LING209 Assignment - Robert Love

LING209 Assignment: Literacy in the Workplace Robert Love

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LING209 Assignment (Michaelmas term 2011)

Topic 1: Researching an aspect of literacy in everyday life and how it relates to learning and

education

Literacy in the Workplace: the dog walkers literacy

1. Introduction

This study intends to analyse how reading and writing are used in the workplace. I

will first present a summary of the key literature relating to literacy in general as well as that

of the workplace. I will then introduce the context of my own research and consider some key

methodological issues. This is followed by the main analysis of the literacy practices

observed in a dog walkers workplace. I will then attempt to draw some conclusions based

upon my findings.

2. Literature review

Until recently, the dominant discourse regarding literacy describes a skill or skills

(Brindley 2000: 13), involving competence in reading and writing (Noordman & Vonk 1994:

75). This has been correlated with a view of literacy comprising the basic or functional

elements of reading and writing (Noordman & Vonk 1994: 75; Jackson 2004: 1; Castleton

2001: 58). Literacy has been framed as a discrete ability, divorced from context or purpose

(Ivanic 1998: 62).

As studies have continued, an updated interpretation of literacy has been proposed,

framing literacy as a series of practices (Barton 1994; Ivanic 1998; Barton & Hamilton 2000;

Barton & Hamilton 2005; Barton et al. 2007; Farrell 2009). This view recognises that literacy

is used for a particular purpose and style, in a particular social or physical context (Barton et.

al 2007: 17). This suggests that it is more accurate to speak of literacies (Ivanic 1998: 58),

reflecting the greatly varied (Barton 1994: 188) literate activities (Ivanic 1998: 64) users


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experience in everyday life (Barton 1994: 184). Individual occurrences of literacy practices

are labelled literacy events (Heath 1983: 93, cited in Searle 2002: 19). Furthermore, the

concept of literacy practices is embedded as a subset (Ivanic 1998: 65) within the broader

framework of social practices (Hunter 2004: 4; Barton et al. 2007: 14). This suggests that it is

integrated within these other activities (Barton 1994: 191; Barton et al. 2007: 14).

Indeed, the social practices view of literacy has already been applied to the

workplace. Jackson describes the workplace as a tapestry, within which multiple literacies

are woven to create a working environment (2004: 2). I choose this metaphor to relate, to

the workplace, Barton et al.s wider notion of literacy mediating all aspects of peoples lives

(2007: 66). By viewing literacies as mediators, whereby the application of a literate activity

in the workplace achieves a goal or solves a problem (Farrell 2009: 187), it is expected that

literacy practices are used to facilitate a wide variety of purposes in the workplace (Hunter

2004: 106; Farrell 2009: 192).

3. Context and methodology

My research is based on the literacy practices of Susan (pseudonym), a dog walker at

a small business serving a large north eastern town. I was particularly interested in Susans

literacy practices due to her previous occupation as a teacher at a local middle school. Not

only did she experience learning literacy as a child, but she spent many years teaching it to

others as an adult.

I conducted a semi-formal interview. I obtained informed consent, explaining to

Susan in advance that I was interested in her workplace literacy uses. I conducted the

interview via Skype, and recorded the audio using a sound recording device.


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I structured the interview on Hunters study of the workplace literacy of a large hotel.

She observes that literacy practices are categorised in a hierarchy (2004: 103) of tiers,

according to the responsibilities of the employees. In brief, these tiers represent:

1. upper management and directors,

2. lower management and floor managers,

3. personal service tier of cleaners, room attendants etc. (2004: 103).

I adapted these to account for the difference between a large hotel with hundreds of

employees, and a small business of just one employee, representing all three of these tiers. By

asking Susan to describe her practices relative to these tiers, I allowed her to categorise her

literacies.

I asked Susan to provide examples of any written materials that she referred to during

the interview, to accompany my analysis. I then listened to the recording of the interview and

analysed her reported practices in relation to the preliminary research I had undertaken.

4. Analysis

This section presents the main results of the research into Susans literacy practices,

beginning with a consideration of how her views on literacy may affect her uses of literacy.

Susan demonstrated more practices than possible to address thoroughly enough, so following

this is a description of the more interesting workplace literacies, categorised according to the

above hierarchy (a short description of the omitted practices is provided in Appendix: 3

Omitted practices).

4.1 Defining literacy


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Barton notes that everyone has an interpretation of literacy, and that this guides our

actions in everyday life (1994: 192). Susans definition of literacy extends beyond the skills

view, and much closely resembles the practices view. Her view is concerned with successful

comprehension of meaning:

S: the ability to communicate and understand, whether it is spoken or written word.

Susan, like Jackson, believes that the successful communication of meaning supersedes the

functionality of literacy (2004: 2). As Barton predicts, it appears that this view underlies and

informs (1994: 192) many of Susans workplace literacy actions.

4.2 Literacy practices

Susan uses a large variety of written texts in her work, serving a multitude of

purposes. Consistent with Barton et al.s findings, these uses of reading and writing occur in

variable and specific physical contexts (2007: 17), permeating every aspect of her business:

- her home, in between walks,

- the homes of her clients, at initial client meetings and when collecting /

dropping off the dogs,

- on walks, including settings like beaches, parks, forests and lakes,

- in her car, travelling to the homes of her clients or walking destinations (she

describes her car as her office).

4.2.1 Promotion and maintenance of image


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The top level of Hunters hotel hierarchy pins Susan as the upper management, who

create the written texts that consumers (and other employees) receive (2004: 103). Hunter

found that the written texts produced by this tier maintained the uniform image of the

business (2004: 103).

4.2.1.1 Print-based literacy

To promote the business, Susan designed flyers (figure 2) and business cards (figure

3). In this directorial (Hunter 2004: 103) role, she describes in detail how her text-creation

decisions, including the consistency between the flyers and the business cards, categorising

her services and choosing a sans-serif font, were based on what would be clear, concise and

recognisable to the reader. The writer of any written text has to attune the text according to

the needs of the intended reader (Noordman & Vonk 1994: 75), and this is exactly what

Susan has consciously sought to do. A further testament to her aim for consistency is her

universal inclusion of the business logo (figure 3). This is an example of how the identity of

the business has been constructed and maintained by Susans literate practices (Ivanic 1998:

64).

Figure 1: logo, used on all promotional materials including

flyers, business cards, the website, Facebook page and signage

on Susans car


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Figure 2: promotional flyer (censored for

anonymity).

Figure 3: business card (censored for

anonymity).

4.2.1.2 Web-based literacy

Susan maintains a privately-hosted website, which is accessed by visiting the link

provided on the printed promotional texts. Its design is consistent with the flyers and business

cards, and also features the business logo. The key difference between printed texts and web-

based texts is the mutability of web-based texts (McFarlane 2000: 20), edited to reflect the

changing decisions of the text author. Susan describes how the current appearance of the

homepage (figure 4), and indeed of the entire website, is constantly changing to reflect the


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evolution of the business. Bearing in mind her underlying definition of literacy as

comprehension, her literate practice (of writing content for the website) is driven by the

awareness of her audiences literate practice of extracting meaning from her presentation

(McFarlane 2000: 19).

Figure 4: the Wild Rovers website homepage (censored for anonymity).

(See Appendix: 4, Dealing with web-based literacy as a new practice for further

discussion.)

4.2.2 Management

At this level I view Susan as the equivalent of the floor manager, the coordinator of

the service the business provides (Hunter 2004: 103).

4.2.2.1 Existing practices

Susan maintains a diary which acts to keep track of her workload (Hunter 2004: 103).

Her walks are concentrated during the middle of the day (when most of her clients are at


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work), and she describes how because of this, she has to follow her diary religiously. Her

diary is a textual mediation of her workplace organisation process (Barton et al. 2007: 66).

Susan is well-accustomed to this practice, as she maintained a similar diary in her previous

workplace as a teacher. Because this is a process that has been internalised (Barton and

Hamilton 2000: 14) for some time, Susan is confident in her ability to apply it to her new

workplace. Her confidence is fuelled by her ability to effectively operate in this new literate

setting (Barton 1994: 193-4).

4.2.2.2 Unfamiliar practices

Susans transfer from teaching to dog walking caused a change in the demands of her

literacy practices (Barton 1994: 193) (though, as discussed in 4.2.2.1, this change is not

necessarily great). For Susan, a big change was the introduction of legal documentation (see

Appendix: 4, terms and conditions form provided to clients). Before starting the business she

had never written this style of text, so she sourced a template document from a similar,

national business (similar to Bartons 1994 case study demonstrating learning through

copying; 193). To deal with the lack of confidence caused by, and inhibiting, her capability to

interact with this literacy practice (Barton 1994: 193-4), Susan adapted this text to suit her

own, unique purpose (Farrel 2009: 187). In the process, she animated a global discourse at

a local site (Farrel 2009: 192).

Susan describes how else she learns to interact with unfamiliar literacy practices in

more specific ways (Barton et al. 2007: 16):

S: Until youve done it all once its kind of new at every stage...you do it as you need

to do it.


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Susan does not attempt to learn the style of the unfamiliar practice in one instance. Rather,

her literacy development is a continuous process (Ivanic 1998: 65), whereby she learns what

is relevant to her immediate needs and, more importantly, the specific purposes and contexts

she is working within (Farrell 2009: 187).

4.2.3 Service

Susan is viewed in the role of service delivery, the provider of the service offered by

the business (Hunter 2004: 103).

4.2.3.1 Literacies to mediate client relationship

Due to the nature of her work, Susan rarely has face-to-face contact with her clients

after their initial meeting. She does, however, maintain regular contact with them, mediated

by the use of written texts (Barton et al. 2007: 66). Each client is given a notebook to which

Susan adds an entry after every walk. Entries are brief and do no more than update the client

on the location of the walk and the dogs well-being (see figure 5).

Figure 5: examples of entries

in a clients walkies book

This practice falls under Susans aim for consistency in her service, and indeed, she relates

the purpose of this practice to her view of literacy as successful communication of meaning:


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S: All Im doing is passing on relevant information.

Because this literacy event is repeated and integrated (Barton et al. 2007: 14) within the wider

workplace practice of walking the dog, Susan creates a recognisable act (Ivanic 1998: 62)

of writing that is evolved to serve the purpose of communicating within a specific social

relationship (Ivanic 1998: 61). This is a specialised practice (Farrell 2009: 181) that Susan

has developed exclusively for her workplace.

5. Conclusion

This study has attempted to address how literacy is used as part the workplace,

specifically that of a dog walker. I have found that a variety of practices are used, and by

analysing just a few, witnessed how they are bounded by a variety of styles, purposes and

contexts that are specific and unique to the workplace. A lot of these practices are based on

similar, existing practices, drawing upon experiences from earlier in life. When unfamiliar

practices are encountered, they are learnt in a continuous fashion, focussing just on what is

necessary to the immediate context.

I have established how these workplace literacy practices are integrated within wider

workplace practices, especially when they become part of repetitive routine. Furthermore, it

is clear that the most effective uses of literacy in this specific workplace are those intended

for consistency and efficiency for the client.

[1894 words]

References


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Barton, D. (1994) The social impact of literacy. In Verhoeven, L. (ed.) Functional Literacy:

Theoretical Issues and Educational Implications. Amsterdam: John Benjamins Publishing

Co. Pp.184-97.

Barton, D. & Hamilton, M. (2000) Literacy practices. In Barton, D., Hamilton, M. & Ivanic,

R. (eds.) Situated Literacies: Reading and Writing in Context. London: Routledge. Pp. 7-15.

Barton, D. & Hamilton, M. (2005) Literacy, reification and the dynamics of social

interaction. In Barton, D. & Tusting (eds.) Beyond communities of practice: language, power

and social context. Cambridge: Cambridge University Press. Pp. 14-35.

Barton, D. & Hamilton, M. (1998) Local Literacies. London: Routledge.

Barton, D., Ivanic, R., Appleby, Y., Hodge, R., and Tusting, K. (2007) Literacy, Lives and

Learning. Abingdon: Routledge.

Brindley, S. (2000) ICT and Literacy. In Gamble, N. and Easingwood, N. (eds.) ICT and

Literacy: Information and Communications Technology, Media, Reading and Writing.

London: Continuum. Pp. 11-18.

Castleton, G. (2001) The role of literacy in peoplee lives: a case study of its use amongst the homeless in Australia. In Crowther, J., Hamilton, M. and Tett, L. (eds.) Powerful Literacies.

Leicester: National Institute of Adult Continuing Education. Pp. 56-68.

Farrell, L. (2009) Texting the future: work, literacies and economies. In Baynham, M. &

Prinsloo, M. (eds.) The future of literacy studies. Basingstoke: Palgrave Macmillan. Pp. 181-

98.

Heath, S.B. (1983) Ways with Words. Cambridge: Cambridge University Press.

Hunter, J. (2004) Part I, Chapter 3: Working Life and Literacies at the Urban Hotel. In

Belfiore, M. E., Defoe, T.A, Folinsbee, S., Hunter, J. and Jackson, N.S. (2004) Reading

Work: Literacies in the New Workplace. Mahwah: Lawrence Erlbaum Associates. Pp. 101-

150.

Ivanic, R. (1998) Writing and Identity: The Discoursal Construction of Identity in Academic

Writing. Amsterdam: John Benjamins Publishing Co.

Jackson, N. (2004) Introduction: Reading Work. In Belfiore, M. E., Defoe, T.A, Folinsbee,

S., Hunter, J. and Jackson, N.S. (2004) Reading Work: Literacies in the New Workplace.

Mahwah: Lawrence Erlbaum Associates. Pp. 1-16.

McFarlane, A. (2000) Communicating Meaning Reading and Writing in a Multimedia World. In Gamble, N. and Easingwood, N. (eds.) ICT and Literacy: Information and

Communications Technology, Media, Reading and Writing. London: Continuum. Pp. 19-24.

Noordman, L. and Vonk, W. (1994) Text processing and its relevance for literacy. In

Verhoeven, L. (ed.) Functional Literacy: Theoretical Issues and Educational Implications.

Amsterdam: John Benjamins Publishing Co. Pp.75-93.

Searle, J. (2002) Situated literacies at work. In International Journal of Educational

Research, 37. Pp. 17-28.


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Web-based data sources

Wild Rovers Pet Services website [Online]. Available at: http://www.wildrovers.co.uk

[Accessed 05 December 2011]

Appendix

1. Ethics procedures: body of the information sheet provided to participant

As part of my Undergraduate studies in the Department of Linguistics and English Language,

I have been asked to carry out a study involving a detailed conversation I would like to have

with you about what role reading and writing play in your work.

I have approached you because I am interested in the importance of reading and writing in

your work, and I would like to learn about how you use reading and writing to do your job. I

would be very grateful if you would agree to take part.

I would like to interview you, via Skype. The interview would take place at a time that suits

you and it will take between 30-60 minutes. If you agree I would like to record our

conversation digitally. I would also be very grateful if you would agree to provide copies of

any texts or documents relating to your uses of reading and writing in your work.

You are free to withdraw from the study at any time. At every stage, your name will remain

confidential. I will not use your real name or make reference to our relation when I write up

my study, however if you agree I would like to use the real name of your business (please

note that this may result in you being identified indirectly). The information you provide will

be kept securely and will be used for academic purposes only. It will primarily be used to for

an oral presentation in one of my undergraduate courses and for the essay I have to write.

If you have any queries about the study, please feel free to contact myself or my course

supervisor, Uta Papen, who can be contacted at [email protected] or by phone on

01524 593245. You may also contact the Head of Department, Prof. Elena Semino, on 01524

594176.


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2. Ethics procedures: body of the consent form provided to participant

Project title: Literacy in the Workplace: The dog walkers literacy.

1. I have read and had explained to me by Robert Love the Information Sheet relating to this project.

2. I have had explained to me the purposes of the project and what will be required of me, and any questions have been answered to my satisfaction. I agree to the arrangements described

in the Information Sheet in so far as they relate to my participation.

3. I understand that my participation is entirely voluntary and that I have the right to withdraw from the project any time.

4. I have received a copy of this Consent Form and of the accompanying Information Sheet.

3. Omitted practices

In addition to what is analysed in my study, Susan discusses the following literacy

practices in her interview:

- The maintenance of a Facebook page (promotion)

- The creation and use of a business plan (management)

- The creation and use of a client information sheet (management)

- The use of financial documents (management)

- The maintenance of a client address book (service)

- The use of digital navigation technology (web-based and sat-nav) to find clients

homes (service)

- The numerical labelling of clients keys (service)

- The maintenance of contact with clients via texting (service)

I omitted these practices mainly because of space limitation. I ensured that the practices I did

choose to analyse shared the characteristics of those I omitted, so that I would not lose key

pieces of analysis (for example, when Susan describes learning as a continuous process, she


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refers to both the legal (analysed) and the financial (omitted) documentation). A larger study

would of course provide opportunity for further, more detailed analysis, perhaps allowing for

the comparison of specific text styles (I refer particularly to the two methods of textually

mediating the client relationship: leaving notes (analysed) and texting (omitted)).

4. Additional findings: dealing with web-based literacy as a new practice

Another difference between Susans use of printed versus web-based texts is that,

whereas she was able to produce the printed texts by drawing upon previous, similar literacy

practices (from her time as a teacher), creating and maintaining a website is a new practice

for her. Therefore she enlists the assistance of her tech-savvy husband to run the website,

typing up and uploading the text that she writes by hand. Susan, as the author, has the ideas

for what she wants to present (McFarlane 2000: 19) on the website, but because she lacks the

required understanding (Brindley 2000: 13) of web-based text production, she opts out of

participating in this stage of the literacy practice of maintaining a website.


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5. Data: terms and conditions form provided to clients

Terms and Conditions Provider: Wild Rovers Address: XXX Day telephone: XXX I (the Provider) offer a dog-walking service to you (the Customer) on the following terms .References to Dog are to the Customers dog or dogs described below. This agreement is made when signed by us. 1. The Provider will walk the Dog described overleaf for not less than the time and on the days

agreed from the Customers address, unless some other address is shown over. The Provider reserves the right to walk other dogs at the same time, unless agreed otherwise, but the total number of dogs walked with one person at one time will not exceed four.

2. The Provider will walk the Dog on other occasions by arrangement. 3. The Provider will provide this service personally or will provide a suitable person in the event of

illness or emergency. 4. The Customer will either ensure that access is given to the Provider to collect the Dog from the

agreed address at the agreed times or give the Provider a key to the place where the Dog is kept. The Provider will use the key to collect and return the Dog and for no other purpose and will keep it safe, not let anyone else have it, not copy it and will return it to the Customer on demand.

5. The Customer will supply suitable collars or harnesses (and, if necessary, muzzles) for the Dog

and any coats or other accessories which the Customer wishes to be used. 6. The Providers charges are at the rates discussed and are payable at the times set out below. 7. The Customer will inform the Provider fully of any characteristics of the Dog which needs to be

known for handling and care of the Dog. 8. The Provider holds insurance in respect of the death, loss or injury of dogs in the Providers care

for a maximum 5000 per dog, to a maximum of 10000 in any one period of insurance, and shall have no liability to the Customer for any claim in respect of the Dog, except such claim if any as covered by the insurance and admitted by the insurer. The Customer is responsible for their own insurance in respect of the Dog.

9. The Provider will inform the Customer of any incident or anything which the Provider notices about

the Dog, which as dog owners the Customer ought to know. 10. The Provider will keep the Dog on a lead whenever out of the house, unless agreed otherwise with

the Customer, and will take care so far as is practicable both that the Dog is not a nuisance or danger to anyone, or any other animals, and that no harm comes to it. The Provider will supply plastic bags use them on all walks to remove the Dogs faeces and ensure that Dog does not foul any public or private place.

11. The Customer will provide the Provider with details of the Dogs inoculations and contact details of

its vet. In case of need the Provider is authorised to refer the Dog to the named (or in emergency any other) vet for advice or treatment at the Customers expense. The Customer undertakes to reimburse to the Provider all expenses incurred under this clause.

12. The Provider will water and feed the dog as advised by the Customer. 13. Either party may terminate this notice by not less than one weeks notice to the other at the address given in this agreement.

Payment: XXX Daily for occasional visits or weekly in arrears on Friday of every week (or) monthly in arrears on the receipt of invoice.

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LING209 Assignment - Robert Love