The textuality of learning contexts in UK colleges

Abstract

A significant aspect of learning contexts is the way in which semiotic artefacts mediate learning within them. This article reports on the Literacies for Learning in Further Education (LfLFE) project in the UK, which has researched the role of texts and associated communicative practices in constructing and mediating teaching and learning; shaping communities; constructing and sustaining relationships; and helping students to achieve their goals. A particular aim of the project has been to identify ways in which people can bring literacy practices from one context into another to act as resources for learning in the new context. In particular, this refers to literacy practices from students' everyday lives being brought to bear in a formal educational context of Further Education (FE) colleges. In this article, we explain what we mean by ‘literacy practices’, demonstrate the textuality of learning contexts through examples from contrasting curriculum areas, and show how learning can be enhanced by mobilising literacy practices from one context to another.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 13 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.