FUNCTIONAL CONTEXT THEORY (STICHT)

Summary: Functional Context Theory is a cognitive learning theory that was developed
specifically for educating adults in businesses and the military.
Originator: Thomas Sticht
Keywords: Job task analysis, knowledge base, literacy, learning strategies, instructional
strategies
Functional Context Theory (Sticht)
There are various styles of learning requiring educators to learn about their students so that they
can choose the most appropriate learning theory upon which to develop their instructional
strategies. The functional context theory is considered a cognitive learning theory. The theory is
based on the premise that students learn best when instruction is based on prior knowledge
base, making use of long-term memory[1]. Instructional strategies must be developed that
require students to make use of their language and problem solving skills[2].
Although the functional content theory is a cognitive theory, it is in direct opposition to other
major components of cognitive theories that hold the premise that learning occurs in stages and
is totally separate and apart from any environmental influence.
Sticht stresses that learning has everything to do with a persons environmental influences.
Instead of developing in lifes predetermined stages, instructional strategies must be developed
that are based on their relevance to the students and their own personal experiences[2].
Importantly, according to Stichts functional context theory, learning is accomplished through
the context of the students activity, giving them the ability to transfer their classroom learning
successfully to their daily work tasks.
Using this theory, educators combine literacy and other of the most basic skills, such as reading,
in order to incorporate them with content learning. In 1975, Thomas Sticht developed this
theory strictly for the education of adults[3]. His learning theory was tested in the development
of a functional content course for enlisted Navy personnel. The goal of the program was to
improve reading and math skills as pertaining to their specific job duties A job task analysis was
conducted in order to find out exactly what level of reading and math skills soldiers needed to
successfully complete their job tasks.
The results of the program enabled the development of technical manuals and instructional
materials that the Navy could use to train their enlisted personnel. The purpose of the functional
content theory of learning is to ensure that all instruction is based on a prior knowledge base,
making instruction inclusive of knowledge and skills that students can actually apply
successfully in the workplace.
A very important component of the function content theory is literacy. The purpose is to
improve adult literacy through the improvement of content, helping students use and improve
their problem solving and critical thinking skills. Assessments are designed that are valid to the
learning material, requiring context and content that will supply specific measurements directly
related to the learning materials.

The assessment of learning success using the function content theory is not to be based on
grades, but rather, on the specific content learning and, distinguishing between academic
learning and function learning.
Sticht has used his functional content theory to develop instructional material for the health care
industry, as well as a very diverse variety of jobs where specific content related learning is
necessary. Programs have and instructional materials have been developed for office workers
and mechanics. There are really too many fields to list.
The premise is that adults are not going to be interested in spending time learning something
that is not relative to their work. By the time one adulthood is reached, people tend to know
exactly what they want and they require context specific training.
The function content theory is coupled with the importance of adult literacy[4]. Reading and
math literacy are important tenets of learning and job success. Without good literacy skills that
are related to an individuals work task, success cannot be expected.
Function content goes hand in hand with situated learning theory, which also is based on the
premise that learning is best accomplished when it is based on the students previous knowledge
and current situation. Academic learning involves the learning of facts needed for school
success, but functional learning involves learning reading and math skills directly related to a
real world job situation.
As early as 1861, teachers were working on developing experience specific instruction for freed
slaves after the civil war. They strove to develop content learning that was based on the previous
lives of the freedmen in order to help them learn, adding new knowledge to their previous
knowledge base. Instead of beginning the education of the freemen at the level at which a child
begins education, the materials were developed based on the current living environment of the
freed slaves.
Adults must not be educated like school children are educated, rather, their education must be
developed based on current life situations. World War II soldiers were educated through the use
of materials that related to current job tasks. The basic principles of the theory first came to light
during his time period in Americas history.
Although Stichts functional content theory is in opposition to other cognitive theories it is
widely used for adult literacy education, preparing students for real world jobs. The use of
function content has spread widely throughout adult literacy and vocational programs,
preparing adults for real world job situations to enable them to be successful at their chosen
vocation.
Thomas Stichts extensive research into those principles used to train WWII soldiers has made a
he impact on adult education. The impact on instructional strategies now used in adult
vocational and literacy education. The Functional Literacy Program used the principles that
underlie the basic tenets of the cognitive sciences.
The immense impact Stichts research has had on adult education has created a ripple effect
throughout adult educational programs, making teaching and learning more successful and
effective.

MULTILITERACIES (NEW LONDON GROUP)

Summary: Multiliteracies is a pedagogical approach developed in 1994 by the New London
Group that aims to make classroom teaching more inclusive of cultural, linguistic,
communicative, and technological diversity. They advocate this so that students will be better
prepared for a successful life in a globalized world.
Originators & Proponents: New London Group
Keywords: communication, community engagement, cultural diversity, education, expression,
globalization, language, linguistic diversity, literacy, modes, multimodality, pedagogy,
technology
Multiliteracies (New London Group)
The term multiliteracies was developed by the New London Group (NLG), a group of ten
researchers, educators, and visionaries, in 1994 in New London, New Hampshire, USA[1]. Based
on their assessment of how new technologies were influencing society, the NLG devised the
multiliteracies approach to address these changes; in particular, how technology changes and
globalization were affecting education[2].
According to the NLG, a multiliteracies pedagogy accepts and encourages a wide range of
linguistic, cultural, communicative, and technological perspectives and tools being used to help
students better prepare for a rapidly changing, globalized world. In order to continue helping
students have the widest range of opportunities possible in creating their lives and contributing
to their community and to their future, school must now adapt to the growing availability of new
technologies for teaching and learning, communication channels, and increased access to
cultural and linguistic diversity.
Multiliteracies are related to multimodality, as many modes are encouraged to be used in
different forms of expression[3]. In addition, different technologies and communication
channels allow for different modes to be used by people in expressing themselves. This differs
widely from traditional classroom pedagogy that is often focused on monomodal tools for
learning and which does not included a range of perspectives, which can result in a lack of
cultural and linguistic diversity represented in teaching approaches.
The New London Group members are (in alphabetical order): Courtney Cazden (USA), Bill Cope
(Australia), Norman Fairclough (UK), James Gee (United States), Mary Kalantzis (Australia),
Gunther Kress (UK), Allan Luke (Australia), Carmen Luke (Australia), Sarah Michaels (US),
Martin Nakata (Australia).