1. Literacies for Learning in Further Education Project team David Barton Angela Brzeski Richard Edwards Zoe Fowler Roz Ivanič Tracey Kennedy Greg Mannion Kate Miller Candice Satchwell June Smith Sarah Wilcock

2. I just cant believe how much they do at home. Before becoming involved in this project, I thought most of [the students] maybe skimmed through a magazine occasionally or texted their friends, but no more than that. Martin, a practitioner researcher on the LfLFE Project

3. Textually Mediated Teaching, Learning and Lives The Literacies for Learning in Further Education Project Team

4. doing activity as the unit of analysis

5. doing Subject(s) Object Outcome Key constituents of activities 1: Purpose

6. doing Mediating means Subject(s) Object Outcome Key constituents of activities: 2: Tools, artefacts and semiotic resources

7. Socio-Cultural-Historical Context Mediating means Subject(s) Object Outcome doing PRACTICES, GENRES AND DISCOURSES POWER RELATIONS, VALUES AND BELIEFS

8. Relationships among language, learning, and context

9. doing Mediating means Subject(s) Object Outcome Learning as an integral part of doing

10. doing Mediating means Subject(s) Object Outcome Learning as an integral part of doing learning

11. Relationships between communicative practices and learning in everyday and pedagogic contexts 1. Washing down a wall for re-painting 2. Installing a heating system 3. Finding out/learning how to play a new computer game 4. A Vocational Class: Painting and Decorating Use of semiotic resources _+++ Use of literacy _+++ Subconscious learning that and/or how to, other than communication ++++ Intentional learning that and/or how to, other than communication __++ Subconscious learning of communicative practices _+++ Intentional learning of communicative practices ____ Authorised by an educational institution ___+

12. Washing down a wall for repainting

13. Installing a heating system

14. doing Mediating means Subject(s) Object Outcome learning Learning as the object of an activity = learning how and/or that something = increased knowledge, understanding and /or capabilities

15. Learning how to play a computer game

16. Learning as the object of an activity in an educational setting

17. A Vocational Class: Painting and Decorating

18. Eve: The textual mediation of a complex life

19. Eve: the childcare classroom FCC Level 1 Childcare course student Phase 2 – clock face activity, photos, one-to-one interview

20. Eve: the nursery setting Salvation Army nursery – placement for college course and place where her mother works.

21. Some of Eves literacy practices: On-line banking vs. statements

22. Some of Eves literacy practices

23. Questions generated by Eves data What factors might influence Eve finding some literacy practices easier to participate in than others? What elements or aspects of literacy practices are (or could be) mobilised between these different practices? What might influence Eves varying confidence with the reading and writing demands of different elements of her life?

24. Tom: Resonance between everyday literacies and college literacies

25. Toms clock

26. One of Toms photographs Youre always learning. Like when Im at home I implement what I have been taught... you learn an extra... They (teachers) can only point you in a certain direction - the rest of it youve got to find for yourself.

27. Stephen: Dissonance between everyday literacies and college literacies

28. Examples of Icons and Maps

29. Stephen - a catering student College / Home: Using IT; reading newspaper; reading handouts; using mobile phone for texting. Home: Surfing net for information / 'personal research'; downloading tunes; burning CDs; playing X Box; using website to 'share' tunes etc via the Kazaa website; reading fiction.

30. 1.The dominance of leisure and home-related literacy practices over formal course-related literacy practices in terms of number and value; 2. Home/college overlap literacy is not related to the course. Quote: Having fun, playing games, texting, computers. Question: When does the course connect with his world? S: [ … ] Write an essay or burn a CD? There you go - CD! Oh … but writing an essay! I cannae be arsed writing this f****** essay. Oh my God, [that would be] such a load of sh***! Stephen - a catering student

31. ANALYSIS For Stephen, there is an absence of boundary objects and practices that link contexts, identifications; we expect these would enhance learning. Students role: boundary maintenance/overlap Differentiation: whats important in different subjects with different identifications, motivations, affordances and constraints. Resonance - across contexts, identifications, modes, aims and goals of literacy practices

32. Arising Issues Boundary practices and objects exist - Literacy does function across contexts. Subject affordances, student resistance? Teaching: how address the multiple identifications, contextualisation, practices of students - inclusive pedagogy via textual mediation? Is learning inherently polycontextual? the transfer debate Which practices and contexts are valued and surfaced? Boundary zones or colonising spaces?

33. Implications for Teaching

34. Textually mediated teaching, learning and lives SUMMARY

35. doing Mediating means Subject(s) Object Outcome learning Textual mediation

36. Resonance and dissonance in textuality across contexts