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This paper examines several case studies of partnerships between language, literacy and numeracy (LLN) teachers and health professionals undertaken as part of two research studies: a National Centre for Vocational Education Research (NCVER) funded project entitled ‘Literacy and numeracy development in partnership: social capital perspectives’, and a Department of Education, Employment and Workplace Relations (DEEWR) funded project entitled ‘Diabetes literacy’. The research is ongoing and the projects will be due for completion by mid 2008. The three case studies involve: an LLN teacher working in an inner city medical centre for sex workers and intravenous drug users; an LLN teacher working with a women’s health coordinator at a Muslim women’s centre in western Sydney; and an LLN teacher working with a nutritionist at a local neighbourhood centre with mainly Chinese students. All three case studies represent LLN teachers and health professionals working together for largely health and social capital outcomes for their respective client groups. Action research was undertaken to document the pedagogical processes involved in each of these programs. The data collected mainly comprised taped, semi-structured interviews with both teachers and health professionals at the conclusion of each session. Within the context of the call for greater integrated literacy programs involving crosssectoral partnerships between LLN providers and different public sectors, these case studies represent early attempts to document how LLN teachers and health professionals can work together effectively. In particular, they examine the influence of an adult literacy pedagogy and how this results in social capital outcomes.

Published abstract.

Available papers from the 11th Australian Vocational Education and Training Research Association (AVETRA) Conference are indexed from TD/TNC 92.459 to TD/TNC 92.499 and from TD/TNC 92.701 to TD/TNC 92.716. Show less