'One size does not fit all’: how five tertiary education organisations embed literacy, language and numeracy

Author: Linda Leach, Nick Zepke, Penny Haworth [Massey University] and Peter Isaacs

Published: June 2010

The overarching research question guiding this project was:

How do tertiary education organisations profile, develop and deliver effective literacy, language and numeracy within programmes?

Answers were drawn from five case study institutions: a wānanga, a polytechnic, two private training establishments, one of which specialises in English as an additional language, and an industry training organisation. Each organisation was in a different phase of implementation and went about embedding literacy, language and numeracy slightly differently.

Eight common findings were identified across the five case studies, as well as findings specific to each case.

There are two reports on the Education Counts website:

• Summary report - This report summarises the findings of a project on how different tertiary education organisations teach literacy, language and numeracy skills as part of their programmes.
  > See Key Findings below
   
• Case study findings - This report describes how a wānanga, a polytechnic, two private training establishments and an industry training organisation teach literacy, language and numeracy skills as part of their programmes.
  > See Executive Summary below.

Key Findings of Summary report

This section addresses this question by synthesising conclusions listed at the end of each case study into an integrated set of findings. These integrated findings are related to the literature.

Although all case study conclusions are supported by data, not all conclusions listed at the end of the case studies are synthesised here. Only the case study conclusions identified in all five organisations are synthesised. Case study conclusions not synthesised nevertheless offer valuable information about the provision of embedded literacy. Eight findings were synthesised.

1. In all case studies an ‘embedded literacy champion’ has emerged from within the organisation. The champion acts in various ways. Usually an individual who envisions and drives developments, energises and motivates people, the champion could be at the top of the organisational hierarchy, but could also be a literacy enthusiast. In two cases the champion works with an organisational unit that enables selected individuals to spread enthusiasm and structure across the organisation. This is the only finding not referred to in the literature we reviewed.
2. All case study sites have developed strong philosophies in favour of embedding literacy. The meaning given to the concept, however, differs among organisations. In two instances the core of this philosophy is to develop functional literacy or literacy to build human capital (Reio et al., 2005) – a literacy that prepares people to function successfully at work, at home and in the community (Skills for Life Development Centre, 2006). In another, the focus is on developing critical, human and social capital literacies at the same time (Crowther et al., 2003). Yet another organisation sees functional literacy as just one element in a holistic vision that also features critical and cultural literacy (May, 2009).
3. In all case studies there is a clear involvement in and commitment to embedded literacy across the whole organisation. But again there are differences in the way this is conceived, developed and implemented. In one case it is the main business of the organisation; in two others it operates alongside other programmes; in the remaining two it is envisioned and managed by the strategic management of the organisation and operated locally in different geographical locations. This ‘same but different’ view of embedding literacy finds support in the literature. Millar and Falk (2002) argue that embedded literacy is ‘built in not bolted on’ and the Skills for Life Development Centre (2006) calls for a whole-of-organisation approach. This finding also supports the notion that ‘one size does not fit all’ (Rogers & Kramer, 2008) and that there is no single perfect model for embedding literacy (Casey et al., 2006).
4. A range of planning and policy documents have been developed in all organisations. Such documents support the whole-of-organisation approach (Skills for Life Development Centre, 2006). They include official documents such as applications for funding, investment plans for the Tertiary Education Commission and literacy embedding overviews. But other documents have been prepared to suit the needs of each organisation. These documents have different formats and content. For example, one organisation has a medium-term development plan, and another has an extensive document that focuses on embedding literacy not only within programmes but also within a very strong institutional philosophy, while others have produced a variety of policy documents, project guidelines and teaching resources. According to Casey et al. (2006), the availability of planning documents is necessary for the successful implementation of embedded literacy.
5. In all case studies we found a strong emphasis on learners and learning, with a number of participants noting a shift from teacher-directed transmission to constructivist and learner-centred approaches (Burt et al., 2003). While the learner, their needs and interests are considered central in all five organisations, they also recognise that learning should be personalised not individualised – tailored to suit individual needs but not forcing them to learn by themselves (Green & Howard, 2007). In all case studies there is evidence that they prefer their learners to work in groups, although individual tuition is possible in some. Learner focus also featured when tutors discussed the need for learners to be involved in planning for learning (Skills for Life Development Centre, 2006), for flexibility in teaching methods (Tusting & Barton, 2007) and for active learning (Balatti et al., 2006).
6. One of the recurring reasons given to support the view that ‘one size does not fit all’ is that literacy learning needs to fit the context for which learners are being prepared. In all case studies this is the very rationale for embedding literacy. This view is supported by Burt et al. (2003) and the Nunavut Literacy Council and Northwest Territories Literacy Council (2007), who add that literacy learning also needs to be authentic to the student. Within this consensus, however, there are differences in the way contextual authenticity is interpreted. In three case studies the context is primarily vocational, and embedded literacy has a functional focus. In two organisations the functional focus is affected by other considerations: language learning in one and cultural literacy in the other.
7. In all case studies we found a very strong commitment to training and professional development of staff. Researchers in the field emphasise that such commitment to upskilling staff is vital when embedding literacy (Berghella et al., 2006; Casey et al., 2006; Dymock, 2007). Organisations offer a qualifications track for their staff. In most this is well advanced with a number of staff having already gained certificates; in some the expectation may be for new staff to hold a literacy qualification. In some organisations there is also a ‘bottom-up’ approach that emphasises mentoring and other personal support (Wickert & McGuirk, 2005).
8. The seven integrated findings report conclusions common to all case studies. We also found diversity within these commonalities. Under each integrated finding lurk at times subtle differences in the way the finding is conceived and implemented. This finding emphasises again that ‘one size does not fit all’ (Rogers & Kramer, 2008) and that there is no single perfect model for embedding literacy (Casey et al., 2006). This eighth finding is possibly the most informative one. Despite the commonalities, there are considerable differences in the provision of embedded literacy.

Executive summary from the Case Study Findings

This report was commissioned by the New Zealand Ministry of Education. It focuses on a particular facet of literacy education: embedded literacy, language and numeracy (LLN) including English as an Additional Language (EAL), and biliteracy. It was shaped by a research question and a number of subsidiary questions set by the Ministry: How do tertiary education organisations profile, develop and deliver effective literacy, language and numeracy within programmes? Answers were drawn from five case study institutions: a wānanga, an Institute of Technology and Polytechnic (ITP), two Private Training Establishments (PTEs), one of which specialises in English as an Additional Language, and an Industry Training Organisation (ITO). Each case study organisation was in a different phase of implementation and went about embedding literacy, language and numeracy slightly differently. Conclusions were drawn from each case study as follows.

Wānanga

The vital contribution of literacy and numeracy for Māori success is recognised and has historically been highly profiled within the organisation in the case study. The model of LLN profiled focuses on a holistic literacy inclusive of cultural, critical and functional literacies. Philosophy, development and practice are shaped by ongoing conversations within the organisation, conversations that are informed by diverse views and assumptions but are co-ordinated by a champion. The organisation has achieved a consensus to embed cultural, critical and functional literacies in foundation-level vocational programmes. This view of literacy belongs to a situational, social practice discourse thought to be well matched to Māori needs and aspirations, but that is at odds with a narrower technical and economic discourse. Strategic thinking about developing embedded holistic literacy is ongoing. This aims for a whole-of-organisation approach that is currently being piloted in one part of the organisation. A strategic document has been prepared that contains both a strong philosophical position and a detailed implementation plan. The strategy is being implemented by a high-level steering committee whose members penetrate to all levels of the organisation and who oversee curriculum design and staff training. A bottom-up approach is also evident in the pilot programme that is expected to inform and influence programmes across the organisation. A strong learner focus is evident. Staff training is ongoing and plans for developing new approaches are being prepared.

Institute of Technology and Polytechnic

There is a whole-of-organisation focus with a champion influencing organisational commitment to LLN. While aligning with the government-initiated model of embedded LLN, staff also understand that there is no single model of embedded provision. While a focus on functional literacy is evident, there is recognition of critical literacy. Policies and procedures inform organisational direction and practice. An organisational plan for developments to 2011 is in place. Both TEC funding and professional development have been major drivers, though there is also a professional commitment to LLN provision. Some partnerships with ITOs have been developed. Staff appointments support LLN delivery. Teaching is student centred, as is LLN provision. LLN provision is promoted as ‘good teaching’, as ‘deliberate acts of teaching’ and as ‘built in not bolted on’. Staff responsible for flexible learning, staff development and LLN are encouraged to work in partnership. The friendly approach of the ‘specialists’ is a key factor in tutor take-up; these people work well together and with tutors. Opportunities exist for vocational and literacy specialists to work together.

Private Training Establishment (English as an Additional Language)

Embedding LLN creates authentic, contextualised learning that addresses functional needs. Staff and organisational flexibility is necessary to cope with external and internal changes. Funding-driven and assessment-oriented organisational cultures can be counterbalanced by student-centred approaches. Student-centred approaches become an integral part of organisational culture when driven from the top by a champion. Collaborative teamwork enhances the effectiveness of planning, meeting student needs, assessment, materials development, and professional support.

Private Training Establishment

The culture in the organisation focuses on successful outcomes for learners in both LLN and vocational qualifications. There is a specific person appointed to act as a champion for LLN within the organisation. A learning centre is charged with the development of initial assessment, support for learners and vocational tutors as well as monitoring and evaluating progress. Qualifications and courses are mapped onto the progressions and so identify the LLN requirements. A matrix for learners and classes identifies the LLN needs of each learner for the programme they are currently undertaking. There is provision of time for literacy specialist tutors and vocational tutors to plan and evaluate their work collaboratively. Tutors have gained considerable confidence through the policy of requiring all tutors to gain a literacy qualification. There is provision of regular ongoing professional development, mentoring and support.

Industry Training Organisation

Embedding literacy in workplaces is championed by the ITO and its LLN co-ordinator. Workplaces also have LLN champions seeking to create a learning organisation to support their employees. All sites recognise the importance of identifying, supporting and developing LLN needs of employees while at the same time upskilling employees in workplace practice. There is a broad understanding of the nature of LLN. This includes communication needs of individuals, critical thinking, and not just reading and writing. Workplaces review their own internal resources through the learning from this project and employees voice their opinions with confidence on what could be improved. Workplaces agree that the ITO model being implemented is sustainable. Group training is seen as a good model for developing social practices and supporting cross-cultural needs. Trainers are prepared to begin shifting their teacher-directed training to a constructivist and learner-centred approach. Organisations notice improvement in employees’ confidence, quality of workplace practice and desire for ongoing learning.

Integrated findings

We synthesised case study conclusions into an integrated set of findings. Only case study conclusions identified in all five organisations were synthesised. We were able to synthesise eight findings as follows:

• Every organisation has an ‘LLN champion’, either in the form of a strategic manager or as a unit within the structure. The champion envisages and drives embedding.
• All organisations have developed a coherent philosophy for embedding literacy. While in all cases this is supportive of developing LLN skills for work and the economy, LLN for social practice is also supported in varying degrees.
• In all case studies there is a clear involvement in and commitment to embedded literacy across the whole organisation.
• All have developed, and are using, comprehensive policy and planning documentation to implement provision.
• There is a strong commitment to learners and learning. It is fair to say that the organisations are learner centred.
• In all case studies, embedded literacy is supported because it offers contextual learning by preparing learners for the vocational and social context in which they will work and live.
• There is strong emphasis on tutor training and professional development through individual support such as mentoring and achieving literacy qualifications.
• When it comes to providing embedded literacy programmes, each case study organisation goes about the task slightly differently. Within considerable similarities, there are marked