The Puzzle

The broad aim of the project is to explore how trainee literacy teachers
conceptualise the subject they teach with reference to their own experiences
of being literate.

The Title

‘Talking literacy: living literacies’ (It’s a working title!)

Research Rationale

 Professional this research would enable me to explore trainee teachers’ approaches to the
literacies required to be a student. This would in the long run enable me to understand more clearly how and why they approach
the work the way they do and work more effectively to support them in managing an aspect of being a student that many of
them find something of a struggle. It would be possible to undertake this project with non-specilaist literacy tutors, but this
would change the slant slightly. It is the extent to which they draw upon their own experiences of literacy to inform their
conceptualisation of it as a pedagogic subject that I am curious about. From the perspective of my own professionalism – this is
the first piece of work that I will have considered as a ‘researcher’ rather than ‘research student.’ In it I hope to head towards
approaches that I have aspired to but not been able to achieve – broadening to include multimodal methods, something that
involves research participants in a more active way rather than merely ‘gifting’ way. I need to be doing something and this is a
gentle opening to explore and outline with more clarity what could become a more substantial project (I have good access to
partners through the TiLLS project who I think who would be open to persuasion as far as this is concerned). .

 Academic concerns the study would contribute towards a continuing understanding of

literacy as social practice. It would open another site of exploration. While the subject of academic literacies has been well
written about – this study takes trainee literacy teachers as the starting point. Given they teach literacy, their construction of it
as a pedagogic subject is particularly interesting. There are many sources of information for them to drawn in on. Most of them
are policy driven and take literacy as a common sense series of discrete clearly identifiable skills. In working with trainees to
explore their own experiences of literacy, I hope to offer another rich source of information that might help shape their
perceptions of literacy. I understand literacy in the broadest sense as ‘the space between thought and text’. I am mindful of not
wanting to associate their experiences of academic literacy – reading complex texts and essay writing as in some significant way
connected to the experiences of literacy learning (this is important as they find the connection derogatory), but with the broad
definition I have in mind, I’m seeking to move outside an understanding of literacy that makes a fetish out of ‘levels’ and instead
focuses on the person and the text.

 Literature and research the definitive texts in this area have been written in 1997 and 2001 by Roz
Ivanic and Theresa Lillis respectively. I hope to identify a specific space in this discussion. I work from an educational frame
(sociology background) rather then one of linguistics. This is a slightly different area of work for me and I want to explore a
research methodology that is unlike that which I am most used to.

 Methodology I am to actively involve participants in both the collection and

interpretation of data. I’d like to invite them to take photographs – to tell a photo story of their assignment writing process. It
might be interesting to see how they frame it (from start to finish) and what is included / excluded. And then to talk me through
the photographs. I will then read and mark the assignment of record a ‘talkback’ session. That is feedback but with a stronger
emphasis on exchange rather me telling them what I think. I want to understand how they have constructed and approached the
task and how they view the feedback I have offered)

Study design

Dr Carol Azumah Dennis – September 2010 – University of Hull - Pedagogy and Professional Practice Research Group.
  Data collection & analysis digital photographs of activity

Interviews in which they explain the photos

We talk about drafting of module 3 – they explain their approach to content

and approach (the what & how) of writing

Module 3 is completed and marked

Recorded ‘talkback’ interview based around feedback

 Timetable This is driven by the nature of the course timetable. They have just started
Module 3. I have mooted the idea with them and so could start immediate with the aim of completing the actual research by the
end of the year. The writing up could be done by Easter.

Value of the study:

 Its contribution to professional knowledge The trainee literacy students fall by default rather than design into
the ‘widening participation’ category. They are largely older working class Yorkshire women. They do not being a strong
academic background with them and for many – the experience of the course is a new one and at times requires them to move
beyond their comfort zone. I think it would be helpful to learn more about their experiences of being a student.

 Its contribution to academic knowledge I hope this is outlined about. It adds a dimension to the continuing
study of literacy practices, broadened to include the connection between literacy is lived experienced to literacy as pedagogic
object.

Project Participants

 Initially 5 trainees from my University Diploma in Adult Literacy. I may include their mentors if this seems appropriate.

Interview schedule

 I am yet to draft this.

Dissemination

There are several sources of potential publication.

 Research papers in Further and Higher Education

 Studies in the Education of Adults
 Possibly – written Communication

Dr Carol Azumah Dennis – September 2010 – University of Hull - Pedagogy and Professional Practice Research Group.
Resources

Item Comment

Digital camera x 5 @ £80 £400 It is possible to get a digital camera for £80 – I would like to get 5 for
£400. There will also be printing costs but I suspect these would be
minimal if I can have the work printed in UoH reprographics.

Transcription 5 x 3 interviews for 1 £450 I would like to request the cost of transcription @ £10 per hour. I work
hour each. 15 interviews that on the basis of 3 hours to transcribe a 1 hour interview and hope to
require 3 hours to transcribe = 45 interview each participant – 5 for 3 hours each.
hrs @ £10 pr hr

£850

Dr Carol Azumah Dennis – September 2010 – University of Hull - Pedagogy and Professional Practice Research Group.