Chapter 1

Knowledge Resources for Designing and Delivering Workplace Literacy Programs

Designing and delivering workplace literacy programs are activities that take place within a system of values and beliefs about what the legitimate aims of such programs should be and how these aims can best be achieved. Many of these values and beliefs have been acquired by educators who have been involved in youth and adult education and job training programs for the last quarter of a century. During this time, many different providers have developed approaches to teaching basic skills to youth and adults for a variety of purposes, such as for completing the high school diploma, for obtaining job training and work, for reaching personal development goals (e.g., reading the Bible), and for social activism to enrich the lives of those living within a given community.

The knowledge gained through the historical experiences of those who have designed and delivered youth and adult literacy programs in the past, including workplace literacy programs, greatly influences how they go about the task of developing such programs today. It may be useful for those contemplating the introduction of workplace literacy programs to know about the beliefs and practices of various educational "providers" who may be engaged in the design and delivery of job-linked literacy (primarily the basic skills of reading, writing, and arithmetic) programs.

This chapter takes a sociohistorical and sociopolitical perspective in discussing the knowledge and skills that have been used by educational providers holding differing philosophical views about what the goals of such programs are (or should be) and what kinds of programs should be developed to achieve these goals.