ERIC Number: ED396076
Record Type: Non-Journal
Publication Date: 1994
Reference Count: N/A
Job Literacy Analysis: A Practical Methodology for Use in Identifying Job-Related Literacy Skills.
Norback, Judith Shaul; And Others
The Job Literacy Analysis (JLA) was developed in response to the need for analyzing the literacy requirements of various occupations in an effort to match the instruction to the job and to enhance the job relatedness of curricula. It is a systematic, comprehensive process for identifying the important literacy skills needed by workers to function effectively in their current job. JLA is a result from an attempt to synthesize and augment the work in job-related reading conducted by Sticht, Mikulecky, Kirsch, and others. The five steps in the process are as follows: (1) personal interviews of job incumbents across settings; (2) content analysis of materials gathered during interviews; (3) review of materials and tasks by advisory committee that identifies important and representative materials and tasks; (4) development and distribution of survey and data analysis of results; and (5) skills identification using final job literacy description. The jobs of food service worker, entry-level secretary, and mid-to-executive level secretary have been analyzed. Important differences have been identified between JLA and Literacy Task Analysis (LTA), with the main difference being the focus in JLA on the most literacy skills, tasks, and materials as compared with the focus in LTA on areas with which workers have difficulty. The two approaches may fill different needs. (Appendixes include references, tables, and a diagram.) (YLB)
Publication Type: Opinion Papers
Education Level: N/A
Authoring Institution: Center for Skills Enhancement, Inc., Princeton, NJ.