This case study examines a project to explore several ways to improve learning support for learners with literacy problems, and to enhance learner awareness, demand, and progress across the college generally, through a cohort of 'literacy legend' learner volunteers.
West Thames College focused on developing novel literacy resources to replace commercially available resources seen to be too generic and inflexible. This involved staff stakeholders and 'literacy legend' learners in refining judgements on successful online pedagogy, and to better understand learner motivation, inspiration, and independence.
Stakeholders gained a sense of ownership over the new ways English skills and learning can be developed and delivered. Learners were enthusiastic about the differences they could make to peers' progress. The partnership between staff and learners was found to be instrumental to the shaping of the project.
OTLA