informal learning – Australian Journal of Adult Learning

April 24, 2017April 26, 2017

Second chance learning in Neighbourhood Houses in Victoria

Author: Tracey Ollis, Karen Starr, Cheryl Ryan, Jennifer Angwin and Ursula Harrison
Deakin University

Edition: Volume 57, Number 1, April 2017

Summary: Neighbourhood Houses in Victoria are significant sites of formal and informal education for adult learners. Intrinsically connected to local communities they play an important role in decreasing social isolation and building social inclusion. The focus of this research is on adult learners and adult learning that engages with ‘second chance’ learners who participate in adult learning programs in the Barwon and South West regions of Victoria. The greater Geelong region is characterised by declining car automotive and textile manufacturing industries and emerging new industries such as hospitality and tourism. The data from the research participants in the study include career changers, long term and recently unemployed, newly arrived and migrant communities, young people and older adults. This paper focuses on the learning practices of second chance learners who frequently have negative perceptions of themselves as unsuccessful learners, but are transformed through their learning experiences in Neighbourhood Houses. We argue the unique social space of the Neighbourhood House, the support and guidance offered by staff and teachers, the unique pedagogy and small group learning experiences, allows adult learners to reconstruct a new identity of themselves as successful learners.

Keywords: informal learning, formal learning, adult education, ACE, VET, training reform, Neighbourhood Houses

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This article is part of AJAL, Volume 57_1. The entire volume is available in .pdf for purchase here.

November 18, 2015May 9, 2016

Literacy mediation in neighbourhood houses

Author: Sally Thompson

Edition: Volume 55, Number 3, November 2015

Summary: Interactions between staff in Neighbourhood Houses, and the socially and educationally disadvantaged community members who visit Neighbourhood Houses, have been viewed through many lenses, including community development, social support, caring and compassion. This paper looks at Neighbourhood Houses as sites of pedagogical practice. More specifically, it explores the role of Neighbourhood House administrative staff as literacy mediators — as people who assist others with reading and writing.

Literacy mediation has gained attention as part of a focus amongst New Literacy Studies researchers on the social uses of literacy. In this case study of four staff members working across two neighbourhood houses, I identify that literacy mediation in the neighbourhood houses
is common, complex and growing in demand.

A further area of focus of the paper is the invisibility of the literacy mediation in Neighbourhood Houses — to funding bodies, committees of management and even to other staff. It also identifies the role of emotional labour in both facilitating mediation but also as a contributing factor to the lack of recognition of informal literacy work in Neighbourhood Houses.

Keywords: adult literacy, literacy mediation, neighbourhood houses,
informal learning

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This article is part of AJAL, Volume 55_3. The entire volume is available in .pdf for purchase here.

November 30, 2013December 24, 2014

Ready for action and civic engagement: Resilient third age women learners in rural Australia

Author: Glenna Lear, University of South Australia

Edition: Volume 53, Number 3, November 2013

Summary: This paper discusses the power of local and experiential knowledge, civic engagement and social transformation on rural third age women’s learning. My passion for learning reflects the methodological stance of heuristic inquiry, which requires the researcher to have a passionate interest in the phenomena under investigation and in this case, includes my tacit knowledge as a third age learner, a former farming partner and a long term resident of the region. Our two informal conversations about their midlife learning gave the six purposively selected women aged 58 – 70 the opportunity to reflect on their learning autobiographies as co-researchers. In their midlife, the women had the freedom and determination to change directions and the generative passions to remain useful, to give something back to their communities and to make them a better place for their retirement years and future generations. They emerged from the relative obscurity of the backrooms, kitchens and traditional supportive roles as farmer’s wives and mothers to become community activists, leaders and change agents who transformed their small service communities into thriving, vibrant, ‘can do’ societies better able to cope with the political, social, economic and environmental changes prevailing in regional Australia since the 1990s. They built new networks within the community and with the wider world and used their local knowledge and personal experiences to develop appropriate strategies for community renewal, which exposed them to diverse experiences, new knowledge and different ways of doing things. Unexpectedly they flourished and experienced personal development, growth and a transformation of the self as a blooming and fruition with the maturation of their potential.

Keywords: third age learning, community engagement, rural women, informal learning, personal transformation

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This article is part of AJAL, Volume 53_3. The entire volume is available in .pdf for purchase here.

April 8, 2013

‘They’re funny bloody cattle’: encouraging rural men to learn

Author/s: Soapy Vallance and Barry Golding

Edition: Volume 48, Number 2, July 2008

Summary: Our paper examines and analyses the contexts and organisations in rural and regional communities that informally and effectively encourage men to learn. It is based on a combination of local, rural adult education practice and a suite of studies in Australia and elsewhere of learning in community contexts, most recently into community-based men’s sheds. It is underpinned by both experience and research evidence that many rural men tend to have an aversion to formal learning. The intention of our paper and its specific, practical conclusions and recommendations is to focus on and share positive and practical ways, demonstrated through practice and validated through research, of encouraging rural men to learn.

Keywords: rural, regional, communities, informal learning, adult education, practice

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March 20, 2013January 8, 2015

Informal learning: a discussion around defining and researching its breadth and importance

Author/s: Barry Golding, Mike Brown and Annette Foley

Edition: Volume 49, Number 1, April 2009

Summary: Informal learning has often been seen as formal learning’s ‘poor cousin’. Our paper explores and discusses new and different ways of thinking about defining, valuing and researching the breadth and importance of informal learning in diverse national and cultural contexts. This includes a consideration of the power relations that can act to devalue informal learning. It is underpinned by a recognition that not only do a relatively small proportion of adults currently engage in formal learning, but those who do tend already to be dedicated and successful lifelong learners. It leads to a discussion about how informal learning might be framed as part of the solution to adult exclusion, seen to be aggravated by unnecessary adult educational hierarchies, accreditation, assessment and formality.

Keywords: informal learning, inclusion, context, cultural

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This article is part of AJAL, Volume 49_1. The entire volume is available in .pdf for purchase here.

March 19, 2013January 8, 2015

Formal and informal learning opportunities in government organisations: Experiences of public sector employees from six Asian nations

Author/s: Intan A. Mokhtar

Edition: Volume 50, Number 2, July 2010

Summary: Lifelong learning and professional development have been the focus of government organisations after the 21st century was declared the ‘learning century’, amidst the impact of globalisation and growth of knowledge-based economies. Although lifelong learning and professional development opportunities are available in most government organisations, the conditions for civil servants to take up such opportunities differ across organisations and, even more so, across countries. In addition, the expectations of learning and development from such opportunities also vary, with some organisations focusing on specific work-based competencies, others on formal education and qualifications. However, lifelong learning and professional development in government organisations seldom include informal learning, which forms a part of daily leisure time yet involves human capital enhancement that indirectly impacts work performance. Informal learning, which is facilitated by individual information literacy competencies that involve information search, retrieval, evaluation and use in varying contexts, is largely for personal development rather than economic efficiency, but is equally important in developing effective individuals and knowledge workers. In this exploratory study, semistructured interviews were conducted with 18 civil servants from six Asian countries to elicit their experiences with regard to lifelong learning policies and professional development opportunities in their respective government organisations, expectations of learning and development from such opportunities, as well as provisions for informal learning opportunities. Shared characteristics as well as distinct differences across the interviewees’ organisations and countries are discussed. Finally, recommendations based on these similarities and differences are made specifically to encourage government organisations to review existing lifelong learning policies and professional development opportunities available to civil servants.

Keywords: lifelong learning, informal learning, formal learning, government, learning century, professional development, work-based competency, Asian, policies

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This article is part of AJAL, Volume 50_2. The entire volume is available in .pdf for purchase here.

December 17, 2012January 7, 2015

Utopian scenario sketching: An imaginal pedagogy for life giving civilisation

Author/s: Peter Willis

Edition: Volume 51, Number 3, November 2011

Summary: This paper argues that learning for human flourishing needs a balance between small-scale, convivial experiences, imaginary and creative expression, logical, rational planning and autonomous, purposive practices. Continue reading “Utopian scenario sketching: An imaginal pedagogy for life giving civilisation”

December 17, 2012January 7, 2015

Adults’ participation in informal learning activities: Key findings from the adult education participation survey in Taiwan

Author/s: Horng-Ji Lai and Ming-Lieh Wu, Ai-Tzu Li

Edition: Volume 51, Number 3, November 2011

Summary: This study investigated the informal learning experiences expressed by Taiwanese adults (aged from 16 to 97) and examined their involvement related to selected socio-demographic characteristics. Continue reading “Adults’ participation in informal learning activities: Key findings from the adult education participation survey in Taiwan”

December 17, 2012January 7, 2015

Informal learning in the workplace: A review of the literature

Author/s: Megan Le Clus

Edition: Volume 51, Number 2, July 2011

Summary: In the last few decades, the workplace has been increasingly recognised as a legitimate environment for learning new skills and knowledge, which in turn enables workers to participate more effectively in ever-changing work environments. Continue reading “Informal learning in the workplace: A review of the literature”