Portfolio Building: The relationship with literacies in students’ everyday lives
Article Sidebar
Main Article Content
Abstract
lives may interact with their success at learning in a large Further Education
College in England. Some students, on paper, have all the appropriate entry
qualifications, but still struggle to complete their courses. Indeed, some do
not complete at all. So, what could be done to help these students achieve
success? As a member of a large-scale research project team, I have been
investigating the home literacies of further education students. Papen
(2005a:14) points out that ‘it is useful and necessary before any intervention
can be planned, to carry out research which identifies learners’ everyday
literacy practices’. Of course, there are many other aspects of people’s
everyday lives that will influence their learning success. However, in this
article I want to focus on the possibility of the influence of home literacy
practices, by exploring how the reading and writing in the everyday lives of
students could be drawn upon and utilized in order to help these students to
succeed on their chosen college courses.
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
a) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share and adapt the work with an acknowledgement of the work's authorship and initial publication in this journal.
b) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
c) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Open Access Citation Advantage Service). Where authors include such a work in an institutional repository or on their website (ie. a copy of a work which has been published in a UTS ePRESS journal, or a pre-print or post-print version of that work), we request that they include a statement that acknowledges the UTS ePRESS publication including the name of the journal, the volume number and a web-link to the journal item.
d) Authors should be aware that the Creative Commons Attribution (CC-BY) License permits readers to share (copy and redistribute the work in any medium or format) and adapt (remix, transform, and build upon the work) for any purpose, even commercially, provided they also give appropriate credit to the work, provide a link to the license, and indicate if changes were made. They may do these things in any reasonable manner, but not in any way that suggests you or your publisher endorses their use.