Workforce literacy instruction and electronic writing: A study

By Heather Hemming, Lisa Langille, & Sonya Symons, Acadia University, Nova Scotia

Rationale

The workforce of the 21st century demands an array of skills which likely include abilities to effectively manipulate some form of electronic writing technology. From this, there arises a need for an extended conception of literacy, as well as new pedagogies, to reflect the increasing presence of technologies in various areas of adult learners’ lives (Kellner, 2001).

Literacy in today’s society may involve different levels of participation in electronic communication. Although reading and writing are often the foundation of instruction offered in adult literacy programs, as new forms of communications emerge, it must be recognized that “having the literacy and skills to access, communicate, work, and create within computer and multimedia culture is quite different from reading and writing in the mode of print literacy” (Kellner, p.76). For example, electronic discussion groups and electronic mail systems require writing skills that place a unique emphasis on clarity and precision (Kellner).

A study aimed at improving the writing of adults in a work preparation program was carried out at the Annapolis Valley Work Centre in Nova Scotia by three Acadia University researchers. Twenty-two participants (ages 18 - 48, mean 29.8) enrolled in food services, shop, janitorial/maintenance, and basic office skills vocational programs took part in this study. All had barriers to employment, and had been either out of employment for a significant period of time or had never been employed and were receiving social assistance. All participants felt that an improved ability to communicate electronically would better prepare them for their future workplaces.

The goals of this study were: to increase understanding of the experience of participants in workforce literacy programs; to assess the impact of an instructional protocol (developed to teach three specific writing strategies) on the quality of writing; and to examine changes in participant attitudes toward writing with computers. However, the main objective was to contribute to the understanding of effective instructional approaches for literacy development within workforce preparation programs.

Structure of study

This research involved the development and assessment of an electronic learning context for instruction to facilitate the development of writing skills necessary for effective communication within electronic spaces. The instruction, situated within a simulated work-related context through electronic discussions, was provided through a combination of face-to-face and electronic tutorial sessions, using a reciprocal teaching framework. Reciprocal teaching involves providing instruction over several sessions beginning with the instructor modelling strategic approaches to tasks. Gradually, the instructor shifts more responsibility for strategy use to the learners. This process encourages learners to ask questions, clarify understanding, and receive supportive feedback prior to completing the strategy independently (Palinscar & Brown, 1984).

Case studies, created to reflect workplace scenarios, provided the context for electronic writing. The cases incorporated various issues such as trust, loyalty, fairness, work ethic, job searching, interview preparation, time management, setting priorities, and tolerance of differences, among others that often occur in workplace situations. As participants were focussed on finding and maintaining employment, these case studies were relevant and meaningful.

Before developing the instructional protocol, the researchers reviewed electronic writing produced within electronic discussion groups at Acadia University. After examining various examples, three strategies were identified as necessary for effective communication: explaining/expressing a viewpoint, asking pertinent questions, and writing effective responses. These three strategies became the focus of the instructional protocol developed and assessed in this study.

Methodology

Prior to the instructional phase of the study, participants completed a computer usage survey designed to gather information about their experience with and attitudes toward computers. The computer usage survey revealed considerable diversity of computer experience. For example, fourteen percent viewed themselves as heavy computer users while another fourteen percent reported being infrequent users, with the remaining participants evenly dispersed across the categories in between. The survey also revealed that while a majority of participants (62%) had used computers for playing games, fewer than half (46%) had used e-mail one week prior to the study. This suggests that not all participants were gaining adequate experience communicating with others via computers; this is unfortunate considering that during pre-study interviews, thirty-six percent of participants had identified writing as a significant barrier to finding and maintaining employment.

During the introductory session, participants received basic computer instruction on IBM Thinkpads that would be used throughout the study, so they would know how to use electronic discussion groups. In this session, after examining a case study, participants made an electronic entry into the discussion group, the format they would follow in sessions in the instructional phase.

The instructional phase had eleven tutorial sessions.

Three sessions were dedicated to each of the three strategies: 1) modelling of the strategy; 2) guided practice and 3) independent practice. After completing nine tutorial sessions, participants took part in two final sessions which involved the use of all three writing strategies, first with guidance and then independently. Modelling sessions were conducted through face-to-face interaction. Guided practice sessions entailed both faceto- face and electronic instruction and strategy use, while independent sessions involved only electronic strategy use. The gradual shifting of responsibility to participants was reinforced by the reciprocal teaching approach embedded in the tutorial sessions.

Each session included reading and discussing a case study, with questions to be addressed in electronic discussions. After considering the case study, participants made an electronic entry into the discussion using the writing strategy of focus. Prior to making electronic entries, they completed worksheets and study guides throughout the session to help them work through the strategies and organize their information.

This study provides an optimistic glimpse of how electronic communication instruction may be integrated effectively in workforce literacy programs.

Findings

The impact of the instruction on writing was assessed through a comparison of electronic discussion entries made prior to the instructional phase and entries made during the final independent session. Changes in the quantity (number of words/number of sentences) of entries were examined. It was found that although the number of words per sentence did not differ, the number of sentences showed a significant increase, from 3.5 sentences per entry prior to instruction to 4.9 sentences per entry after instruction. Further, ninetyfive percent of entries also showed an increased amount of explanation to support viewpoints. This may suggest that participants were beginning to be more concise, and make more thoughtful decisions about their writing processes.

When the quality of the arguments was assessed using a 5-point scale, it was found that the arguments were stronger after instruction, with an average score of 4.7 compared to an average score of 1.5 before instruction. In addition, a scoring scheme based on a modified version of the TOWL- 3 was developed to assess the overall quality of writing. The results revealed a significant increase in overall quality after instruction with an average score of 22.9 compared with an average score of 19.2 before instruction, with 29 points being the maximum score.

After receiving instruction, participants were invited to provide feedback on the effectiveness of the instructional approach. All participants maintained that the blend of face-to-face and electronic tutorial sessions was an essential component with regard to their overall comfort level. Further, many participants reported that they enjoyed writing with computers more than they enjoyed writing using the traditional paper and pen. There was also a consensus among participants that they felt more confident about their writing after receiving instruction than they did before. This increased confidence seemed to transfer to their perceived readiness to find and maintain employment, a common goal among all participants. Many requested ongoing assistance in computer use after the study ended, suggesting that these participants might not have been able to participate in the instruction without the inclusion of face-to-face interaction.

Conclusion

In conclusion, this study resulted in an increased understanding of participant experiences with and attitudes toward computers. It was found that although participants had diverse experience with computers, fewer than half of participants had used computers for electronic communication one week prior to the study. These findings may suggest that there is a need for instruction around electronic communication within the context of workforce literacy programs, given the increasing presence of technologies in today’s workplace. The assessment of the impact of the instructional protocol on the quality of writing revealed that overall quality of writing improved, with the inclusion of more and better arguments to support their viewpoints. Finally, participants’ attitudes toward writing with computers was also found to change, as many indicated greater enjoyment of the writing process and increased confidence in writing with computers. Given the new learning and work realities, educators may have to rethink their approaches to literacy instruction in the context of adult literacy programs. This study provides an optimistic glimpse of how electronic communication instruction may be integrated effectively in workforce literacy programs.

References
Kellner, D. (2001). New technologies/new literacies: Reconstructing education for the new millennium. International Journal of Technology and Design Education, 11, 67-81.

Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1, 117-175.

The authors
Dr. Heather Hemming is Director of the School of Education at Acadia University, Wolfville, Nova Scotia. Her research interests include language arts, critical thinking, child-centred education, literacy development, critical literacy, health literacy, and workforce literacy.
heather.hemming@acadiau.ca

Lisa Langille is a Master of Education student and Research Assistant at Acadia University, School of Education. Her research interests include literacy development, adult literacy education, and technology integration within adult literacy programs.
014639l@acadiau.ca

Dr. Sonya Symons is a full professor in the Psychology Department at Acadia University, and a member of the National Centre of Excellence, the Canadian Language and Literacy Research Network, and the Health Canada Centre of Excellence on Youth Engagement. Her research interests include early social development, attachment theory, parenting, theory of mind, and developmental psychology.
sonya.symons@acadiau.ca

Acknowledgements
This research was funded by the Social Sciences and Humanities Research Council of Canada. The authors are very grateful for the support of students and staff at the Annapolis Valley Work Centre in Nova Scotia, Canada.