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  • Tusting_accountability_literacies_Language and Education 2012

    Rights statement: The final, definitive version of this article has been published in the Journal, Language and Education, 26 (2), 2012, © Informa Plc

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Learning accountability literacies in educational workplaces: situated learning and processes of commodification

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Learning accountability literacies in educational workplaces : situated learning and processes of commodification. / Tusting, Karin.

In: Language and Education, Vol. 26, No. 2, 2012, p. 121-138.

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@article{d5a84909bde241988b6f8744dfcde751,
title = "Learning accountability literacies in educational workplaces: situated learning and processes of commodification",
abstract = "Literacies are always learned in particular social places and spaces, and the nature of a site shapes the experiences people have of learning literacies there. This paper considers the experiences of staff in two contrasting workplaces: an early years centre, and an adult education college. Both are educational workplaces, and staff are engaged in extensive literacy practices relating to recording and accountability, which they colloquially term {\textquoteleft}the paperwork{\textquoteright}. In both sites, this paperwork is a source of struggle. However, closer analysis based on interviews and observations showed that there were significant differences between people{\textquoteright}s experiences of learning accountability paperwork practices in the two sites. The paper identifies the key characteristics of these sites which seemed to foster or discourage the development of {\textquoteleft}mastery{\textquoteright} or {\textquoteleft}skilled knowledgeability{\textquoteright}, drawing on situated learning theory. These site-specific characteristics are related to the broader processes of commodification of education within which the sites are situated.",
keywords = "literacy, workplace literacy, Commodification",
author = "Karin Tusting",
note = " The final, definitive version of this article has been published in the Journal, Language and Education, 26 (2), 2012, {\textcopyright} Informa Plc",
year = "2012",
doi = "10.1080/09500782.2011.642879",
language = "English",
volume = "26",
pages = "121--138",
journal = "Language and Education",
issn = "0950-0782",
publisher = "Routledge",
number = "2",

}

RIS

TY - JOUR

T1 - Learning accountability literacies in educational workplaces

T2 - situated learning and processes of commodification

AU - Tusting, Karin

N1 - The final, definitive version of this article has been published in the Journal, Language and Education, 26 (2), 2012, © Informa Plc

PY - 2012

Y1 - 2012

N2 - Literacies are always learned in particular social places and spaces, and the nature of a site shapes the experiences people have of learning literacies there. This paper considers the experiences of staff in two contrasting workplaces: an early years centre, and an adult education college. Both are educational workplaces, and staff are engaged in extensive literacy practices relating to recording and accountability, which they colloquially term ‘the paperwork’. In both sites, this paperwork is a source of struggle. However, closer analysis based on interviews and observations showed that there were significant differences between people’s experiences of learning accountability paperwork practices in the two sites. The paper identifies the key characteristics of these sites which seemed to foster or discourage the development of ‘mastery’ or ‘skilled knowledgeability’, drawing on situated learning theory. These site-specific characteristics are related to the broader processes of commodification of education within which the sites are situated.

AB - Literacies are always learned in particular social places and spaces, and the nature of a site shapes the experiences people have of learning literacies there. This paper considers the experiences of staff in two contrasting workplaces: an early years centre, and an adult education college. Both are educational workplaces, and staff are engaged in extensive literacy practices relating to recording and accountability, which they colloquially term ‘the paperwork’. In both sites, this paperwork is a source of struggle. However, closer analysis based on interviews and observations showed that there were significant differences between people’s experiences of learning accountability paperwork practices in the two sites. The paper identifies the key characteristics of these sites which seemed to foster or discourage the development of ‘mastery’ or ‘skilled knowledgeability’, drawing on situated learning theory. These site-specific characteristics are related to the broader processes of commodification of education within which the sites are situated.

KW - literacy

KW - workplace literacy

KW - Commodification

U2 - 10.1080/09500782.2011.642879

DO - 10.1080/09500782.2011.642879

M3 - Journal article

VL - 26

SP - 121

EP - 138

JO - Language and Education

JF - Language and Education

SN - 0950-0782

IS - 2

ER -