Level 3: Another single measure of adult literacy and numeracy

Black, S; Yasukawa, K

Level 3: Another single measure of adult literacy and numeracy

Black, S

Yasukawa, K

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Publication Type:: Journal Article
Citation:: Australian Educational Researcher, 2014, 41 (2), pp. 125 - 138
Issue Date:: 2014-04-01

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Field	Value	Language
dc.contributor.author	Black, S https://orcid.org/0000-0002-0825-0384	en_US
dc.contributor.author	Yasukawa, K https://orcid.org/0000-0002-4553-0289	en_US
dc.date.issued	2014-04-01	en_US
dc.identifier.citation	Australian Educational Researcher, 2014, 41 (2), pp. 125 - 138	en_US
dc.identifier.issn	0311-6999	en_US
dc.identifier.uri	http://hdl.handle.net/10453/37351
dc.description.abstract	In reporting the Australian results of the 2006 Adult Literacy and Life Skills Survey (ALLS), the Australian Bureau of Statistics (ABS, Adult literacy and life skills survey, summary results, Australia, 2008a, p. 5) stated that of the five internationally identified levels of literacy and numeracy in the survey, Level 3 is regarded by the survey developers as the 'minimum required for individuals to meet the complex demands of everyday life in the emerging knowledge-based economy'. In effect, this Level 3 criterion, in the wake of traditional functional literacy/illiteracy dichotomies, creates yet another 'single measure' through which to distinguish those who can from those who cannot function in society. The Level 3 criterion and the accompanying verbatim quote have since been cited extensively by powerful institutions, including government, industry and skills in their promotion of a crisis discourse in adult literacy and numeracy. This has led in turn to national policy responses on 'foundation skills' and nationally agreed performance targets (by the Council of Australian Governments) for skills and workforce development based on the ALLS Level 3. In this paper we question the validity, origin and significance of the Level 3 criterion and contend that highlighting this aspect in the reporting of the ALLS has resulted in a narrow and unbalanced perspective on the role of literacy and numeracy in society. © 2013 The Australian Association for Research in Education, Inc.	en_US
dc.relation.ispartof	Australian Educational Researcher	en_US
dc.relation.isbasedon	10.1007/s13384-013-0097-9	en_US
dc.subject.classification	Education	en_US
dc.title	Level 3: Another single measure of adult literacy and numeracy	en_US
dc.type	Journal Article
utslib.citation.volume	2	en_US
utslib.citation.volume	41	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
utslib.for	1303 Specialist Studies in Education	en_US
utslib.for	13 Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/e-Press
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
utslib.copyright.status	open_access
pubs.issue	2	en_US
pubs.publication-status	Published	en_US
pubs.volume	41	en_US

Abstract:

In reporting the Australian results of the 2006 Adult Literacy and Life Skills Survey (ALLS), the Australian Bureau of Statistics (ABS, Adult literacy and life skills survey, summary results, Australia, 2008a, p. 5) stated that of the five internationally identified levels of literacy and numeracy in the survey, Level 3 is regarded by the survey developers as the 'minimum required for individuals to meet the complex demands of everyday life in the emerging knowledge-based economy'. In effect, this Level 3 criterion, in the wake of traditional functional literacy/illiteracy dichotomies, creates yet another 'single measure' through which to distinguish those who can from those who cannot function in society. The Level 3 criterion and the accompanying verbatim quote have since been cited extensively by powerful institutions, including government, industry and skills in their promotion of a crisis discourse in adult literacy and numeracy. This has led in turn to national policy responses on 'foundation skills' and nationally agreed performance targets (by the Council of Australian Governments) for skills and workforce development based on the ALLS Level 3. In this paper we question the validity, origin and significance of the Level 3 criterion and contend that highlighting this aspect in the reporting of the ALLS has resulted in a narrow and unbalanced perspective on the role of literacy and numeracy in society. © 2013 The Australian Association for Research in Education, Inc.

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http://hdl.handle.net/10453/37351