Enhancing educational practices through embedding literacy,
language and numeracy
Bettina Schwenger
Unitec Institute of Technology, Auckland
bschwenger@unitec.ac.nz
Abstract:
Embedding literacy, language and numeracy (LLN) into course content enables students to learn
discipline-specific LLN skills as part of their subject. At Unitec Institute of Technology, the
Academic Literacies Team (as part of Te Puna Ako – the Centre for Teaching and Learning
Innovation) is responsible for driving the initiative to embed LLN in programmes across the
institution. Unitec´s Literacy, Language and Numeracy plan (Smith, 2008) includes capability
building for staff as well as the embedding of literacy, language and numeracy in programmes.
Academic advisers work closely with faculty to facilitate the process of embedding and to
monitor how this translates into students´ learning experiences. The goals of the approach
include:
Raising awareness (faculty and management) of the importance of embedding LLN
Integrating LLN into course learning outcomes and documentation
Considering how embedded LLN will be built into learning and teaching resources, and
how it will be assessed
Recognising the needs of the learners and knowing the demands of the courses
Knowing how to conduct deliberate acts of teaching LLN that are explicitly linked to
vocational content
Increasing reflection around teaching principles and practice
This paper describes two projects: to embed LLN into a certificate level programme and to build
staff capability in integrating LLN into their teaching. The presenter will give an overview of the
processes used, issues to be considered, what has worked well, and not so well, to date.
Conference participants will be asked to critique and share their own experiences in groups.
Introduction
Literacy skills, including listening, speaking reading and writing, as well as numeracy skills
enable adults to participate and achieve their goals at work as well as in their communities and
other situations of daily life (Tertiary Education Commission, 2008a).
For the purpose of this paper, critical thinking, problem solving and ICT skills are considered
integral literacy skills. How adequate an adult’s literacy and numeracy skills are, is determined
by individual skill levels and the changing LLN demands in daily life (Collingham, 2005).
Learners’ literacy, language and numeracy skills can be significantly enhanced in a context that
is meaningful and relevant for individuals (Casey et al., 2006; Tertiary Education Commission,
2008d ). The vocational skills and content can also be better learnt and applied (Department for
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Innovation Universities & Skills & DfES/NRDC, 2004; Eldred, 2005). Explicit LLN teaching
and assessment as part of vocational training provides increased learning opportunities for all
learners, and especially for those who are not aware of the LLN demands of a course of study or
work in relation to their own skill levels.
Figure 1: Embedding LLN
Embedding LLN into vocational courses at Unitec means to identify students’ LLN skill levels,
to identify the LLN demands within the courses, to teach explicitly the LLN skills required in the
discipline and to include LLN in all course relevant aspects, such as assessments, marking
criteria and graduate attributes.
In recent years, the approach of embedding literacy and numeracy into vocational training has
received increased attention and funding support from the New Zealand government for a
number of related projects. Building capacity and capability in adult literacy and numeracy skills
development has included providing increased adult literacy practitioners’ professional
development options, for example through the National Certificate in Adult Literacy Education
(Vocational and Educator), as well as more relevant LLN learning opportunities.
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Features of successful embedding
Large-scale research in the UK (Casey et al., 2006), has helped to identify statistically related
features of embedded provision and successful LLN learning as part of vocational studies,
including:
organisational policies and structures that allow shared planning and support embedded
provision in practice
using tools and best practice such as initial and diagnostic assessments as well as ILPs
(Individual Learning Plans) and/or other forms of on-going formative assessment
attitudinal factors, such as the willingness of all teachers to engage with the content
taught by their colleagues (the LLN teachers with the vocational part and vice versa)
the recognition that literacy and numeracy support the learners’ vocational success
Research in vocational training settings in Australia suggests strongly that the following aspects
also support learner success through embedding literacy, language and numeracy (McKenna &
Fitzpatrick, 2005):
analysis of literacy, language and numeracy industry demands
explicitly used industry language
explicit activities
consideration of learner needs, including negotiations to include those in the curriculum /
including curriculum inclusion
constructivist teaching and learning approaches, taking into account context, attitudes and
beliefs
practitioners' capability
The research results above indicate that good teaching and learning strategies such as formative
assessment and explicit acts of teaching contribute significantly to effective integration. Good
relationships between staff working together on programmes which are embedding as well as
effective team work have been recognized as essential for achieving a positive embedding effect
for students (Casey et al., 2006).
Successful embedding constitutes more than the sum of its components and there is no formula
for success. Programmes can have ‘spiky profiles’ in relation to the embedding process and the
actual tasks that need to be worked through to achieve embedded LLN in a course or
qualification. Not one particular combination of features can guarantee successful embedding.
However, one component adds to the success of embedding efforts and has a critical effect: how
far institutions try to make ‘the features work for learners’ (p. 28) and if LLN is seen and valued
as integral within the vocational discipline (Casey et al., 2006).
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Embedding literacy, language and numeracy at Unitec:
Initiatives and projects
Unitec´s Literacy, Language and Numeracy (LLN) plan revolves around six major elements:
1. Capability building with vocational lecturers, language, literacy and numeracy staff, and
with the support and leadership of senior managers
2. Embedding literacy, language and numeracy in programmes
3. Expert support to achieve 1. and 2.
4. Organisational change and co-ordination supported and co-ordinated by key senior
management staff
5. Publicity and promotion
6. Collaboration with other ITPs
(Smith, 2008)
The students and their needs in terms of LLN support are central to the objectives of this plan. It
is essential that students understand that LLN is embedded in their courses and that they are
aware of the benefits. The place of LLN in relation to their future professions needs to be clear to
them (Smith, 2008).
Embedding LLN into vocational programmes can result in major change for the vocational
lecturers but also for the educational institution overall. The members of the Academic Literacies
Team are aware and mindful in their work of support needed to implement a cohererent,
sustainable professional development programme that will enhance the educational practices of
staff at Unitec.
Successful professional development with colleagues and teaching staff within an educational
institution requires genuine dialog between all stakeholders involved, showing respect for
participants on a deep level and honouring developing or already built relationships (Hanifin,
2009).
As shown in Figure 2, the factors to consider for LLN professional development are interrelated.
The graphic applies to the embedding work with colleagues teaching on a specific programme as
well as to the structured professional development work offered through the NCALE
(Vocational). The Academic Literacies Team has been working alongside academic staff on a
number of initiatives and projects in a multi-pronged approach to achieve the goals of the Unitec
LLN Plan. Two of the projects are described in greater detail.
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Changes in
definition and
content
Identify
improvements
and progress
made
LLN
PD
Analysis of
demands and
benchmarking
Context
Respect and
Acknowledgement
Reasons and
relevance
Figure 2: Factors to consider for LLN professional development
Embedding LLN into vocational programmes:
Certificate in Animal Care
In its work with teaching staff and programme leaders, the Academic Literacies Team has
concentrated on key aspects for embedding literacy and numeracy at certificate course level
(Figure 3): Diagnosis of skill levels and demands, application of explicit discipline specific
literacy and numeracy focused acts of teaching, lesson plans to help with integrating explicit acts
of teaching, Before-During-After as a method of working with texts and teaching reading,
vocabulary-terminology, numeracy, questioning in the classroom, observation, reflection and
feedback-formative assessment (Benseman, Sutton, & Lander, 2005a, 2005b; Tertiary Education
Commission, 2008d).
Two of the three staff teaching on the semester one courses of this qualification participated in
Learning for Living in 2008. The third staff member received an adult literacy teaching
qualification in the United Kingdom before migrating to New Zealand.
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Identify and know
the literacy and
numeracy
demands of the
course (eg texts,
assessments)
Reflect
Evaluate
Review
Identify where
changes are
needed
Literacy and
numeracy demands
and required skills
are reflected in
other course related
aspects (eg
moderation,
graduate attributes
and profile etc)
Identify the
learners' skills and
knowledge when
they enter the
course
Integrate explicit,
discipline relevant
literacy and
numeracy focused
acts of
teaching/teaching
activities
Integrate literacy
and numeracy
explicitly into the
learning outcomes
and /or the topics ,
the assessments and
the marking criteria
(as appropriate)
Figure 3: Key aspects to consider as part of the embedding process (Schwenger, 2009)
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The table below outlines the goals worked towards, the strengths of the approach and the issues,
to date.
Goals worked towards
Strengths
Issues
shared planning between vocational and LLN staff
explicit learning outcomes for LLN
diagnostic assessment
integrate deliberate acts of teaching in response to
diagnostic assessment outcomes
assessment of progress
programme re-write
capability building, eg through NCALE Vocational
and Educator)
working with the Learning Progressions (eg
identifying the LLN demands of courses, students’
skill levels and students’ progress)
team-specific, more tailored to needs of team
broad goals
flexible in timing during the semester
no assessments
keep to timeline
staying within a predefined framework can be
difficult, due to the flexibility
building trust but how to deal with situations where
performance becomes an issue
resistance of staff to move beyond words and commit
to action
Table 1: Goals, strengths and issues in the embedding process
Structured professional development:
National Certificate in Adult Literacy Education (Vocational) (NCALE Vocational)
The delivery of the NCALE (Vocational) at Unitec started in March 2009. In 2008, a decision
was made to provide the qualification in-house as capability building for lecturers as well as
professional development option for external teaching staff. Whilst the qualification is designed
to be completed over the course of six to twelve months, the requirements of the academic
calendar and the implications on teaching staff and students had to be taken into account for the
design of the delivery at Unitec (Hanifin, 2009).
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Two cohorts are working on the qualification this year. One cohort is made up of lecturers
working at the Department of Construction and Technology and one cohort is a mixed group of
teaching staff working in different disciplines (Boatbuilding, Plumbing, Electrotechnology,
Building, Foundation Nursing and Te Puna Ako). Staff from the first cohort participated in the
tradeshows, a concept of professional development offered in 2008 to Automotive (Owen &
Schwenger, 2008a and b).
Goals worked towards, the strengths of the approach and the issues, to date, are outlined in the
table below.
Goals worked towards
Strengths
Issues
deliberate use of strategies, approaches and tasks
building confidence and offering language to
articulate it
working out the LLN demands of a course,
identifying the student needs and what to do about it,
using the Learning Progressions and other LLN
frameworks
lecturers to become more aware of underpinning
skills, strategies, processes that are involved in doing
that
opening teaching staff up to different perspectives
offers a forum for discussion
classroom conversations
provides a framework
working out the LLN course demands, student needs
and what to do about it in a structured and sustained
way
course demands; being aware of the demands of the
professional development
resistance of teachers to be on the course
adaptation of resources to polytechnic context
required
sufficient space for cultural literacies?
logistics (eg assignments and their authenticity, given
the timeframe of the qualification)
relationship to management of colleagues (related to
performance; workplace course-learning)
building trust but how to deal with situations where
performance becomes an issue
transfer of learnt skills into own context – system
needed to support this
Table 2: Goals, strengths and issues related to the NCALE (Vocational)
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Lessons learnt
In both initiatives, similar aspects have worked well. Building trust and relationships has been
essential for any capability building and embedding work to happen. As with learners, staff skill
levels should be identified and work should start at a skill level where staff are at and don’t feel
threatened. Government requirements have to be translated and contextualised, broken down into
small steps and phased in. It is important to recognise that changes can be incremental in some
aspects and that the timeframe of a semester is not sufficient to see a true and deep
transformation in all aspects needed for a programme to reach the status of fully embedded LLN.
Long-term sustained professional development and capability building is required to achieve
long-term changes in attitudes, beliefs, teaching and learning approaches and explicit LLN
related activities.
Ideally, a significant amount of time for individual attention and one to one support should be
included in the planning of capability building activities, especially at the start. Providing
exemplars and practical examples has worked well and staff reacts positively to models and
practice-related guides.
Systematic aspects such as shared planning time can be hard to change and require ongoing
feedback within the institution. Performance management related questions are also not yet fully
explored and require further attention. The resistance of staff to commit to action in relation to
embedding LLN can be difficult to overcome.
Implications
A major concern for the Academic Literacies Team is to facilitate and achieve sustained change
in the context of embedding LLN. Members of the team have formed a research action group to
find out more about mechanisms and actions that helped to achieve sustainable change in tertiary
education contexts and are hopeful that the research outcomes will help to build a stronger base
for the embedding efforts at Unitec.
The funding of the TEC is tied to requirements and stipulates a timeframe that might be difficult
to fulfil in all aspects. Accountability is important, however, given that embedding LLN and its
resourcing are still relatively new ground in New Zealand, it will be important to give feedback
to the TEC about experiences, results and actual timeframes and it might be necessary to
renegotiate certain terms.
Building trust and relationships are the first steps towards gaining entry into classrooms. In the
second half of 2009, the Academic Literacies Team will try to make this move in all programmes
involved in embedding activities and it will trial an observation scheme. Whilst a number of
systematic aspects still require a lot of attention, the work to date has set the scene for further
changes within the institution to support the embedding of LLN.
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Conclusion
The two projects described are part of an institute-wide drive to implement the Unitec Literacy,
Language and Numeracy Plan. The paper has outlined work currently underway to embed
literacy, numeracy and language into certificate level programmes and courses as well as to build
staff capability in integrating LLN into their teaching.
Openly recognising the work and the time demands needed in the initial embedding phase as
well as acknowledging the LLN work already performed by staff has been crucial to the success
of the implementation to date. Working closely alongside staff has helped to establish and
maintain relationships which are the essential building blocks for enhancing the educational
practices within a tertiary education provider such as Unitec Institute of Technology. Whilst
some changes can be incremental, the Literacy, Language and Numeracy Plan has been
instrumental in working towards better teaching and learning and providing discipline-specific
literacy, language and numeracy skills to students.
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