The essential objective of the proposed project is an in-depth analysis of changing literacy practices associated with the use of ICT and the implications for adult literacy education in VET. In the context of the study, new literacy practices, i.e. digital literacy practices, are seen as more than encoding and decoding language. They comprise the ability to use and understand information in multiple formats from a range of sources, when it is presented via the electronic screens of digital technologies. Core literacies include: Internet searching, hypertextual navigation, content evaluation and knowledge assembly. A review of the related bodies of literature identified above, together with an empirical investigation of educators' and learners' digital literacy practices in VET adult literacy programs, will have three specific outcomes: a 'map' of practices and their functions, guidelines for curriculum, pedagogical and program reform and a baseline against which to compare future changes. Overall, enhanced awareness and improved practice are the likely outcomes of the proposed research.
The two-month empirical dimension of the study includes case studies of five adult literacy programs in the VET sector. Each case study will examine two groups involved in the literacy program: educators and learners. The case study sites will be selected from a range of RTOs across three states and territories: Victoria, South Australia and the ACT. The selection of the five sites will ensure a mix of metropolitan and regional locations, large public RTOs (2), enterprise based RTO (1), group training company (1) and a community provider (1). One of these may be a provider with an indigenous learner population. It should be noted that whilst selection of sites will reflect the diversity of the VET system, the sample size will not support the disaggregation of data on a site by site basis.
The study is committed to a design that is essentially qualitative, but also includes quantitative data sources. It will examine the participants' ICT-mediated literacy practices across three domains: the formal education context, the workplace and the home. While the study cannot conclusively identify the full spectrum of new literacy practices - only a whole population-based study could do so - it will provide new data on the adult literacy, ICT, new literacy practices nexus. The study design also takes account of the elements within the National Reporting System that relate to the use of IT.
The faculties of education at Monash and the University of Melbourne have a strong record of engagement with the VET sector in both teaching and research. As Box Hill TAFE is part of the VET sector, it adds an important dimension to the study. The team melds strong research capabilities in language and literacy, broadly conceived, and ICT literacy, in particular, with extensive practitioner experience in VET learning and teaching, and in language policy. Further, the team has extensive national and international networks in language, literacy and adult education. The principal researchers will be involved in all phases of the project optimising knowledge generation for NCVER. Each member of the team has demonstrable capacity to complete reports on time, operate within budgets, communicate effectively to ensure a quality product. Moreover, their work demonstrates a deep understanding of the contribution that effective adult literacy and technology education can make to community building, ameliorating disadvantage and sustaining a productive and creative society.
