This chapter examines the literacy practices of childcare students in colleges and in their homes, workplaces and communities. It is based upon the Literacies for Learning in Further Education (LfLFE) research project in the UK, which was funded between 2004 and 2007. The project explored the literacy practices associated with learning in a number of curriculum areas in English and Scottish further-education colleges, including childcare. There is a significant issue over the literacy capacities of students and the impact upon their learning and attainment. The chapter explores the reading and writing practices associated with learning and assessment in childcare. It challenges some of the common assumptions that literacy practices of lower level more vocational courses are ‘easier’ than the more academic demands of higher-level courses. The chapter also explores the everyday literacy practices of childcare students, demonstrating that students often do more reading and writing outside of education than is imagined. It outlines ways of understanding these practices and some of the pedagogic approaches to draw upon everyday literacy in order to support student learning.
|Title of host publication||Vocational Learning|
|Subtitle of host publication||Innovative Theory and Practice|
|Editors||Ralph Catts, Ian Falk, Ruth Wallace|
|Place of Publication||New York|
|Number of pages||12|
|Publication status||Published - 2011|
|Name||Technical and Vocational Education and Training: Issues, Concerns and Prospects|