ABSTRACT
This chapter examines literacy learning at work from the perspectives of the learner ‘trajectories’ involved, the workplace practices in which employees are engaged and specific life situations that arise in and out of work. It shows how ‘social ecological’ approaches lead us to consider the relationships between the processes of literacy learning, the features of the workplace environment that invite people (or act as impediments to them) to engage and learn, and the diversity of employee motivations. As such, it sheds light on the actual experiences of ‘learning individuals’ that underlie the summary results reported in Chapter 5.
