Wide and Deep Reading about the Concept of Literacy - Essay Example

Literacy at Work A critical essay based on wide and deep reading about the concept of literacy Name University Module Instructor Submission Date © 2012 INTRODUCTION From a simple perspective, literacy is taken to be a person’s ability to read and write clearly. Demetrion (2001) defines literacy as a measure of an individual’s ability to comprehend all forms of communication presented either in gestures, spoken, visual or written form. But for the purposes of this essay, literacy is taken to refer to “an individual’s ability to read, write, speak in English, compute and solve problems at levels of proficiency necessary to function on the job, in the family of the individual and in the society” (Lankshear and Knobel, 2006). Based on this definition, Smith (1978) and Stuart (2004) underscore the importance of literacy in peoples’ lives. According to their arguments, literacy endows people with a voice, self-respect as well as endless opportunities for both economic and social development (cited in Irwin et al, 2007). In the context of the present essay, various theories have emerged to explain how individuals learn at different setups, situations and epochs. Considering the circumstances of this essay, it is evident that adult learners tend to gain knowledge in their work and not from their work (Billett, 1998). This type of learning is referred to as experiential and emerges as the most suitable form of literacy at work. Several orientations to experiential learning have been identified in this essay as being fundamental in imparting knowledge to learners at work. These orientations have been categorised into: psychoanalytic, participation, resistance and ecological learning theories (Fenwick, 2008). This essay takes a critical analysis of these theories while identifying their implications for academic development. CRITIQUE OF LITERACY THEORIES As earlier indicated, several learning theories have been identified as fundamental in experiential learning. Firstly, the psychoanalytic theory highlights the willingness and challenges that stem from the unconscious dimensions of experiential learning (Smith, 1978). This theory suggests that educators must recognise the complex interferences that occur to experiential learning as a result of the unconscious dynamics of the learner. Critics argue that this theory concentrates too much on the internal processes of the learner while paying very little attention to the systems that aid in the learning process (Stone, 2000). In view of this argument therefore, psychoanalytic theory assumes that learning can take place purely as a mental process in disregard of other components of participation found present in today’s highly dynamic environments (Anders et al, 2006). Additionally, Fenwick (2008) note that the unconscious is usually inaccessible to the reflective conscious mind and as such blocks any transformative learning from taking place. Moreover, psychoanalytic views wrongly consider the components of the learning process as separate entities instead of being one (Fenwick, 2008). The participation theory on the other hand underlines the significance of the relationship between individuals and their areas of practice in accordance to the ideals of experiential learning (Green et al, 2007). According to this theory, individuals learn through participation as they interact with “the environment, the implements available and the moment’s activity” (Fenwick, 2008). But critics on one hand have argued that participation assertions are “erroneous and exaggerated in their insistence that knowledge is context-dependent” (Demetrion, 2001). Similarly, Lankshear and colleague (2006) observe that not all learning at work is laudable. This is supported by conclusions made by Irwin and partners (2007) in their study that “unsupervised people learning in ‘authentic environments’ may just be comfortable in engaging in negative practices that a community is opposed to”. Still not so much divorced from this is the argument that people mentored in particular ways may selectively ‘learn’ negative practices, wrong principles or strategies that subvert the cohesiveness of the team (Irwin et al, 2007). Finally, the participation theory ignores relatively important attributes of an individual related to the dimensions of race, class, gender and creed that are necessary in influencing the learning process (Smith, 1978). According to the resistance theory, learning in a particular cultural space is shaped by the amount of power accorded to each of the participant (Stone, 2000). The communication process as noted by the resistance perspectives often create paired comparisons that determine unequal distribution of authority and resources. These comparisons end up creating opportunities for dehumanising individuals. This has opened room for much criticism as explained by Irwin et al (2007). In their views, experience cannot be considered separately from knowledge gained from material structures and cultural norms involved in the learning exercise (cited in Fenwick, 2008). Furthermore, individuals are so much entrenched into their cultures such that they cannot be easily separated by any frivolous means. This in fact represents the ideals of the resistance theory that informs educators to tread carefully when dealing with people’s cultural orientations. Apart from the foregoing theories, accessed literature identifies the ecological perspectives of experiential learning that illustrate the ‘environment’ and the ‘learner’ emerging together in the process of cognition (Fenwick, 2008). In line with this, individuals are shown to learn best through disturbances amplified through feedback circuits within and among systems (Fenwick, 2008). The ecological perspectives have been variously criticised by other perspectives as indicated by Green and colleagues (2007). The psychoanalytic theory for instance faults the position held by the ecological orientation of experiential learning for the fact that is largely excludes other factors necessary in the realisation of meaningful cognition. Anders et al (2006) argue that cultural practices, social relations, images and representations are part and parcel of experiential learning, but are inadvertently left out. Additionally, the observable environment comprising of the stimulus may be too aversive for an individual to have any meaningful learning. IMPLICATIONS FOR ACADEMIC DEVELOPMENT Considering the preceding literacy theories, several implications for academic development ensue. As explained Stone (2000), the psychoanalytic perspective upholds the necessity of having enhanced mental capacities in the acquisition of abstract rules in the learning process. Educators are thus urged to assess the entry behaviour of their learners before commencing the learning activity. This is suggested to be done by considering the learners’ creative use of language as well as their logical reasoning in unfamiliar domains for example as noted by Billett (1998). Moreover, Green et al (2007) indicates that educators should provide an infrastructure that is supportive of knowledge transmission in addition to the mental processes thought to exist amongst the learners. This in retrospect has been found to reside in the computer, which is the new-age information-processing platform in psychology as highlighted by Anders et al (2006). In fact, the psychoanalytic theory predicts that very soon computers will take up all systems in learning environments (see Haddad, 1995). The psychoanalytic theory is also applicable in the classroom practice where the teacher’s communicative skills are more fundamental to the learning activity. The teacher is advised to be more attentive to the inner voices of the unconscious. For this reason, Nicholson (1997) urges educators to understand the unobservable mental constructs as well as the structural processes that influence the learner during the learning exercise. Billett (1998) further demonstrates that learning our own unconscious desires and resistances is not an easy task but requires open mindedness when interpreting texts. It is therefore important for educators to apply this knowledge of examining and perhaps finding expression for the alternate desires inherent in individuals that may lead to new productive identities and action alternatives (Lankshear and Knobel, 2006). The participation theory similarly has implications for teaching/training. In its own right, the theory requires educators to provide enabling environments for learners to have real hand-on experiences in their chosen areas of specialisation (Anders et al, 2006). As indicated earlier in other paragraphs of this essay, individuals gain meaningful knowledge when they ‘go through’ the challenges and difficulties of different real situations. The educator is therefore urged by the participation theory to present genuine situations and tasks in which the learners experience real interaction (Demetrion, 2001). This finds solace in the discovery that transfer of knowledge is a lot easier when people are involved in full hands-on activities (Billett, 1998) as opposed to rote learning where they passively drift through the process. It is further indicated by Lankshear & Knobel (2006) that the participation perspective of learning underscores the importance of interaction of the different elements of a learning environment in order to produce particular actions and goals. Green and partners (2007) underscores the importance of learner involvement in promoting unity of purpose amongst them. Since ‘action learning’ has become popular in workplace organizations, educators are therefore urged to help people identify problems within their communities and accept responsibility to take action on particular issues (Smith, 1978). While colleagues support and challenge one another, facilitators are recommended to guide and support the project in whichever way possible. In view of the resistance perspective, it is important to note that some groups of people have dislocated their core values in one way or the other through the intricacies of their situations. They therefore need to be assisted in rediscovering their lost identities and finding new directions. Although resistance or critical cultural pedagogy is often conducted in classrooms, Haddad (1995) acknowledges that it also happens in a myriad of other non-formal sites of learning. It is therefore important to understand that when critical pedagogy unfolds in these informal setups, people tend to gain new hybrid knowledge which is commensurate to different cultural practices and groups (Billett, 1998). This implies that educators must help themselves and others to become more aware of the power plays that reside in their situations, and be able to fit in with the dynamic cultural setups (Fenwick, 2008). According to the ecological perspective, individuals are not required to adhere to any particular code of conduct because conduct is considered seamless (Nicholson, 1997). Based on this perspective therefore, the educator has a number of roles to play. The educator is firstly a communicator who assists participants in identifying all that which is happening around them and inside them (Lankshear and Knobel, 2006). The educator continually helps learners to rename any new discoveries while at the same time attempt to abandon all forms of old retrogressive language that strangles emerging possibilities. Secondly, the educator helps learners to trace and keep a meaningful record of the interactions of all the players in the wider space (Demetrion, 2001). The third role of the educator is to help all in the community interpret all the happenings in their surroundings and be able to understand their own contribution to the whole mix of activities. Finally, educators act as feedback providers that help link participants to the system as it struggles to stay out of disequilibrium (Anders et al, 2006). CONCLUSION This essay has been keen in offering arguments, issues and critiques of different theoretical perspectives of literacy at work. The essay has additionally suggested implications for teaching/training raised by the identified literacy perspectives. These perspectives have been grouped into four major categories namely the psychoanalytic, participation, resistance and ecological theories that seem to raise important questions about the nature of literacy at work (Smith, 1978). In experiential learning, these orientations to learning are highly constructed because they are all classification schemes as espoused by Fenwick (2008). The psychoanalytic theory underlines the significance of educators to recognise the enormous unconscious dynamics of desires encountered by participants during experiential learning and teaching (Stuart, 2004). Similarly, the participation orientation to experiential learning has been shown to expect educators to assist people to be full participants in a particular community by providing them with an enabling environment. Additionally, the resistance theory mandates educators to prepare learners to be critical analysts of their own collective experiences (Demetrion, 2001). This is supported by the argument that expertise in a certain area is a result of continued repetition of a particular skill over a period of time. In view of this argument, acquisition of skills proceeds in stages until mastery is attained (Anders et al, 2006). Finally, the ecological orientation to experiential learning is shown to focus on the attention educators accord to the various systems and subsystems found within a learning environment (Fenwick, 2008). Based on this theory, it is clear that learning is a conglomeration of all components of the system. The same is echoed by each of the other foresaid perspectives on experiential learning as evidenced in this essay. REFERENCES Anders, K. E., Feltovich, P. J & Prietula, M. J. (2006). “Studies of Expertise from Psychological Perspectives”. Cambridge; New York: Cambridge University Press, pp 41-67. Billett, S. (1998). “Guided Learning at Work”, pp. 151-164. London: Routledge. Demetrion, G. (2001). Discerning the Contexts of Adult Literacy Education: Theoretical Perspectives and Practical Applications. The Canadian Journal for the Study of Adult Education; Special Issue on Literacy #2, Vol. 15: 104-127 Fenwick, T. J. (2008). Experiential Learning: A Theoretical Critique Explored Through Five Perspectives. A Monograph for ERIC Green, J., Bianco, J & Wyn, J. (2007). Discourses in Interaction: The intersection of literacy and health research internationally, Literacy and Numeracy Studies, vol. 15, no 2, pp 19-37. Haddad, W. D. (1995). Education policy-planning process: an applied framework. UNESCO: International Institute for Educational Planning, Paris. Vol. 51, pp. 43-58. Irwin, J. L., Buehl, D. R. & Klemp, R. M. (2007). Reading and the high school student: Strategies to enhance literacy. (2nd ed.). Boston: Pearson. Lankshear, C. & Knobel, M. (2006). New literacies: Everyday practices and classroom learning. Open Univesrity Press, Philadelphia. Luke, A. (2000). Critical Literacy in Australia: A matter of context and standpoint. Brisbane, Australia: The University of Queensland. Nicholson, T. (1997). Solving reading problems across the curriculum. Wellington/ Melbourne: NZ Council for Educational Research. Smith, F. (1978). Understanding reading: A psycholinguistic analysis of reading and learning to read. New York: Holt, Rinehart & Winston. Stone, J. S. (2000), Global Literacy Perspectives, Contexts and Challenges, Journal of Childhood Education, Vol. 76 Stuart, S. (2004), Multiliteracies for a digital age. Carbondale: Southern Illinois University Press. Read More

According to the resistance theory, learning in a particular cultural space is shaped by the amount of power according to each participant (Stone, 2000). The communication process as noted by the resistance perspectives often creates paired comparisons that determine the unequal distribution of authority and resources. These comparisons end up creating opportunities for dehumanizing individuals. This has opened room for much criticism as explained by Irwin et al (2007). In their views, the experience cannot be considered separately from knowledge gained from material structures and cultural norms involved in the learning exercise (cited in Fenwick, 2008).

Furthermore, individuals are so entrenched in their cultures that they cannot be easily separated by any frivolous means. This represents the ideals of the resistance theory that informs educators to tread carefully when dealing with people’s cultural orientations. Apart from the foregoing theories, accessed literature identifies the ecological perspectives of experiential learning that illustrate the ‘environment’ and the ‘learner’ emerging together in the process of cognition (Fenwick, 2008).

In line with this, individuals are shown to learn best through disturbances amplified through feedback circuits within and among systems (Fenwick, 2008). The ecological perspectives have been variously criticized by other perspectives as indicated by Green and colleagues (2007). The psychoanalytic theory for instance faults the position held by the ecological orientation of experiential learning for the fact that it largely excludes other factors necessary in the realization of meaningful cognition.

Anders et al (2006) argue that cultural practices, social relations, images, and representations are part and parcel of experiential learning, but are inadvertently left out. Additionally, the observable environment comprising the stimulus may be too aversive for an individual to have any meaningful learning. IMPLICATIONS FOR ACADEMIC DEVELOPMENT Considering the preceding literacy theories, several implications for academic development ensue. As explained by Stone (2000), the psychoanalytic perspective upholds the necessity of having enhanced mental capacities in the acquisition of abstract rules in the learning process.

Educators are thus urged to assess the entry behavior of their learners before commencing the learning activity. This is suggested to be done by considering the learners’ creative use of language as well as their logical reasoning in unfamiliar domains for example as noted by Billett (1998). Moreover, Green et al (2007) indicate that educators should provide an infrastructure that is supportive of knowledge transmission in addition to the mental processes thought to exist among the learners.

This in retrospect has been found to reside in the computer, which is the new-age information-processing platform in psychology as highlighted by Anders et al (2006). The psychoanalytic theory predicts that very soon computers will take up all systems in learning environments (see Haddad, 1995). The psychoanalytic theory is also applicable in classroom practice where the teacher’s communicative skills are more fundamental to the learning activity. The teacher is advised to be more attentive to the inner voices of the unconscious.

For this reason, Nicholson (1997) urges educators to understand the unobservable mental constructs as well as the structural processes that influence the learner during the learning exercise. Billett (1998) further demonstrates that learning our unconscious desires and resistances is not an easy task but requires open-mindedness when interpreting texts. It is therefore important for educators to apply this knowledge of examining and perhaps finding expression for the alternate desires inherent in individuals that may lead to new productive identities and action alternatives (Lankshear and Knobel, 2006).

The participation theory similarly has implications for teaching/training.

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