ABSTRACT

Derived from an ethnography of working cultures and practices at a bike shop in the North of England, this paper rests on a critical application of social practice theories of literacy (Literacy Studies) in order to explore the complex and heterogeneous literacy practices of cycle technicians. Drawing on a series of vignettes constructed from the ethnographic data, the paper demonstrates the variety of experiences of both formal and informal learning that underpin the literacy practices of the cycle workshop. In addition to providing an account of a qualified and specialist workforce that is under-represented in extant research literature, the paper also provides an exemplar for ethnographic research as a vehicle for exploring literacy practices. The paper also suggests that ongoing debates concerning transferable workplace skills can be enriched through considering situated, contextualised literacy events. The paper concludes by arguing that for cycle technicians, and perhaps other occupations as well, Literacy Studies can generate rich and complex accounts that unpack the textual practices found alongside the occupational expertise and competence being observed.

摘要

本文源自英格兰北部一家自行车店的工作文化和实践的民族志，基于读写能力社会实践理论（读写能力研究）的批判性应用，以探索自行车技术人员复杂且异质的读写能力实践。本文利用根据人种学数据构建的一系列小插曲，展示了支撑自行车研讨会扫盲实践的正式和非正式学习的各种经验。除了描述现有研究文献中代表性不足的合格专业劳动力之外，本文还提供了民族志研究的范例，作为探索扫盲实践的工具。该论文还建议，通过考虑情境化、情境化的扫盲活动，可以丰富有关可转移工作场所技能的持续辩论。该论文最后认为，对于自行车技术人员以及其他职业来说，素养研究可以产生丰富而复杂的账户，这些账户可以解开在观察到的职业专业知识和能力的同时发现的文本实践。