Ecologies of Learning: How Culture and Context Impact Outcomes of Workplace Literacy and Essential Skills (2012)

Presentation at Summer Institute 2012 organized by The Centre for Literacy

This paper, commissioned by The Centre for Literacy, looks at how context and culture affect the outcomes of workplace literacy and essential skills (WLES) and similar programs.

Based on a review of research from Canada and other countries, the author concludes that the WLES field is full of complexities that defy any search for quick-fix solutions and argues that such programs have a greater chance of success if they take into account the social ecology in which these programs are implemented.

There is no single right way to structure a WLES program that works in all workplaces for all learners, the author notes. Learning ecologies are complex, involving actors and organizations, their environments, relationships, and learning processes. These complex dynamics should be considered during program planning stages and be monitored throughout the life of a program.

Based in Montreal, Quebec, The Centre for Literacy builds bridges between research, policy, and practice through learning events, action research projects and publications, and its library services and website.

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2013-03-18
APA citation
Juliet Merrifield. Ecologies of Learning: How Culture and Context Impact Outcomes of Workplace Literacy and Essential Skills 2012. Web. 26 Nov. 2020 <http://en.copian.ca/library/research/cfl/summer_institute_2012/summer_institute_2012.pdf>
Juliet Merrifield (2012). Ecologies of Learning: How Culture and Context Impact Outcomes of Workplace Literacy and Essential Skills. Retrieved November 26, 2020, from http://en.copian.ca/library/research/cfl/summer_institute_2012/summer_institute_2012.pdf
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