The literacy practices for assessment in the vocational curriculum – the case of Hospitality

an article by Richard Edwards and Sarah Minty (University of Stirling, UK) and Kate Miller (University of West of Scotland, Ayr, UK) published in Journal of Vocational Education & Training Volume 65 Issue 2 (June 2013)

Abstract

This article explores two case studies of the literacy practices of assessment in the vocational curriculum. Previous studies have identified learning in the vocational curriculum as being assessment-driven and that subjects often associated with limited levels of literacy actually require multiple literacy practices from students.

Drawing upon studies of the literacy practices of assessment in the teaching of Hospitality, the study explores the academic and occupational forms of reading and writing required of students.

These literacy practices are often invisible to both students and staff and yet are central to the success of students in relation to attainment.

The article suggests that vocational subjects may actually be more demanding in the range of literacies required for assessment than is often considered to be the case.

---

“As for the future, your task is not to foresee it, but to enable it” (Antoine de Saint Exupéry)

an article by Derek Law (University of Strathclyde) published in IFLA Journal Volume 37 Number 4 (December 2011)

Abstract

Libraries run the risk of obsolescence unless they can develop a digitally relevant new philosophy of what they are for. We need to identify the niche which differentiates what we offer, the unique selling point that means we are not competing with Google or Microsoft. Such a philosophy will then determine the approach to users, services, content and our own skill set.

The world is increasingly populated by those with different literacies, for whom reading and writing in the way past generations have understood these are becoming optional lifestyle choices and not the normal requirement of the intelligent individual. We must provide services and collections relevant to their needs rather than expect them to change to fit our preconceptions.

---

New Media and Literacies: amateurs vs. professionals

an article by Tibor Koltay published in First Monday Volume 16 Number 1 (January 2011)

Abstract
New media are not supportive of critical thinking and conscious selection of information. Literacies of our age stress critical thinking and take many forms. Despite differences and similarities among information literacy, media literacy and digital literacy, all of them have to differentiate between amateur and professional contents produced in new media. Similarly to the traditional division of labor among libraries, the needs behind amateurism and professionalism have to be satisfied differently.

Full text (HTML) available here

---