RaPAL

Research and Practice in Adult Literacy – a friendly group

Tara Furlong

Educators’ literacy practices associated with research-engaged andragogy contribute significantly to improving learning outcomes

Tara Furlong, Designing Futures Ltd

Recent research findings are strongly indicative that literacies practices associated with research-engaged andragogy improve learning outcomes, and educators’ professional well-being. However, there is often low explicit awareness of the practices engaged in, traditional or digital.

Salient characteristics of the literacies practices relate to reading and talking for ideas and evaluative feedback; talking about learner profiles, contexts and evidence; writing to generate and process ideas, evidence and evaluative feedback. These are emphasised as dialogic processes, and implicate professional learning communities.

This workshop will briefly outline the research base, and explore the findings with participants, who will be scaffolded to critique the findings and implications. Participants will be encouraged to discuss the findings, and reflect on their own practices: traditional and digital; in professional practice and in teaching and learning.

Further references

Furlong, T. (2018) ‘Making Space: social practices, participatory and creative approaches’ RaPAL Journal  Vol. 94
Furlong, T. (2017) Educators’ literacy practices associated with research-engaged andragogy contribute significantly to improving learning outcomes: implications for leadership. MBA in Educational Leadership (International) Thesis, UCL IoE (University College London Institute of Education)
Furlong, T. and Anderson, M. (2017) ‘Weaving Literacy Through Lifelong Learning’ RaPAL Journal Vol. 93
Furlong, T. and Yasukawa, K. (Eds.) (2016) Resilience: Stories of Adult Learning. UK and Australia: RaPAL and ACAL

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