Methods of researching literacies in context Uta Papen Lancaster Literacy Research Centre

Literacy: what is it? Is it a skill or a capacity? Or, is it something we do? When we talk about literacy, do we refer to the process of becoming literate or the state of being literate? What does literacy allow people to do? What are the benefits of literacy (cognitive effects, economic benefits, etc.) 2

Conceptions of Literacy Dominant view of literacy: Skills view Literacy: a fixed set of discrete skills that are believed to be transferable (generic) to all kinds of situations that require the use of written language Focus: on the individual and her skills/lack of skills

The social practices view of literacy Literacy: ‘more than skills’. Literacy is something people ‘do’, they read and write – literacy practices

Literacy as social practice Literacy is not always the same Literacy not as generic skills Differs depending on who uses it, the context within which it is used and the purposes it serves. specific literacy practices (e.g. the literacy practices of playing computer games) 5

Examples Writing an essay – writing a text message Reading a novel, reading a manual to build a bookcase, reading a website to book a plane ticket Different practices: different meanings and purposes 6

Key concept: literacy practices ‘Literacy practices are the general cultural ways of utilising written language which people draw upon in their lives.’ (Barton and Hamilton 2000: 7) 7

Literacy has different meanings for different people and in different contexts Literacy Literacies

Literacy practices, values and power Dominant and vernacular literacy practices: Text messages in Wolof/Pulaar, ‘invented’ script (Vold Leander 2011) School literacy practices/academic literacy practices: essays, spelling tests, …) Bureaucratic and other ‘formal’ literacy practices: Forms, receipts, job applications

Some examples

How can we research these literacy practices Ethnographic-type investigations of situations in which literacy is used (literacy events) and what these mean to those involved. How do we do this?

What is ethnography from Greek ἔθνος ethnos: folk, people, nation; and γράφω grapho: I write Close in-depths examinations of aspects of social life as they occur in real-life settings. Important: Studying issues in their context; people in their context/setting; in real life not a laboratory Therefore: Researcher to collect data in the context or setting where the group works or lives.

Methods used by ethnographers Participant observations: people using literacy Collection of documents: texts that people use Photographs: of people reading and writing Interviews and informal conversations: ask people about their literacy practices (but: researcher-led)

Collaborative approaches Local people to study their own and their communities’ literacy practices – using ethnographic approaches To identify local uses and meanings of literacy Advantages/potential: Ethnography is a relatively ‘simple’ but flexible approach

Aims of such research FIND OUT what literacy/specific literacies mean for the learners IDENTIFY literacy practices that are important to local people: what do they read/write or need/want to read and wrote DESIGN teaching units and materials based on these – take account of people’s experiences and resources: ‘ real literacies’ (Rogers et al. 1999) CO-WRITE materials with learners; learner- generated texts CHALLENGE prevailing deficit views: not having formal literacy does not mean people have no experience of reading and writing at all – ‘hidden skills’ ; not being literate does not mean being ignorant

Research associated with the approach Cross-cultural studies of literacy Developing alternatives to skills-based literacy programmes Street, Collins and Blot, Kalman, Papen, Ahearn, Maddox, Robinson-Pant NEW LITERACY STUDIES