Pilot study: Literacy and the introduction of the adult literacy curricula
Sophia Monerville
Paper presented as an item of coursework required on the EdD programme at the
University of Greenwich
Introduction:
Literacy is a phenomenon which Street (1993; p1) states will be transformed by
the cultural concerns and interests of the individuals who chose to define literacy
in their own cultural context. Moyle (197?), Friere (1973), O’Neil (1977) and
Gregory and Williams (2000), suggest that an understanding of literacy requires
detailed, in depth accounts of actual practice and purpose in different cultural
settings and that the purpose of adult literacy defines different types of
functionalism within the context of cultural norms. But when viewed as part of
what Freire describes as a massification process (1973; pp. 32-41) the culture,
purpose and role of literacy from a providers perspective is derived from the
perspective of the central educational policy makers and that of the adult literacy
curricula they develop in pursuit of socio-economical ideals.
The Research Question
The research question posed: How has the introduction of the adult literacy
curricula influenced the teaching culture of lecturers working in adult learning
programmes in a South West London college of further education?
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Theoretical Context
Functionalism and Culture
The basic premise of functionalism is
that social coherence and human
phenomena are underpinned by transmission of efficient structures of formal
rules, signs and arrangements and that meaning, language and culture can be
understood on the basis of what underpinning structures are identified and need to
be in place (Radcliffe-Brown; 1952; pp 178-188). In effect, educational systems
such as the adult literacy curricula are being constructed to perpetuate the
‘accepted culture’. Within this there is also the implication
that there is a
consensus about which values, beliefs, attitudes and behaviours should be
transmitted and an acceptance of the ideology perpetuated through the use of
‘overt and official’ national curricula in adult learning institutions and through
adult learning inspection processes.
Methodology
For the purposes of this pilot study, phenomenology is the qualitative research
method and philosophical perspective used to address the research question.
Rationale
According to Moustakas (1994) and Creswell (1998) and as suggested by
Gubrium and Holstein (2003), phenomenology, as opposed to other qualitative
methodology, produces a description the ‘meanings’ and ‘essences’ of lived
experiences. It is through processes of theoretical reflection and philosophical
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analysis of themes generated by questioning participants, that the composite
perception of the lived experiences is established and this is used to understand
the implications of the implementation of national curricula for the teaching
culture in the context of a further education college department.
Data Collection
Semi-structured, audio-recorded individual interviews were carried out in
designated staff rooms with interviewees who are: currently further education
lecturers, teaching adult literacy and have working knowledge of the adult literacy
curricula introduced in 2002. Each interviewee was asked to provide a verbal
description of what teaching adult literacy was like prior to and since the
introduction of the adult literacy curricula. The interviews lasted between fifteen
(15) and twenty (20) minutes. For the purposes of the interview, the following
questions were asked and if deemed necessary, the associated prompts:

Please describe what the teaching of literacy was like prior to the
introduction of the adult literacy curricula.

Please describe what literacy teaching has been like since the
introduction of the new adult literacy curricula
Prompts: Resources; planning processes; consideration of meaningfulness to
students; support for lecturers.
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Treatment and analysis of data
The responses given by the interviewees to the interview questions were recorded
onto an audiocassette tape from which all the audible responses were transcribed
verbatim. The data was then subjected to a method of phenomenological data
organisation and analysis based upon a modified method presented by Moustakas
(1994; pp 121-122) which involved the following reduction processes: From the
transcriptions, significant, non-repetitive and non-overlapping, statements
(‘horizons or meaning units’) relating to culture were isolated for teaching prior
and post the introduction of the adult literacy curricula (Tables 1.1 and 1.2).
Horizons were clustered into three central themes (Tables 1.3); horizons, themes
and verbatim examples were placed into a general description of the experience or
‘textures of the experiences’ (Table 1.4). Through approaching the phenomenon
from differing perspectives (‘Imaginative Variation’), a description of how the
phenomenon was experienced or ‘structures of the experiences’ was derived at
(Table 1.5). The final part of the process was to construct unifying meaning of the
composite experiences or ‘textual-structural description of the meanings and
essences of the experiences’ as experienced by the interviewees (Table 1.6) and
for validation, compared with the original transcriptions.
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Table 1.1 Significant Statements:
Prior to the introduction of the adult literacy curricula
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
People [lecturers] made it up as they went along
We tended to look at children’s books as a starting point which was not always
appropriate and the material had to be adapted – changed so as not to cause offence both
with language and content
One had to look for their own sort of support
It was assumed that if you can teach you would formulate your own resources
It was taken for granted that you would just get on with it
It was a question of creating materials, looking for ideas
Mostly relying on a lot of one’s own skills
Being creative and imaginative and trying to respond to individual [student] needs
It’s definitely more structured now
Hand to mouth existence
Slightly hit and miss
It was not very organised on some levels
It depended on the enthusiasm of the tutor and the teaching style of the tutor
Nothing in terms of here’s a guideline or here’s one I prepared earlier
There was not anything you could pick up and run with
It wasn’t as inclusive
Maybe some of the students missed out
There were confusions about levels and expectations of students and confusion about
where they go
Students just went around the literacy block and ended up doing the same thing again
Example: Statements 1-5 are taken from the following transcription: “I think people made it up as
they went along, there were no resources available when teachers started to teach adults. We
tended to look at children’s books as a starting point which was not always appropriate and the
material had to be adapted, changed so as not to cause offence both with language and content
[prompt]…so its just trying to make it real and meaningful as well as giving them the pleasure of
reading in a creative way [prompt]…I suppose one had to look for their own sort of support be it
library or internet and so on. I think it was assumed that if you can teach you would formulate
your own resources and do your own background work and so on and it was just taken for granted
that you would just get on with it.”
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Table 1.2 Significant Statements:
Post introduction of the adult literacy curricula
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
It’s more structured
It involves more work, more organisation, ,more planning and having to work to think
about student’s levels
Resources are definitely easier to get hold of
It’s meaningful
It’s made a difference to how they [students] respond
We’ve all had the training
We can all support each other
We are all versed in the use of the material
It can be marvellous if you’re very organised
It’s more coherent
We’ve been given clear guidelines and a clear framework in which to work
Some teachers will just photocopy them [resource packs] and give them out and that’s
deadly
Made me think to focus in on individual tasks for students and how they can achieve
particular goals within the curriculum framework
It’s a very complex structure
Everyone is talking a common language now
There’s a much more comprehensive feel to the kind of support
Telling them [students] they’re at level one actually has a meaning
Example: Statements 10 -17 are taken from the following transcription: “Well it’s, I feel it’s more
coherent .I mean, personally, I’ve now begun to work with students who are, um, um, more
receptive and more able to access um, um, literacy for their own personal needs and make it
relevant to them and make it work and I get much more feedback from my clients, I mean students
[prompt]…It’s more meaningful now and I think it’s more meaningful as well because we’ve been
given clear guidelines and a clear framework in which to work [prompt]…I think the resource
packs from the Basic Skills Agency have been good. A good sort of starter kit [long pause] I think
it depends on the skills of the teacher really. I think some teachers will just photocopy them and
give them out and that’s deadly, and I think, but I think [pause]. But if they are to be used
successfully they are to be used in a way in which I’ve always worked, which is to adapt and blend
and make it work for the student [prompt]…It’s made me think to focus in on individual tasks for
the students and how they can, umm, how they can, umm, achieve particular goals within the,
umm, curriculum framework. Which is not to say that I am completely o-faye with the framework,
cos I don’t want you to feel that I am. I think it’s very complex; it’s a very complex structure
[prompt]… I think there is far more support in terms of, you know, being able to access stuff from
the internet. I think, you know, everyone is talking a common language now, so there is [pause].
You can get [pause]. There is a, a, a, much more comprehensive feel to the kind of support and the
kind of materials, their quality they’ll have. I don’t feel we get much support within the college
[prompt]…And students can see that they can now [pause]. Telling them they’re at level one
actually has a meaning. Cos level two means GCSE’s and all those things that they crave.”
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Table 1.3 Clusters of Themes
Prior to the introduction of adult literacy curricula
Support:




Lecturers had to seek their own support
Lecturers were left with the responsibility of student progression and sense of failing the student if not
achieved
Lecturers had a sense of not being part of a cohesive team
It was assumed that lecturers had the skills and abilities to perform their teaching roles and facilitate
learning
Meaningfulness:


Students were not clear learning goals and progression was difficult to map out
Students and Lecturers were confused about where literacy was placed in relation to mainstream
qualification and accreditation systems
Resources:


Resources were limited and had to be devised and or adapted from other sources
Potential to cause offence if the teaching resource in terms of language and content was not appropriate
Post introduction of the adult literacy curricula
Support:


Lecturers have specific training and guidelines for the use of the curricula
Lecturers can support each other now a common language is used despite its complexities
Meaningfulness:


Learning outcomes for students are much clearer with defined progression routes
Lecturers and students can map achievements to the mainstream qualification and accreditation
frameworks and understand the relationship between the twos systems. Different but equal.
Resources:


Resources are readily available, accessible, organised and comprehensive
Potential for over reliance on the resources that accompany the adult literacy curricula
Table 1.4 Descriptions of the textures of the experiences
Prior to the introduction of the adult literacy curricula
The teaching culture prior to the introduction of the adult literacy curricula is perceived by the interviewees
as one that assumes that the lecturer had the qualities, skills and ability to individually resource the learning
needs of their students without directive frameworks or support structures and systems being in place. There
was no sense of being part of a team and the teaching practice was inconsistent, non-standardised and ’ad
hoc’ in an atmosphere that fostered not easily recognisable progression routes for students who were seen as
‘going round the literacy block’. Lecturers were left entirely with the sense of responsibility that the
education system for teaching literacy was containing adult students as opposed to educating them in a
meaningful way. The teaching and learning was repetitive and lecturers were confused about how
recognisable student achievements could be adequately mapped against mainstream qualifications or what the
achievements meant in a mainstream context.
Post introduction of the adult literacy curricula
The teaching culture post introduction of the adult literacy curricula is perceived by lecturers as one that has a
consensus of values with ‘common language’, purpose and structure that is accessible, resourced and
standardised, despite its complexities, and in which lecturers versed in the use of the curricula can support
each other in respect to its interpretation. Students on adult literacy programmes are now part of a meaningful
achievement stratification process based upon the students’ abilities to demonstrate the literate behaviours as
set out by the adult literacy curricula. The system is such that even the students can recognise their own
achievements within the context of mainstream qualifications and accreditation structures.
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Table 1.5 Descriptions of the structures of the experiences
Prior to the introduction of the adult literacy curricula
In the absence of the adult literacy curricula, the teaching culture did not lend itself to a sense of
uniformity and lacked common intentions and or common aspirations for the educational
experience of adult learners. The individualist culture fostered and embodied the resilience,
ideology and value systems of the individual lecturer whose working environment relied heavily
upon the assumed vivacity, commitment and skills of the lecturer to negotiate and actuate
meaningful learning experiences for their students. Lecturers were susceptible to heightened
vulnerability and isolation in answer to the responsibility for determining resources, student
progression and student learning outcomes in an atmosphere where professional and pastoral
support for the lecturer was self sought. Ambiguities about the functionality of adult literacy were
fostered as was the potential for ambivalence between lecturer and learner in terms of what ought
to be taught in the learning environment.
Post introduction of the adult literacy curricula
In the presence of the adult literacy curricula, prescription (the stick), potentially removes or
reduces individual responsibility from the lecturer and places emphasis instead upon adult learning
outcomes and progression acknowledged within the adult literacy curricula, and as an
achievement, is rewarded by being mapped against mainstream qualification frameworks (the
carrot), which influences the meaningfulness of the learning experiences for adult learners.
Individualist teaching culture becomes supra-personal and anonymous as the central values and
beliefs reflected in the adult literacy curricula begins to influence teaching culture and direct and
dictate cultural change through the use of readily accessible but demanding resources that have
defined parameters for what is considered functionally literate behaviours in adult learners.
Table 1.6 Composite textual-structural descriptions of the meanings and
essences of the experiences
Prior to the introduction of the adult literacy curricula
The lecturers in this study were reconciled to the fact that with freedom comes responsibility and
that adult literacy teaching culture was heavily dependent upon and reflected their individualistic
ideology, professionalism, flexibility and creative enthusiasm, which was hampered by the
absence of a definable team spirit, limited support and limited resources. The culture was one in
which there was a sense of their own students being contained by the institution and whose
literacy achievements meant very little beyond the students’ presence in an educational situation
and being of no officially acknowledged significance in a wider social context.
Post introduction of the adult literacy curricula
The lecturers in this study readily accepted the changes brought about by the introduction of adult
literacy curricula and demonstrated an enthusiasm to discard the teaching culture as it was prior to
this introduction. The culture is now one that places the emphasis on the lecturer’s knowledge of
and ability to use the highly structured adult literacy curricula and transmit the ideology it contains
to students so that their literacy achievements can be deemed significant and become recognisable
in a wider social context.
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Conclusion
The findings of this phenomenological pilot study were limited by the primary
purpose of this study, which was to examine the feasibility of the method of
analysis used to answer the research question. The findings do address some
crucial aspects of curriculum implementation and its socio-cultural implications
for the human experience of the lecturers interviewed in terms of what they
consider the significant aspects of the ‘prior’ and ‘post’ curricula situation to be.
What crucially has been hinted at in the findings of this study is that the teaching
of adult literacy can be done by anyone who has knowledge of and understands
the structure and use of the adult literacy curricula. The creativity, resourcefulness
and vivacity once required by lecturers to teach adult literacy has been diluted by
the accessibility of centrally constructed and apparently convenient resources. It is
the human cost of this convenience in terms of the undermining of
professionalism of the individual lecturer, and in terms of the cultural impact on
adult literacy teaching as a profession that needs to be examined on the basis of
the curricula’s immediate effects and its potential long-term effects. This study
and the intended thesis does and will respectively, begin to address the
implications of adult literacy curricula implementation in the UK so that another
perspective, other than the socio-economical perspective versed by central
educational policy makers, becomes accessible and informs for provision review
purposes.
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Evaluation
The findings of this study unearthed other aspects of the adult literacy teaching
and learning phenomenon that were not previously considered. The aspect
uncovered that is of particular sociological and psychological significance is the
personal cost the lecturer pays for their reliance on the adult literacy curricula in
terms of the potential erosion of their resourcefulness, creativity and vivacity and
possibly much more. The ontological issue for the researcher becomes therefore,
how to remain focussed on the cultural emphasis that the pilot study has and the
intended final thesis should have if all goes according to plan. Nevertheless, this
personal cost is too emotive an issue to ignore and is perhaps a more urgent issue
than the impact on teaching culture.
Constraints imposed by time and the number of words students were advised to
use to write the pilot study with, meant that as the researcher I was unable to
bracket my own prejudices, preconceptions biases and professional experience as
part of the requirement of a phenomenological analysis process (epoch). How
much the omission of the epoch impacts upon the actual findings of this pilot
study is unclear but there are obvious issues for the epistemology and validation
that do arise as a result. The epoch will be in the phenomenological analysis of the
final thesis because it could not be a phenomenology without it (Moustakas, 1994;
pp 85-90; Creswell 1998; pp 51-55) although as the researcher, I will need to give
wider consideration as to how and at what point the epoch is to be included.
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One of the advantages of doing a phenomenology is that the researcher gets to
hear clearly, what is being said by interviewees because of the transcription
process, which admittedly, is time consuming, and arduous but in terms of what is
learnt from re-listening to interviewee responses, it is invaluable and essential for
both analysis and validation. Even silences have meaning in this respect. What
also emerged, that will be an important factor in the planning of the final thesis, is
how the interviewees define for themselves, the terms used in the questions asked.
Both Creswell (1998) and Moustakas (1994) suggest that the researcher defines
the terms for the study to illustrate to the reader, what the researcher means in the
use of these terms. There is however, no mention of who or what process defines
the terms used in the study for the interviewees, which has implications for the
interpretation of questions, the analysis process and the findings. This illustrates
perhaps that as the researcher I need more than baseline knowledge of the
methodological
assumptions
and
therefore
philosophical
principles
of
phenomenology to understand why this apparent omission occurs. Gubrium and
Holstein (in Denzin and Lincoln; 2003; p217) do mention more recent
developments in phenomenological studies such as ‘typification’, which may
address the issue of working definitions of terms for interviewees and researcher
alike, but only to the extent of ‘rendering various things and sundry occurrences
recognisable as particular types of objects or events’. At what stage during the
research process ‘typification’ is to be conducted, will also need to be determined.
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