This literature review explores the concept of “embedded” workplace literacy and essential skills (WLES) education as a subset of general workplace learning. “Embedding” refers to various models that incorporate relevant learning activities into the teaching and learning of other workplace skills and knowledge.

The author defines and compares four models of how WLES may be connected to the workplace: decontextualized; technical; situated-restrictive; and situated-expansive. He concludes that the models provide one way of thinking about WLES in general at a higher level, and can contribute to discussions aimed at clarifying good practice and successful approaches.

The document was prepared as a background paper for The Centre for Literacy’s 2011 Summer Institute on workplace literacy and Essential Skills. The Montreal-based centre supports best practices and informed policy development in literacy and essential skills by creating bridges between research, policy and practice.