Comparative Performance Measures, Globalising Strategies and Literacy Policy in Scotland

This paper explores one example of an international comparison - the OECD’s International Adult Literacy Survey (IALS) - in order to investigate the power of numbers in both the shaping and the legitimization of adult literacy policy using Scotland as a case study. It is argued that policy implementation is framed by a common assumption that the production of knowledge will increase global competitiveness leading to the prioritisation of economic objectives in education. However, despite these globalising strategies, examples are provided of how the economic discourse can be resisted, to some extent, through prioritising more social objectives at both the local and state levels

Realising a social practices approach in literacy learning : engaging with the everyday lives of adults with learning difficulties

This paper presents findings from an action research project funded by Learning Connections (March 2006-April 2007) to develop and explore the potential for enhancing literacies learning for adults with learning difficulties by engaging with their systems of care and/or support . The paper explores the ways in which carers and support workers were enabled to work effectively with adult literacy tutors to establish learning opportunities in the everyday lives of people with learning difficulties. The paper argues that a greater understanding of the value of literacy, in particular as a means to achieving independence and well-being is needed. While the project involved intensive work between tutors and carers the paper asserts that closer collaborative working between providers of literacy programmes and those providing care and support is a worthwhile objective and one could be realised by a moderate amount of awareness raising, training and collaboration