Theme 2 Project 19
| Project
title |
Mapping
Youth Literacies Practice with the 16-25 Age Group |
|
Researcher |
Professor
Lyn Tett (Higher & Community
Education, School of Education) University of Edinburgh |
|
Keywords |
ICT,
literacies, recruitment, engagement and retention, young people |
|
Abstract |
This research had three major aims:
| I) |
Carry out a mapping exercise of Youth Literacies across Scotland to identify the scope and diversity of youth literacies practice in Scotland, capturing examples of effective youth literacies practice. |
| II) |
Improve youth literacies practice by utilising evidence from this research to inform developments in youth literacies in Scotland and by providing case studies to share effective practice. |
| III) |
Explore
the lessons for Scotland from the recent NRDC research project:
'Success factors in informal learning:
young adults' experiences of literacy, language and numeracy' by Bethia McNeil and
Linda Nixon, NIACE/NYA. |
Youth literacies in Scotland is a complex and multifaceted entity
where respect between tutors and young people is a key element and
is more likely to be achieved when staff are enthusiastic, sensitive,
sympathetic, and knowledgeable and have an appropriate range of resources
at their fingertips.
To successfully engage with young people requires flexible and responsive
approaches and tutors need to be innovators and pioneers, constantly
seeking to identify and develop new resources and respond to any new
interests shown by young people.
IT and ICT have the potential to contribute to the work in a number
of different ways and using ICT in literacies provision can provide
a 'leveller' between literacies providers and young people and a
creative medium that allows young people to release their creative
potential while at the same time supporting their literacy needs.
There are a number of important similarities and differences between
the NRDC and Scottish research. In terms of similar findings;
- There is broad agreement on the importance of engaging young
peoples interest with appropriate 'hooks' and rewards.
- Both research highlights
the greater likelihood of engaging with the 16-19 age range
rather than those in the 20-25 age group.
- Practitioners in both
studies were more likely to concentrate on literacy
rather than numeracy
- While both research highlighted the importance of engaging with
the NEET group it is clear that the emphasis in Scotland is
more on engaging with identified vulnerable groups than working
towards formal employment or accreditation.
There were a number of areas where strong differences emerged. These
were generally in relation to accreditation and progression and in
assessment with a greater emphasis in literacies work on initial assessment
and formal accreditation in England than in Scotland. Additionally,
the Scottish survey indicated substantially greater levels of relevant
qualifications among youth literacies workers in than was the case
in the English research. |
|
Publications |
Hall, S.,
Maclachlan, K., Tett, L. and Edwards, V. Mapping Youth literacies
Practice with the 16-25 Age Group, Edinburgh: Communities Scotland
|
|
Start
/end date |
October
2006 - July 2007 |
|
Funder
/amount |
Communities
Scotland / £20,920
|
|
|
