In this edition of the journal we report on another successful joint conference with the University and Colleges Union (UCU) and National Institute for Adults Continuing Education (NIACE), that took place in October 2013, as well as a mix of articles and reviews from other contributors.
The theme for the October 2013 conference was Adult English and maths in families, communities and workplace. We begin with two articles from keynote speakers. Karen Evans reports on her research on the interplay between formal and informal learning in the workplace illustrating her findings with examples from case studies across a number of industries. Jim Crowther evaluates the Scottish model where social practice theory continues to underpin adult literacies community provision despite the international trend to narrow the focus to one of functional skills for work.
We then move on to a selection of articles written by workshop leaders. The first three of these provide practical ideas for working with learners. Tara Furlong's article provides an overview of the impact of technological change on social interaction and the implications of this for literacy practices. She goes on to offer suggestions of ways in which multimedia and multimodality can be explored and used in the teaching and learning of literacy. Freda Davis introduces us to Buddenbuk cards, her kinaesthetic linguistic grammar game which supports the development of sentence structure for entry level literacy and ESOL learners. Gail Lydon introduces problem-solving strategies to develop English and maths for learners in Functional Skills classes. The fourth and final article from the conference provides an account and reflection on recent changes to terminology from literacy (or literacies) and numeracy to English and maths in policy documents and practice in England. Sarah Freeman Sallie Condy and Tara Furlong debate how this change impacts on the nature of literacy and numeracy provision.
Our other contributors focus on reading, assessment and the use of poetry in reflection. Irene Schwab interviews Sam Duncan about her recent work on reading circles. Victoria Mann writes about the benefits of using presentations as an assessment tool for learners with dyslexia and Jane Speare reports on her research on the value of educationally themed poetry in supporting professional practice reflection for trainee teachers.
We finish this edition of the journal with two reviews. First, Mary Hamilton's recent publication Literacy and the Politics of Representation and second, Jill Sinclair Bell's New Language, New Literacy.
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