This is content adapted from my eBook – Literacy and Numeracy: It’s Not Rocket Science, the plain-English introduction to literacy and numeracy that you’ve been looking for to help you understand what everyone else Is talking about.
Table of Contents
What’s the definition?
Embedded literacy and numeracy means
Combining the development of literacy and numeracy with vocational and other skills (p.5).
Where does this definition come from?
Tertiary Education Commission (2013). Adult Literacy and Numeracy: An Overview of the Evidence, Annotated Bibliography’. Wellington: TEC
What are some key features?
Literacy and numeracy skills
- Are contextualised to the programme. In other words, it’s not literacy and numeracy for everything. It’s literacy and numeracy for farming. Or agriculture. Or employment skills. Or whatever it is that you teach.
- Provide learners with competence, confidence and motivation to success in the vocational or other training programme.
- Are embedded at the level of the learner, programme and organisation.
How is this definition relevant to my teaching context?
This is relevant because it gets to the heart of what this professional development is about. In other words, how to mix in the kinds of literacy and numeracy learning that your learners need to really succeed at your course.
It’s also relevant because this is what the TEC wants and funds you to do. It’s just business as usual. But don’t forget that the motivation behind this is a good one. The embedded approach is backed up with research that says it works better for you and your learners.
Contextualising and integrating literacy and numeracy means your teaching becomes more relevant, more helpful for your learners. You’ll teach better. Learners are complex bundles of motivations. Much of the time you can’t control all the variables. But the idea here is that you can start with what you can control. That’s your approach to teaching.
Learners are complex bundles of motivations. Much of the time you can’t control all the variables. But the idea here is that you can start with what you can control. That’s your approach to teaching.
Your approach is internal to you. And you have complete access to yourself. There might be limitations in terms of resources you have to use or coursework that you have to get through. But you can choose how to approach these things.
And that’s powerful. Harness that power and you can teach better and in new ways.
You can’t know what state your learners will be in when they show up next week on Monday (or even if they will show up). But by taking an embedded approach you can set up the best conditions for learning to happen. That makes you a better teacher.