Examines the escalating literacy demands of the new workplace, and makes suggestions for reshaping traditional English classes to better equip students with new skills to meet these needs.
1999 Best Collection of Essays in Technical and Scientific Communication presented by the National Council of Teachers of English
Expanding Literacies presents eighteen fresh essays that explore how English teaching at both secondary and post-secondary levels can be made more work-relevant. The book shows teachers, administrators, and workplace trainers how to put aside disabling dichotomies of school versus work in favor of preparing students with new skills for new workplaces. Within a theoretical context that encourages development of situated uses of language, the volume identifies ways to reshape traditional English classes so that students are prepared to be successful in work environments that demand teamwork, problem solving, and complex communication skills. Some chapters examine the escalating literacy demands of specific workplaces: manufacturing, health care, chemical and nuclear industries, and high-tech settings. Other chapters examine what we currently do in schools and describe new models and theoretical approaches to better equip students for a changing workplace. The book has a wealth of practical ideas for structuring classrooms, making assignments, and choosing materials that will help students make the transition from school to work.
Jerald Wallulis is Associate Professor in the Department of Philosophy at the University of South Carolina. He is coeditor of Changing Social Science: Critical Theory and Other Critical Perspectives, also published by SUNY Press, and author of The Hermeneutics of Life History: Personal Achievement and History in Gadamer, Habermas, and Erikson.
"This book is readable, accessible, and informative. There's nothing available to compare with it. I have thirty-six years experience teaching English and am presently in business consulting on scientific writing. I've redesigned half my workshops on the basis of this book!" -- Bruce Appleby, Professor Emeritus, Southern Illinois University at Carbondale
"A hallmark text marking a major movement toward a new conception of pedagogy. " -- Lisa J. McClure, Southern Illinois University at Carbondale