Have you ever met anybody who enjoys applying for jobs? Unlikely! Similar to the way in which hospitals are associated with sickness, looking for a job is associated with either dissatisfaction or insecurity. I’m going to stick my neck out and suggest that online job applications are repetitively dull, or difficult, not to mention demotivating experiences, especially if done without a helping hand. Nevertheless, they are the norm- a norm which has also been actively embraced and expanded by government employment policy, which seeks to use digital employment services as a lever to “get people online”.
My research focuses on the experience of migrants looking for jobs online, something that all benefits claimants in the UK have been mandated to do since the 2012 Welfare Act. I look at intersections between literacy practices and discourses in online job searches, to find out why, regardless of their education level, looking for work online appears to be difficult for many migrants. In my analysis, I look at job applications in separate but interconnected layers of talk, actions, resources, texts, discourses and underlying motivating activity. In this talk, I present an application for a glass collecting job as an instantiation of a literacy event, in which I challenge popular discourses about the ease and convenience of online job applications with the reality of my participant’s experiences.
University of Maryland Baltimore County has invited us (that means you!) to join their event on 8 September at 3pm UK time.
Proclaimed by UNESCO in 1966, International Literacy Day (ILD) is commemorated annually on the 8th of September to raise awareness about the essential role of literacy in human development.
ILD 2020 focuses on ‘literacy teaching and learning in the COVID-19 crisis and beyond’, drawing attention to how the global public health crisis exacerbates existing educational challenges and inequalities. Panelists will discuss their research-based work on effective ways to foster literacy development, highlighting a range of interdisciplinary and collaborative initiatives that involve teachers, schools, and communities in shaping equitable spaces for learning.
Panelists Francis M. Hult, PhD Introduction: Sustainable Literacy Education Keisha McIntosh Allen, EdD Just Teaching: Engaging Racial Literacy During Distance Learning and COVID-19 Jennifer Mata-McMahon, EdD How a Dual Language Program is Supporting Biliteracy for ELLs in a Baltimore City Public School Kindel Nash, PhD The Children Come Full: Toward Culturally Sustaining Literacy Practices in Urban Communities Tracy Irish, PhD STEM Literacy: Integrating Content across Science, Technology, Engineering and Math through Cross Cutting Concepts, Collaboration, and Communication to Develop Informed Citizens Jiyoon Lee, PhD A Collaborative Approach to Language Assessment Literacy Development in the Midst of COVID-19 Mavis G. Sanders, PhD Promoting Early Literacy Through Research-Practice Partnerships: The Role of UMBC’s Sherman Center for Early Learning in Urban Communities