Tuesday, 16 March 2021

NSWALNC 2021 Annual Conference Monday 6th December

The NSWALNC 2021 Conference will be held Monday 6 December at the Aerial Function Centre, Broadway, Sydney. Watch this space for further details.

Tuesday, 23 February 2021

Pam Osmond Book Launch by Mary Hamilton 6 pm 25 March 2021

Pamela Osmond's book Developing Social Equity in Australian Adult Education: Lessons from the Past, based on her research on the history of Adult Basic Education in NSW will be published by Routledge on 8 March. We are delighted that Emeritus Professor Mary Hamilton (Lancaster University) has accepted our invitation to launch the book. Professor Hamilton's extensive and influential work in adult literacy will be known to many of you. 

Please join us for a virtual launch on 25 March, 6 pm to 7 pm.

Monday, 15 February 2021

Digital Literacies - Jill Finch's Presentation

 Digital literacy: what, why, in whose interest? – Jill Finch – 15 October 2020

On 15th October 2020, Jill Finch gave a presentation on “Digital literacy: what, where and in whose interest?”  It was an informative insight into her experience of teaching digital literacies in different contexts. Jill explored lessons learned from her work with Sydney City Council garbage collectors and a “train the trainer” program with public libraries. She asked us to consider the current understanding of the broader LLND world and to think about whose interests the push for digital literacy serves. Jill's Presentation PDF

Thursday, 1 October 2020

NSWALNC Reading Group - Digital Literacy: what, where and in whose interest? Presented by Jill Finch - 5.30pm 15 Oct 2020

You are invited to a presentation on Digital Literacy by Jill Finch, experienced adult literacy teacher, policy activist and wonderful colleague to many of us, followed by a discussion of a reading by digital literacy scholars Colin Lankshear and Michele Knobel.

Date: Thursday 15 October, 2020

Time: 5.30 - 7 pm

Where: on Zoom 

Register: Trybooking  https://www.trybooking.com/BLUJK   or https://www.trybooking.com/664076 

Please find the abstract for the session below.

Digital literacy: what, where, and in whose interest? 

Even before the "C word" hit this year, digital literacy and online delivery were looming large in our LLN world. Now they are front and centre. But the change has been abrupt, and most of us don’t yet have a clear shared understanding of what digital literacy is, or what the big issues are moving forward. 

This session will look at some questions about digital literacy teaching and learning in different settings in community, college, and workplace.  

  • What exactly do we mean by digital literacy? (Or literacies….? ) And who is 'we' here? 
  • What makes it different from teaching print literacy?  
  • What models or metaphors are we using? (Toolbox? Toyshop?) 
  • What risks and issues do we need to be thinking about? 
  • What adult education touchstones can we draw on? 

Reading for discussion:

Lankshear & Knobel 2015  Digital Literacy and Digital Literacies: Policy, Pedagogy and Research Considerations for Education, published in theNordic Journal of Digital Literacy.


Thursday, 27 August 2020

NSWALNC Reading Group - 5.30 pm 3rd September 2020

                      A Lifelong and Life-Wide Framework for Adult Literacy Education 

Stephen Reder, Portland State University

Access the article at: https://www.proliteracy.org/Portals/0/pdf/Research/ALE%20Journal/ALE_ResearchJournal-v002_01-2020-48_Reder.pdf

Discussion questions:

In this article, Reder argues that “adult literacy education needs to be repositioned within a new framework of lifelong and life-wide learning, a framework in which new policies are formulated, programs are designed and evaluated, and research is funded and carried out” (Reder, 2020, p. 48). 

·       To what extent do you believe this argument also applies in the Australian context? What are some specific reasons for your response?

·       Do you see similar problems in the current Australian programs that Reder sees in the US programs?

·       Do you believe that a lifelong and lifewide policy is also needed in Australia? What might be some of the difficulties achieving in such a policy here?

EMAIL nswalnc@gmail.com to join the discussion on Zoom.

Tuesday, 9 June 2020

Reading and Discussion Group - 5.30 pm Thursday 25 June 2020

Maintain and support your professional connections and engagement with recent research in the field of Adult Language Literacy and Numeracy by joining the NSWALNC Reading and Discussion Group.

Reading and Discussion Group Article - Adults’ numeracy practices in fluid and unstable contexts—An agenda for education, policy and research?
Keiko Yasukawa & Jeff Evans 
Zeitschrift für Weiterbildungsforschung volume 42pages343–356(2019)
Register: To join the Reading and Discussion Group and/or AGM please register at https://www.trybooking.com/BJXTT 


Numeracy practices are always dependent on the social context in which they emerge. These contexts, however, are unstable because of a range of technological and socio-political changes. How does this instability affect people’s agency in the world? After reviewing key approaches to numeracy practices research, we distil key findings from recent numeracy studies. We introduce the concept of the numerate environment to examine the context in which opportunities, supports and demands present themselves for people’s numeracy development, explaining how cultural-historical activity theory can be used to analyse the effects of changes in numerate environments. We consider examples of social trends likely to effect such changes and conclude with implications of shifts in people’s numerate environment for future educational provision, policy and research.

Discussion question

1.     What is your understanding of the numerate environment? What do the authors argue is the value or usefulness of this concept?

2.     The authors claim that people’s contexts of numeracy practices are often unstable, and this in turn affects people’s agency in the world. What do they mean by this?

3.     What examples can you give of an unstable context of numeracy practices? How does the concept of the numerate environment help you to understand the effect on people’s agency in this unstable context?

4.     From the discussions of the article, what questions would you like the authors to address?

5.     How is the concept of  unstable contexts of numeracy practices reflected in your practice and the curricula you deliver?