This annotated bibliography highlights the findings from research into adult LLN skills since 2006. The literature has been taken from New Zealand and countries that face similar LLN issues to New Zealand. These include the UK, Ireland, Canada, Australia and the USA. This body of literature has thus been drawn on to inform New Zealand’s approach to date, and will continue to shape our thinking on these issues for the future. Particular attention has been paid to embedded approaches to delivering literacy and numeracy programmes.
The information can be used as a ‘checkpoint’ for New Zealand’s work in literacy and numeracy, including policy development, research, and practice. The bibliography is set out in sections by LLN topics with summaries of key points of each of the research pieces.
Methodology
The literature considered in this bibliography includes books, evaluations, research, and journal articles written since 2006 in New Zealand, the UK, Ireland, Canada, Australia and the USA. It excludes research reports on the Adult Literacy and Lifeskills (ALL) Survey (2006) as these provide an overview of literacy and numeracy skills in New Zealand rather than research evidence about the impact of policy interventions.
Research for this overview began with keyword searches on Google Scholar under the following terms: adult learning, literacy, numeracy, embedding, integrating, workplace learning, and assessment. All searches included the keywords and the Boolean term ‘and’ followed by the specific countries to be covered in the review. Once sourced, each piece of literature was keyword searched for information, and finally, the snowball method was used, whereby the reference lists of publications were checked for additional sources. The Ministry of Education library was also used for journal searches.
A possible limitation of this overview is that no check was made to assess the reliability of the sources. However, this limitation was mitigated by the number of studies included in the overview, which should ensure that the evidence gathered and conclusions drawn are sufficiently reliable.
Key Results
The key findings from the literature are:
- Embedding (the practice of combining / integrating literacy and numeracy into vocational and workplace training) improves the likelihood of retention and success when:
- vocational and literacy tutors work together;
- literacy and numeracy content is deliberately connected to vocational or real life contexts; and
- there is a whole of organisation approach.
- LLN programmes in workplaces are successful in attracting learners who would not otherwise participate in learning programmes. These learners improve their attitudes to learning, their LLN and workplace practices, and their employability skills. Programmes work best when:
- employers understand what literacy and numeracy is and are interested and supportive; and
- LLN skills are taught in relation to the LLN demands of the job, which are made obvious to learners.
- While there is limited evidence about the connection between proficiency (increased skills) and participation, there is a strong connection between participation and changed literacy and numeracy practices that lead to increased knowledge, skills and motivation. Therefore, there is a need to develop measures of practice that can be used alongside the measures of proficiency to fully ascertain the outcomes for learners;
- The hours of learning needed to achieve LLN skills’ gain remain contentious because of the ways in which the researchers describe gain:
- in the USA, 100 hours of teaching is associated with “measurable gain” described as improving a level / gaining a GED1;
- studies in the UK and New Zealand found that “statistically significant” gain was made in 35–39 hours; and
- short courses are appropriate for those who require a ‘brush-up’ on skills.
- A qualified teaching workforce is essential, and the more qualified this workforce, the greater progress made by learners. This applies for the teaching of literacy, numeracy and ESOL;
- There are positive signs that ICT engages learners and contributes to LLN skill gain, but more research is needed in this area; and
- Policy interventions need to be consistent over time and need guidance from the central government along with acknowledgement that educational change takes time, resource and support.