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= || || NIACE PUBLICATION PROPOSAL FORM =

// NIACE (The National Institute of Adult Continuing Education) aims to publish materials of the highest quality for its readers. //

// The purpose of this form is to present your ideas to our Publications team and NIACE’s Directorate for their consideration and approval to publish. To help us make a decision please give as much relevant information as possible, and use any extra sheets you may need. If available it would be extremely helpful if sample text or any other relevant materials could be submitted with the proposal for consideration. Please refer to the list of criteria at the end of this form. We look forward to receiving your proposal. //

// This form is also available electronically on request. //

1) Working title
// Adult literacies teaching and CPD: Policy Practice and Pedagogy in Alignment - // // from a grand experiment to a system that learns //

2) Author information
· ** Please give your name(s) as it (they) should appear on the cover/title page. Also give your title(s) and relevant qualification(s) ** Editors Aileen Ackland Ms BA (Hons) English, M.Ed Lifelong Learning David Wallace Mr Diploma Community Education, Mphil Government Contributors Aileen Ackland Ms Chris Aldred Ms Kathleeen Marjoribanks Mrs Diploma Primary Education, BA (Hons) Humanities, Post Grad Cert Public Relations Gary Roberts Mr MA (Hons) Social Policy, M Ed Literacy Ann Swinney Ms MA (Hons) History, MSc (Recreation Policy and Practice), Post Grad Cert Adult Literacy and Numeracy
 * Names title qualifications **

· ** Please provide your contact details ** // Please include address, telephone, fax and email if available. // As TQAL Project Manager, David Wallace will be the main contact for correspondance.

David Wallace University of Strathclyde 76 Southbrae Drive Jordanhill Glasgow G13 1PP Scotland

david.wallace@strath.ac.uk

Tel: 0141 950 3146 Fax: 0141 950 3374

· ** Summarise briefly your previous relevant publications, identifying the type of audience ** The authors are part of the Scottish TQAL Consortium. Throughout the period of collaborative work on the TQAL project, they have written a number of reflective papers and articles. Ackland, A. and Wallace, D. (2006) ‘Teaching teaching as social practice’, NRDC (National Research and Development Centre for Adult Literacy) Conference, April 2006 Wallace, D. and Ackland, A. (2006) ‘Disturbing Practice: An approach to workbased learning in Adult Literacies in Scotland’ Dewblam European Workbased Learning Conference, Florence, November 2006 (included in proceedings published on CD rom) Wallace, D (2008) The Grit in the Oyster - does an appreciation of threshold concepts in an adult literacies teaching qualification result in pearls of practice - presented at the Australian Council for Adult Literacies coonference October 2008 Ackland, A. (2009 ) 'Shifting the Discourse: Mediating Professional Identities in a Professional Development Community', in //Educational Journeys and Changing Lives// Seville Marjoribanks,K. Roberts, G and Swinney, A. (2009) Developing the agora in the 21st century – an analysis of a virtual learning environment (VLE) as a platform for engaging with adult literacies practitioners in Scotland presented at the World Conference of Educational Science, February 2009 Istanbull
 * Academic papers:**

Ackland, A Professional Development through Professional Enquiry, Reflect Issue 12 October 2008 Marjoribanks, K & Ackland, A TQAL: A new model for Professionalism in the 21st Century Broadcast Issue 81 Winter 2008
 * Articles for practitioner journals:**

Ackland, A. (2006) ‘Lizard dressed as Lamb? A cautionary reading of the discourse of the Scottish Adult Literacies Initiative’ RaPAL (Research and Practice in Adult Literacy) Journal Volume No 60 Summer 2006 pp37-45 Wallace, D. (2004) Youth Literacies in Scotland – an initial exploration. Policy Paper Edinburgh: Learning Connections Wallace, D. (2008) Community Education, Community Learning and Development in Bryce, T. & Humes, W. //Scottish Education (3rd Edition) Post Devolution// Edinburgh: Edinburgh University Press Wallace, D (Forthcoming) The Grit in the Oyster - does an appreciation of threshold concepts in an adult literacies teaching qualification result in pearls of practice, in Literacy and Numeracy Studies - International Journal in the Education and Training of Adults, Summer 2010
 * The authors have also written on related topics:**

The authors of this publication, individually and collectively, have a wide range of professional experience in the field of teaching, adult learning, further education, higher education and community education. The group came together in 2005 (through their respective institutions) in a consortium, to bid for a Scottish Government contract to devise and implement a teaching qualification in adult literacies. The publication derives from our collaborative experience of piloting this teaching qualification in two iterations (1st Pilot 2005 – 2008; 2nd Pilot 2009- 2010)
 * How does this publication reflect or derive from your professional experience? **

3) Rationale
· ** Please provide your rationale for the publication, and a brief synopsis of each chapter **

Scotland's Adult Literacies initiative has been described as 'a grand experiment' (Merrifield, 2006). The Scottish aspiration to create a 'system that learns' (ALNIS, 2001), based on a social practices perspective of literacies, has attracted interest and even envy from colleagues in other parts of the UK and Europe, A significant aspect of the 'grand experiment' has been the attempt to develop teacher education which is congruent with the political aspirations and the new theoretical paradigm.

There are important lessons to be learned from Scotland's attempt to respond to the needs identified by the International Adult Literacy Survey (IALS) with a model which rejects the deficit view of learners. Our experience of the development of the new Scottish qualification for Adult Literacies tutors provides a critical lens with which to view the 'grand experiment'. This publication will explore the methodologies, tensions and contestation in the alignment of principles for adult literacies teaching within the social practices paradigm and a socio-constructivist pedagogy for teacher education. We will reflect on our experience to raises important questions about the principles of CPD for teachers involved in informal adult education, about central yet often contradictory discourses and about the tensions between activist professionals and dominant managerial discourses. There are important lessons for adult educators, policy makers and the employers and institutions that specify and provide CPD for adult literacies practitioners. Introduction: The principles for the book ** Overview summary that sets out the key orientation of the book. The policy context; The Scottish paradigm in the context of IALS; social practices and the new literacies studies; benchmarks, leveling and the status of the field; characteristics required of a social practices paradigm; CPD models and principles of curriculum design. Note our intention to have participant voices. Signal our core concerns about learning from our experience and about how these principles may have resonance for CPD for adult literacies teaching and have wider application in professional development in range of fields.

This chapter will set out the national and international policy context and the antecedents of the social practices paradigm in Scottish Policy. It will embed analysis of this discrete development in a UK context. Connecting to new literacies studies the critical appraisal of policy development will also detail the ecology of practice and detail the epistemological break. There will be an elaboration of the target population, existing routes to qualification and growing the field. ALNIS and the benchmarks and the formation of Learning Connections.
 * Chapter 1:** **Policy and Practice context for adult literacies teaching and CPD in this area – the epistemological break**

Professional development. Professionalism, CPD models, curriculum development and design – what does CPD look like from here. Socio-constructivism, the centrality of experience and reflection. Blended learning and the development of COP. Activist teachers and collaborative learning. The extent to which there are global lessons in our approach. Chapter 3: Partnership Ethos – The partnership matrixes ** The prevailing orthodoxy in public sector work is multi-agency partnership and joined up working. In their analysis Tett et al (2003) argue that collaboration, involves being clear about the purpose of the joint project and enabling staff to work together to develop a common sense of purpose. It requires shared ownership and commitment to organisational learning and development needs. This chapter will examine the conditions required for an enabling net that may be provided by literacies practitioners working creatively with others in the interests of adult leaners.
 * Chapter 2 Models of CPD **

Transforming understandings and the issues of comfort zone, familiar ideas and the impact of dominant discourses for practice, learning and CPD Ø Action enquiry Ø Critical Reflection Ø Collaborative learning Ø Activist professionals Ø Social Practices
 * Chapter 4: Threshold concepts **

Blended learning, powerful learning environments, VLE and the - online community – ICT in practice/ICT for Practice – social networking, mobile telephony and multiple literacies
 * Chapter 5: Blended Learning, Web 2.0 and Virtual learning environment in use **


 * Chapter 6: Action enquiry, collaborative inquiry and practitioner research in practice – the system that learns **


 * Chapter 7: The Centrality of the Practice Tutor **


 * Chapter 8: Participant Voices – Illustrations from participants **

University of Brighton evaluation/University of Strathclyde evaluations and case studies Vignettes and stories from field, policy, institutions – Clare Stewart/Anne Swinney/David Wallace/Moira Hamilton
 * Chapter 9: Impact and ecologies **

Key messages /key lessons. Constructive alignment, policy, cpd and curricular design. Sustainability?
 * Chapter 10 – Key messages and conclusions **

· ** How does the proposed publication meet NIACE’s ‘General and Specific Criteria for Determining Publication’? (See enclosure) **

· ** How long will the publication be (to the nearest 5,000 words)? ** 40,000 words = 4) Timing = · ** When could you submit the final manuscript? (please be realistic) ** February 2011 = 5) Illustrations = · ** Are illustrations needed? Do you intend to include photographs, illustrations, tables, charts or graphs? How many? Can you supply your work on disk? ** Yes. Yes. Don’t know. Yes.

= 6) Intended markets = · ** How would you categorise your proposed publication? ** Good practice guide

Teaching/training resource material

Research report or statistical survey

Academic text

Policy discussion paper

Tributes and memorabilia

Other (please specify)

· **Please describe the markets your book would appeal to.** //Avoid catch-all sentences or lists (eg, ‘students, classroom teachers, middle management, senior management, administrators, policy-makers’). The publication may well be relevant to more than one of these groups – but it would be helpful to identify primary and subsidiary audiences.// // Quantify the market, if possible (eg, if the publication is aimed at a certain type of course, how many such courses are there?). // // Where might your publication become recommended or essential reading? // // How would the publication appeal (eg, through contributors, references, case studies) to different national markets (eg, Scotland, Ireland, EU, North America, Australasia)? // This book provides an analysis of a form of CPD for adult educators and adult literacies tutors. It will therefore have a market among practitioners in this specific area. As a corollary of this the book will be of interest to employers, human resource professionals and teachers in further and higher education who are involved in providing CPD to teachers and adult educators. Finally there is an international market for this book in countries such as the USA, Canada and Australia which have parallel interests in teaching in adult education and in adult literacies. There may therefore be an academic market for this book as a source of comparative data and as a core text book for courses which target teaching and related professions.

= 7) Competition = · ** Please identify any comparable or similar publications. What is the significance of your publication? ** A number of other recent texts have derived from reflections on teacher education for adult educators for example Jane Mace, Appleby (refs)

Hamilton and Hillier have written about changing policy and practices in Adult Literacies?

However, nothing has yet been published about the Scottish experience of trying to align teacher education with a commitment to a constructivist paradigm which activley seeks reflection on experince and collaboration as part of a community of practice. Modeling of powerful learning for teachers is specifically intended to inform and promote effective pratice in adult literacies, adult leanring and in community education.

· ** If no comparable publication exists, please suggest why. **

= 8) Benefits to the reader = · ** Much should be evident from previous answers, but please spell out what the readers would gain from this publication. ** The reader of this publication would gain an insight in to the world of adult literacies in Scotland. There would be an opportunity to examine a pedagogical model for CPD that is attuned to a social practice approach. From this there is the potential for critical comparison of models of teacher education. Anyone involved in further education, adult education, adult literacies, lifelong learning or community education may look to this publication for inspiration in that they will find a model for professional development that is rooted in contemporary research about professional learning.

David Shaw Head of Publications NIACE 21 De Montfort Street Leicester LE1 7GE
 * Many thanks for completing your proposal form. Please return to: **


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 * Date ………………………………………. **