10447759 035 $a(CaONFJC)MIL304311 035 $a(PPN)157845540 035 $a(EXLCZ)992560000000058867 100 $a20180706d2011 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aImproving literacy at work /$fAlison Wolf. [et al.] 205 $aFirst edition. 210 1$aNew York :$cRoutledge,$d2011. 215 $a1 online resource (397 p.) 225 0 $aImproving learning TLRP 300 $aDescription based upon print version of record. 311 $a0-415-54872-1 311 $a0-415-54868-3 320 $aIncludes bibliographical references and index. 327 $aImproving Learning TLRP; Contents; Illustrations; Figures; Tables; Boxes; Series Editor's preface; Preface and acknowledgements; Introduction; Adults learning in and through the workplace; Research design; The structure of the book; Part I What are the issues?; Chapter 1 Literacy learning at work; The policy context; The 'growth' agenda; The target culture; The International Adult Literacy Survey; Skills for Life and workplace provision; Funding basic skills courses in the workplace; Organizing assumptions: the rationale for programme design; Chapter 2 Perspectives and key concepts 327 $aIntroductionAnalytical perspectives and theoretical lenses; Literacy as human capital that focuses on the learning individual (quadrant 1); Literacy as human capital that focuses on the social organization learning (quadrant 2); Literacy as social practice that focuses on the learning individual (quadrant 3); Literacy as social practice that focuses on the social organization of learning (quadrant 4); Pushing the boundaries of analytic and theoretical positions; Connecting the logic of the learning individual with the social organization of learning: life-course approaches 327 $aExploring the relationships between learning 'gains', changing attitudes and work practiceAn appropriate literacy measure; Exploring interdependencies in the wider social contexts of work and learning: towards a social ecology; Summary and conclusion; Chapter 3 The effects of literacy development in the workplace; Introduction; Basic skills and individual benefits; The impact of basic skills improvements; The impact of qualifications; Individual gains from workplace training; Training and job mobility; Basic skills training in the workplace: the benefits for employers 327 $aDirect evidence on returns to basic skills trainingIndirect evidence: employers' views on the value of basic skills training; The effect of basic skills programmes; Conclusion; Part 2 The findings; Chapter 4 The challenges of implementing literacy learning in the workplace; Introduction; Setting up courses; Organizational needs analysis; Tailoring the courses to the learners; Connecting learning to work practices; After the course; Insights into effective practices: collaborative learning 327 $aHow do adult learners learn collaboratively with other peers in workplace Language Literacy and Numeracy (LLN) programmes?Learners can adapt their behaviour to work collaboratively; Approaches and environments for learning; Guided learning to independent learning; Relationships outside the classroom impact on how adults learn collaboratively; Summary and conclusion; Chapter 5 Literacy learning at work; Introduction; Data and method; Literacy skills; The impact of workplace learning on literacy skills; Reading levels; Correlates of progress 327 $aCourse participation, learning trajectories and life-course impact 330 $aModern societies demand high levels of literacy. The written word is pervasive; individuals with poor literacy skills are deeply disadvantaged; and governments are increasingly pre-occupied with the contribution that skills can make to economic growth. As a result, the basic skills of adult workers are of concern as never before, a focus for workplace and education policy and practice.While Improving Literacy at Work builds on detailed research from the UK, the issue is a universal one and rising skill requirements mean the conclusions drawn will be of equal interest elsewhe 410 0$aImproving Learning 606 $aWorkplace literacy 606 $aEducation$xEconomic aspects$vCross-cultural studies 606 $aEducation and globalization$vCross-cultural studies 606 $aBusiness and education 615 0$aWorkplace literacy. 615 0$aEducation$xEconomic aspects 615 0$aEducation and globalization 615 0$aBusiness and education. 676 $a658.3/1244 701 $aWolf$b Alison$0143296 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910791865103321 996 $aImproving literacy at work$93734604 997 $aUNINA