Points to the importance of teaching job literacy. Outlines a method (which was successfully employed in the military) of analyzing job demands, and then constructing and using effective literacy materials. (ARH)

Maintains that assessment in workplace literacy programs must meet the unique needs of learners, unions, management, and literacy providers. Identifies those needs and suggests ways of addressing them. (SR)

Describes workplace literacy pilot programs carried out by the National Automotive Language and Literacy Coordination Unit in the Australian automotive industry. Discusses their systematic and integrated approach to language and literacy issues within the context of accredited mainstream training rather than via separate bridging or remedial…

Argues that on-the-job reading makes special demands upon readers. Presents a technical reading strategy that involves a five-step prereading checklist and four postreading analyses. (FL)

Results of a study of 39 secretaries support the use of job-related performance task tests to reveal the specific abilities and needs of employees. (DD)

Describes an effective literacy program in two hospitals, which benefited both the employer and employee by empowering participants to solve problems, think critically and creatively, and make decisions. Discusses criteria for effective workplace literacy programs, the program's framework, and program evaluation. (RS)

Describes how a language experience approach was used in a workplace literacy program for adult immigrant railroad workers in Australia. Describes how the workshop built on participants' developed oral skills and life experience to create texts that were relevant, interesting, and comprehensible to these learners. (SR)

Argues that preparing students for literacy demands outside school means increasing both the amount of time students spend reading and writing and the range of real world reading and writing materials that they use to solve problems and complete tasks. (HOD)

Reports on research probing job-related literacy demands and on programs promoting job literacy. (JT)

Presents four suggestions from teachers on classroom and teaching matters, including (1) using a journalism model for teaching essay writing; (2) a framework of teaching options for content area instruction; (3) what makes a good workplace literacy project; and (4) what helps students learn problem solving. (SR)

Introduces the standardized safety sign system being established in the United States. Argues that these safety signs, symbols, and warnings may be a good place to begin a workplace literacy project for workers with limited reading skills. (SR)