Abstract
This article reports on the outcomes of the first phase of the Literacies for Learning in Further Education project, which is exploring the literacy practices required for successful study within different curriculum areas in four Further Education Colleges, two in Scotland and two in England. It draws upon initial interview data with staff and students to explore the perceptions of literacy as an issue for learning within further education. This suggests a complex picture of assumptions and expectations on the part of staff and students, which are not always aligned and impact upon the teaching and learning situation. In particular, issues are raised of ‘swamping’ students with texts, which there is little expectation of them reading and of ‘spoon-feeding’ students, because of a perception of their limitations in literacy.
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