| SN: |
5758 |
| Title: |
Adult Learners' Lives, 2002-2005 |
| Persistent identifier: |
10.5255/UKDA-SN-5758-1 |
| Depositor(s): |
Tusting, K., Lancaster University. Literacy Research Centre |
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Principal investigator(s):
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Barton, D., Lancaster University. Literacy Research Centre
Ivanic, R., Lancaster University. Literacy Research Centre
Appleby, Y., Lancaster University. Literacy Research Centre
Hodge, R., Lancaster University. Literacy Research Centre
Tusting, K., Lancaster University. Literacy Research Centre
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| Sponsor(s): |
Department for Innovation, Universities and Skills
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| Other acknowledgements: |
Teacher-researcher fellows Dianne Beck, Gill Burgess, Kath Gilbert, Russ Hodson, Andrew Hudson, Sonia Stirling and Carol Woods worked with the three full-time researchers on the project, facilitating access, participating in research design and analysis and producing their own related research projects. |
Higher and further - Education
The Adult Learners' Lives project was a major National Research and Development Centre (NRDC) research study carried out by members of the Lancaster Literacy Research Centre. The overall aim of the project was to develop understandings of the relationships between learners' lives and the literacy, language and numeracy (LLN) learning in which they were engaged, and to draw out the implications for the Skills for Life strategy. Starting from the perspectives of the adult learners the project focused on issues around motivation, participation, persistence and engagement. The first year of the Adult Learners' Lives project concentrated on college environments. Working with teacher-researchers enabled the research to be embedded in real classrooms and ensured that it had an impact on practice. In the second year of the project the work was on other sites with learners in what has been referred to by others as provision for the 'hard to reach'. This included a drug support and aftercare centre, a young homeless scheme and a domestic violence project. Contact was also maintained with 53 learners who represent the longitudinal cohort of the study. Work was collaborative with practitioners from all sites which allowed for exploration of participation and engagement with learners who frequently have issues in their lives that impact upon learning.
The project investigated adult learning at three case study sites of Blackburn, Lancaster and Liverpool. The study consists of a range of interviews with learners and teachers, field notes, observations, focus groups and participants' creative writing and photographs.
Further information about the project can be found on the Adult Learners' Lives web page.
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Main Topics:
Some of the initial outcomes of the research include:- relationships matter in learning, including teacher/student and student/student relationships
- learning environments often offer structure and stability in learners' lives
- being in control is key motivation for learning
- health (both physical and mental) is often a barrier to learning
- there is a need to assess and recognise small gains in LLN skills and the wider benefits to learning and learners. Learners value knowing what progress they have made
- there is a complex relationship between teaching and learning: learners do not learn what teachers teach
- there needs to be more effective inter-agency response to the social and learning needs of students seeking asylum
- in English for Speakers of Other Languages (ESOL) classes, learners often express satisfaction with their classes, but there is a need for more free use of language and 'bringing the outside in' as part of the learning process
- involving teachers in research projects can have great impact, on the teachers' professional development, on the culture of their workplaces, and on regional networks
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Dates of fieldwork:
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September 2002, March 2005 |
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Country:
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England
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Geography:
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Blackburn
Lancaster
Liverpool
Lancashire
Merseyside
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Spatial units:
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No spatial unit
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Observation units:
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Individuals
Groups
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Kind of data:
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Textual
Image
Numeric
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Universe:
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Subnational
Adult students in classes in Blackburn, Lancaster and Liverpool, 2002-2005.
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Time dimensions:
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Cross-sectional (one-time) study
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Sampling procedures:
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Purposive selection/case studies
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Number of units:
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142 semi-structured interviews; 54 interview summaries; 145 field notes; 18 observations; 1 focus group; 5 participants' creative writing; 9 participants' poems; 4 participants' photographs.
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Method of data collection:
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Face-to-face interview; Observation; Focus group; Video recording
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Weighting:
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Not applicable
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Ivanic, R. (ed.) (2003) Listening to learners, London: National Research and Development Centre for Adult Literacy and Numeracy.
Barton, D. et al. (2004) Adult Learners' Lives project: setting the scene, London: National Research and Development Centre for Adult Literacy and Numeracy.
Ivanic, R. and Tseng, M.L. (2005) Understanding the relationships between learning and teaching: an analysis of the contribution of applied linguistics, London: National Research and Development Centre for Adult Literacy and Numeracy.
Barton, D. et al. (2006) Linking learning and everyday life: a social perspective on adult language, literacy and numeracy classes, London: National Research and Development Centre for Adult Literacy and Numeracy.
Barton, D. et al. (2006) Relating adults' lives and learning: participation and engagement in different settings, London: National Research and Development Centre for Adult Literacy and Numeracy.
Barton, D. (2006) 'A social perspective on language, literacy and numeracy', Reflect, 5, May, p.13.
Barton, D. et al. (2007) Literacy, lives and learning, London: Routledge.
