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Title: An exploration into perspectives on literacy and literacy education for students between the age of 16 and 18 who are taking vocational qualifications in a further education college
Author: Egan, E.
ISNI:       0000 0004 7230 1048
Awarding Body: UCL (University College London)
Current Institution: University College London (University of London)
Date of Award: 2016
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This study investigates the issue of literacy education for 16-18 year olds who attend literacy lessons as part of a larger vocational programme of study in further education colleges in England. The issue is investigated through focus groups with students, one-to-one interviews with literacy teachers and through lesson observations, and draws on the perspectives of the students for whom the literacy lessons are intended, and their literacy teachers. The study considers three different perspectives of literacy: literacy as a skill, literacy as social practice and literacy in action, as ways of conceptualising literacy, and as a theoretical framework for the analysis and interpretation of the data. The study concludes that there is no one, single or fixed perspective on literacy or literacy education held by the students who took part in the study that defines what those students think literacy is in the context of their literacy lessons, or how those students viewed the literacy education offered to them. The students who took part in the study drew implicitly on different perspectives of literacy pragmatically according to their literacy needs at any one time. The study shows that students’ perspectives on literacy often differed from perspectives held by other stakeholders in the field, such as government, business leaders, awarding bodies, and college management teams. The study also shows that in the context of 16-18 year old vocational education, what the students thought of as good literacy learning activities and what they thought of as good teaching and learning were related. This has implications for pedagogy in post-16 vocational education in general, as well as for teachers of literacy to 16-18 year olds who take vocational qualifications in further education colleges.
Supervisor: Duncan, S. ; Cunningham, B. Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available