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Enhancing educational practices through embedding literacy,

language and numeracy

Bettina Schwenger

Unitec Institute of Technology, Auckland bschwenger@unitec.ac.nz

Abstract:

Embedding literacy, language and numeracy (LLN) into course content enables students to learn

discipline-specific LLN skills as part of their subject. At Unitec Institute of Technology, the

Academic Literacies Team (as part of Te Puna Ako – the Centre for Teaching and Learning

Innovation) is responsible for driving the initiative to embed LLN in programmes across the

institution. Unitec´s Literacy, Language and Numeracy plan (Smith, 2008) includes capability

building for staff as well as the embedding of literacy, language and numeracy in programmes.

Academic advisers work closely with faculty to facilitate the process of embedding and to

monitor how this translates into students´ learning experiences. The goals of the approach

include:

Raising awareness (faculty and management) of the importance of embedding LLN

Integrating LLN into course learning outcomes and documentation

Considering how embedded LLN will be built into learning and teaching resources, and

how it will be assessed

Recognising the needs of the learners and knowing the demands of the courses

Knowing how to conduct deliberate acts of teaching LLN that are explicitly linked to

vocational content

Increasing reflection around teaching principles and practice

This paper describes two projects: to embed LLN into a certificate level programme and to build

staff capability in integrating LLN into their teaching. The presenter will give an overview of the

processes used, issues to be considered, what has worked well, and not so well, to date.

Conference participants will be asked to critique and share their own experiences in groups.

Introduction

Literacy skills, including listening, speaking reading and writing, as well as numeracy skills

enable adults to participate and achieve their goals at work as well as in their communities and

other situations of daily life (Tertiary Education Commission, 2008a).

For the purpose of this paper, critical thinking, problem solving and ICT skills are considered

integral literacy skills. How adequate an adult’s literacy and numeracy skills are, is determined

by individual skill levels and the changing LLN demands in daily life (Collingham, 2005).

Learners’ literacy, language and numeracy skills can be significantly enhanced in a context that

is meaningful and relevant for individuals (Casey et al., 2006; Tertiary Education Commission,

2008d ). The vocational skills and content can also be better learnt and applied (Department for

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Innovation Universities & Skills & DfES/NRDC, 2004; Eldred, 2005). Explicit LLN teaching

and assessment as part of vocational training provides increased learning opportunities for all

learners, and especially for those who are not aware of the LLN demands of a course of study or

work in relation to their own skill levels.

Figure 1: Embedding LLN

Embedding LLN into vocational courses at Unitec means to identify students’ LLN skill levels,

to identify the LLN demands within the courses, to teach explicitly the LLN skills required in the

discipline and to include LLN in all course relevant aspects, such as assessments, marking

criteria and graduate attributes.

In recent years, the approach of embedding literacy and numeracy into vocational training has

received increased attention and funding support from the New Zealand government for a

number of related projects. Building capacity and capability in adult literacy and numeracy skills

development has included providing increased adult literacy practitioners’ professional

development options, for example through the National Certificate in Adult Literacy Education

(Vocational and Educator), as well as more relevant LLN learning opportunities.

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Features of successful embedding

Large-scale research in the UK (Casey et al., 2006), has helped to identify statistically related

features of embedded provision and successful LLN learning as part of vocational studies,

including:

organisational policies and structures that allow shared planning and support embedded

provision in practice

using tools and best practice such as initial and diagnostic assessments as well as ILPs

(Individual Learning Plans) and/or other forms of on-going formative assessment

attitudinal factors, such as the willingness of all teachers to engage with the content

taught by their colleagues (the LLN teachers with the vocational part and vice versa)

the recognition that literacy and numeracy support the learners’ vocational success

Research in vocational training settings in Australia suggests strongly that the following aspects

also support learner success through embedding literacy, language and numeracy (McKenna &

Fitzpatrick, 2005):

analysis of literacy, language and numeracy industry demands

explicitly used industry language

explicit activities

consideration of learner needs, including negotiations to include those in the curriculum /

including curriculum inclusion

constructivist teaching and learning approaches, taking into account context, attitudes and

beliefs

practitioners' capability

The research results above indicate that good teaching and learning strategies such as formative

assessment and explicit acts of teaching contribute significantly to effective integration. Good

relationships between staff working together on programmes which are embedding as well as

effective team work have been recognized as essential for achieving a positive embedding effect

for students (Casey et al., 2006).

Successful embedding constitutes more than the sum of its components and there is no formula

for success. Programmes can have ‘spiky profiles’ in relation to the embedding process and the

actual tasks that need to be worked through to achieve embedded LLN in a course or

qualification. Not one particular combination of features can guarantee successful embedding.

However, one component adds to the success of embedding efforts and has a critical effect: how

far institutions try to make ‘the features work for learners’ (p. 28) and if LLN is seen and valued

as integral within the vocational discipline (Casey et al., 2006).

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Embedding literacy, language and numeracy at Unitec: Initiatives and projects

Unitec´s Literacy, Language and Numeracy (LLN) plan revolves around six major elements:

1. Capability building with vocational lecturers, language, literacy and numeracy staff, and

with the support and leadership of senior managers

2. Embedding literacy, language and numeracy in programmes

3. Expert support to achieve 1. and 2.

4. Organisational change and co-ordination supported and co-ordinated by key senior

management staff

5. Publicity and promotion

6. Collaboration with other ITPs

(Smith, 2008)

The students and their needs in terms of LLN support are central to the objectives of this plan. It

is essential that students understand that LLN is embedded in their courses and that they are

aware of the benefits. The place of LLN in relation to their future professions needs to be clear to

them (Smith, 2008).

Embedding LLN into vocational programmes can result in major change for the vocational

lecturers but also for the educational institution overall. The members of the Academic Literacies

Team are aware and mindful in their work of support needed to implement a cohererent,

sustainable professional development programme that will enhance the educational practices of

staff at Unitec.

Successful professional development with colleagues and teaching staff within an educational

institution requires genuine dialog between all stakeholders involved, showing respect for

participants on a deep level and honouring developing or already built relationships (Hanifin,

2009).

As shown in Figure 2, the factors to consider for LLN professional development are interrelated.

The graphic applies to the embedding work with colleagues teaching on a specific programme as

well as to the structured professional development work offered through the NCALE

(Vocational). The Academic Literacies Team has been working alongside academic staff on a

number of initiatives and projects in a multi-pronged approach to achieve the goals of the Unitec

LLN Plan. Two of the projects are described in greater detail.

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Analysis of demands and benchmarking

LLN PD

Identify improvements and progress

made

Changes in definition and

content

Respect and Acknowledgement

Context

Reasons and relevance

Figure 2: Factors to consider for LLN professional development

Embedding LLN into vocational programmes: Certificate in Animal Care

In its work with teaching staff and programme leaders, the Academic Literacies Team has

concentrated on key aspects for embedding literacy and numeracy at certificate course level

(Figure 3): Diagnosis of skill levels and demands, application of explicit discipline specific

literacy and numeracy focused acts of teaching, lesson plans to help with integrating explicit acts

of teaching, Before-During-After as a method of working with texts and teaching reading,

vocabulary-terminology, numeracy, questioning in the classroom, observation, reflection and

feedback-formative assessment (Benseman, Sutton, & Lander, 2005a, 2005b; Tertiary Education

Commission, 2008d).

Two of the three staff teaching on the semester one courses of this qualification participated in

Learning for Living in 2008. The third staff member received an adult literacy teaching

qualification in the United Kingdom before migrating to New Zealand.

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Figure 3: Key aspects to consider as part of the embedding process (Schwenger, 2009)

Identify the learners' skills and knowledge when

they enter the course

Identify and know the literacy and

numeracy demands of the course (eg texts,

assessments)

Integrate explicit,discipline relevant

literacy and numeracy focused

acts of teaching/teaching

activities

Integrate literacy and numeracy

explicitly into the learning outcomes and /or the topics ,

the assessments and the marking criteria

(as appropriate)

Literacy and numeracy demands and required skills

are reflected in other course related

aspects (eg moderation,

graduate attributes and profile etc)

Reflect

Evaluate

Review

Identify where changes are

needed

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The table below outlines the goals worked towards, the strengths of the approach and the issues,

to date.

Goals worked towards

shared planning between vocational and LLN staff

explicit learning outcomes for LLN

diagnostic assessment

integrate deliberate acts of teaching in response to

diagnostic assessment outcomes

assessment of progress

programme re-write

capability building, eg through NCALE Vocational

and Educator)

working with the Learning Progressions (eg

identifying the LLN demands of courses, students’

skill levels and students’ progress)

Strengths

team-specific, more tailored to needs of team

broad goals

flexible in timing during the semester

no assessments

Issues

keep to timeline

staying within a predefined framework can be

difficult, due to the flexibility

building trust but how to deal with situations where

performance becomes an issue

resistance of staff to move beyond words and commit

to action

Table 1: Goals, strengths and issues in the embedding process

Structured professional development: National Certificate in Adult Literacy Education (Vocational) (NCALE Vocational)

The delivery of the NCALE (Vocational) at Unitec started in March 2009. In 2008, a decision

was made to provide the qualification in-house as capability building for lecturers as well as

professional development option for external teaching staff. Whilst the qualification is designed

to be completed over the course of six to twelve months, the requirements of the academic

calendar and the implications on teaching staff and students had to be taken into account for the

design of the delivery at Unitec (Hanifin, 2009).

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Two cohorts are working on the qualification this year. One cohort is made up of lecturers

working at the Department of Construction and Technology and one cohort is a mixed group of

teaching staff working in different disciplines (Boatbuilding, Plumbing, Electrotechnology,

Building, Foundation Nursing and Te Puna Ako). Staff from the first cohort participated in the

tradeshows, a concept of professional development offered in 2008 to Automotive (Owen &

Schwenger, 2008a and b).

Goals worked towards, the strengths of the approach and the issues, to date, are outlined in the

table below.

Goals worked towards

deliberate use of strategies, approaches and tasks

building confidence and offering language to

articulate it

working out the LLN demands of a course,

identifying the student needs and what to do about it,

using the Learning Progressions and other LLN

frameworks

lecturers to become more aware of underpinning

skills, strategies, processes that are involved in doing

that

opening teaching staff up to different perspectives

Strengths

offers a forum for discussion

classroom conversations

provides a framework

working out the LLN course demands, student needs

and what to do about it in a structured and sustained

way

Issues

course demands; being aware of the demands of the

professional development

resistance of teachers to be on the course

adaptation of resources to polytechnic context

required

sufficient space for cultural literacies?

logistics (eg assignments and their authenticity, given

the timeframe of the qualification)

relationship to management of colleagues (related to

performance; workplace course-learning)

building trust but how to deal with situations where

performance becomes an issue

transfer of learnt skills into own context – system

needed to support this

Table 2: Goals, strengths and issues related to the NCALE (Vocational)

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Lessons learnt

In both initiatives, similar aspects have worked well. Building trust and relationships has been

essential for any capability building and embedding work to happen. As with learners, staff skill

levels should be identified and work should start at a skill level where staff are at and don’t feel

threatened. Government requirements have to be translated and contextualised, broken down into

small steps and phased in. It is important to recognise that changes can be incremental in some

aspects and that the timeframe of a semester is not sufficient to see a true and deep

transformation in all aspects needed for a programme to reach the status of fully embedded LLN.

Long-term sustained professional development and capability building is required to achieve

long-term changes in attitudes, beliefs, teaching and learning approaches and explicit LLN

related activities.

Ideally, a significant amount of time for individual attention and one to one support should be

included in the planning of capability building activities, especially at the start. Providing

exemplars and practical examples has worked well and staff reacts positively to models and

practice-related guides.

Systematic aspects such as shared planning time can be hard to change and require ongoing

feedback within the institution. Performance management related questions are also not yet fully

explored and require further attention. The resistance of staff to commit to action in relation to

embedding LLN can be difficult to overcome.

Implications

A major concern for the Academic Literacies Team is to facilitate and achieve sustained change

in the context of embedding LLN. Members of the team have formed a research action group to

find out more about mechanisms and actions that helped to achieve sustainable change in tertiary

education contexts and are hopeful that the research outcomes will help to build a stronger base

for the embedding efforts at Unitec.

The funding of the TEC is tied to requirements and stipulates a timeframe that might be difficult

to fulfil in all aspects. Accountability is important, however, given that embedding LLN and its

resourcing are still relatively new ground in New Zealand, it will be important to give feedback

to the TEC about experiences, results and actual timeframes and it might be necessary to

renegotiate certain terms.

Building trust and relationships are the first steps towards gaining entry into classrooms. In the

second half of 2009, the Academic Literacies Team will try to make this move in all programmes

involved in embedding activities and it will trial an observation scheme. Whilst a number of

systematic aspects still require a lot of attention, the work to date has set the scene for further

changes within the institution to support the embedding of LLN.

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Conclusion

The two projects described are part of an institute-wide drive to implement the Unitec Literacy,

Language and Numeracy Plan. The paper has outlined work currently underway to embed

literacy, numeracy and language into certificate level programmes and courses as well as to build

staff capability in integrating LLN into their teaching.

Openly recognising the work and the time demands needed in the initial embedding phase as

well as acknowledging the LLN work already performed by staff has been crucial to the success

of the implementation to date. Working closely alongside staff has helped to establish and

maintain relationships which are the essential building blocks for enhancing the educational

practices within a tertiary education provider such as Unitec Institute of Technology. Whilst

some changes can be incremental, the Literacy, Language and Numeracy Plan has been

instrumental in working towards better teaching and learning and providing discipline-specific

literacy, language and numeracy skills to students.

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