Abstract
This paper draws from the experiences of a new adult literacies teaching qualification in Scotland that has been designed for experienced but unqualified adult literacies tutors. Created to respond to an approach to adult literacies as social practices (Scottish Executive 2001, 2005, Tett et al 2006), the course team employs a sociocultural pedagogy that explicitly rejects transmission and seeks to build critical reflection through learning from experience, collaborative activities and the creation of an on-line community (Ackland and Wallace 2006). Recognising that ‘moments of conflict and disjuncture may form the spaces in which learning occurs’ (Lewis, Enciso and Moje 2007:5) the paper explores whether ideas about liminality and threshold concepts (Cousin 2006:1, Land, Meyer and Smith 2008) illuminate the learning process. It concludes that engagement with these concepts may assist adult literacies tutors to develop transformed practice (Cope and Kalantzis 2003:35).
Highlights
This paper draws from the experiences of a new adult literacies teaching qualification in Scotland that has been designed for experienced but unqualified adult literacies tutors
Being fully funded by the Scottish Government, the program was designed as a pilot to meet policy priorities regarding the professional development needs of adult literacies tutors (Scottish Executive 2001)
The program involved regional groups of students coming together in study blocks for each module; undertaking workbased learning in which the principles of the program are explored in literacies practice; and engaging with a virtual learning environment (VLE) to scaffold learning in each module, linking students with their peers and actively encouraging dialogue and collective reflection through an on-line community
Summary
This paper draws from the experiences of a new adult literacies teaching qualification in Scotland that has been designed for experienced but unqualified adult literacies tutors. Complementing the work of students studying for the adult literacies teaching qualification, a group of experienced practitioners operate as practice tutors to offer professional guidance and mentoring to students with whom they are paired.
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