Argues that the professional educator can make a major contribution to the workplace literacy effort by working closely with a content expert for the particular business. Describes a five-step procedure to conduct a "literacy audit": observe employees; collect materials; conduct interviews; assess skills; and develop assessment measures. (RS)

When labor, management, and literacy educators collaborate to develop a learner-centered literacy program, literacy educators must be willing to learn about the work and lives of industrial workers. The Academy at Eastern Michigan University is an alternative to traditional adult basic education that engages adults in collaborative learning.…

Educational excellence is shaped by and reciprocal to the confidence of students in their ability to pursue programs that challenge their abilities, provide access to opportunity, and rest upon self-knowledge and informed choice. This demands vocational guidance and assessment. (JOW)

New technology and management styles are increasing the level of basic skills required of workers. In a world of global competition and technological change, basic skills education is a survival issue for businesses. (JOW)

Some teaching and learning that occurred in the English on the Job Project, a long-term English-as-a-Second-Language program for immigrant employees in Australia, is reported. Language awareness, which was intentionally exploited or developed to increase second-language (L2) proficiency, had a significant positive effect on L2 development.…

A survey of dropouts from a workplace General Educational Development class received 37 responses (33%). The highest rated deterrent to participation was time constraints; clique members were more affected by this factor than were isolates. Males had higher dropout rates and they considered the program a lower personal priority than did females.…

Case studies of workplace literacy programs provided by a technical college to a hospital consortium, by a technical college to a high-tech firm, and by an Opportunities Industrialization Center illustrate how vocational institutions can offer customized curricula based on actual workplace situations to diverse business clients. (SK)

Summarizes traditional views about power relations in the workplace and their effects on writing. Tests these assumptions against medieval business correspondence and technical writing in the nuclear power industry. Discusses how these large-scale hierarchical organizational structures profoundly influence written communication. (RS)

Some of the broad issues of literacy and national economy are addressed in this article, which provides a historical context for the claims frequently made by policymakers and employer organizations about the economic benefits of increased language skills. Contains 42 references. (LB)

Presents a model for teaching language and suggests that it is good to experiment with as many styles as possible to stimulate students and maintain their interest in learning. Points out that language skills must be integrated in the course content and evaluative procedures must be used to determine whether student improvement is visible. (JOW)

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)

Vocational educators can play a significant role in workplace literacy programs by collaborating with business and industry in program development and advocating policy changes that integrate basic skills into vocational education curricula. (SK)

At De La Salle Vocational, a Philadelphia day treatment facility for youth offenders, basic skills are tied to specific job tasks through a literacy task analysis. Local businesses provide information on literacy skills needed on the job, which is integrated into instructional modules. (SK)

Reports results of a "Training and Development" poll in which all but one respondent to the question "Do your workers need literacy training?" said "Yes." Training personnel discuss the literacy programs offered by their companies. (JOW)

Documents a literacy problem in an electronics factory in which workers failed to read or follow written instructions. Suggests that to be truly literate, employees need access to a wider range of information about companies and their work and that work should be organized to allow, even require, workers to take responsibility for reading and…