ERIC Number: ED262206
Record Type: RIE
Publication Date: 1985-Mar-31
Reference Count: 0
Literacy Task Analysis: Defining and Measuring Occupational Literacy Demands.
The literacy demands encountered in schools are considerably different from those encountered in the workplace. Existing measures used to analyze literacy demands and abilities in the workplace are not suitable for analyzing the same demands and abilities in schools. Methods that are effective for general job analysis can be specifically applied to the literacy aspects of jobs. Two screening methods used by employers to assess job literacy abilities are the cloze procedure and the more effective, though more time consuming, job problem solving simulations. Business and military trainers are faced with the problem of trying to improve worker performance through literacy and basic skills training. Evidence suggests that job performance may be more closely related to metacognitive aspects of literacy than to the basic literacy abilities of achieving simple comprehension or communicating simple messages. Trainers wishing to improve the literacy job performance of workers can use literacy task analysis to help determine the metacognitive skills employed by superior workers. Interviews focusing on how superior workers make literacy-related decisions is an effective method of determining important skills needed by new and less competent employees. These skills can then be taught to less competent workers. (YLB)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the National Adult Educational Research Association (Chicago, IL, March 31-April 4, 1985).