Job Literacy: A Framework for Categorizing Skills and Assessing Complexity.

Autor/inn/en	Norback, Judith Shaul; Forehand, Garlie A.
Institution	Center for Skills Enhancement, Inc., Princeton, NJ.
Titel	Job Literacy: A Framework for Categorizing Skills and Assessing Complexity.
Quelle	(1995), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Adult Education; Basic Skills; Educational Research; Job Analysis; Job Skills; Literacy; Occupational Information; Reading Skills; Task Analysis; Vocational Education; Workplace Literacy + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Basic skill; Grundfertigkeit; Bildungsforschung; Pädagogische Forschung; Arbeitsanalyse; Produktive Fertigkeit; Alphabetisierung; Schreib- und Lesefähigkeit; Berufsinformation; Reading skill; Lesefertigkeit; Aufgabenanalyse; Ausbildung; Berufsbildung
Abstract	Job Literacy Analysis (JLA) is a systematic, comprehensive process for identifying the literacy requirements of jobs. It examines materials used for real tasks in real jobs and provides data about the materials used in jobs, tasks performed using them, and skills required to perform the tasks. Researchers reviewing the materials and tasks infer required literacy skills. An advisory committee reviews the results. Eighteen JLAs have identified 140 skills and grouped them into 23 categories: quantitative (8 categories), document (5), prose (4), identification, computer-related skills, following directions, synthesizing, contingent decision making, and writing. Some literacy skills are the same as general adult literacy skills, some are similar to them, and some are newly-identified skills. Further analyses have explored the possibility of describing jobs using the skills and skill categories revealed by job literacy analysis. The initial analysis looks at complexity as a descriptor of the literacy skills required by jobs. Six potential complexity measures have been studied. Results show that 50 percent of the literacy skills needed on jobs are the same as general adult literacy skills. The exploration of job literacy complexity encourages further effort to describe jobs in terms of literacy demands. (Appendixes include the list of job literacy categories of skills, list of newly identified skills, and comparison of complexity measures of four jobs.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC