000			01366cam a2200205 4500500
005			20250121140509.0
041			_afre
042			_adc
100	1	0	_aBellegarde, Katell _eauthor
245	0	0	_aInteractive Model of Inclusion and “Restricted’’ Professional Literacy
260			_c2017.
500			_a70
520			_aThis article deals with the appropriation of writing skills by adults with weak reading/writing enrolled in a dual course combining writing training and active inclusion. It focuses on the impact that this combination of training and active inclusion has on the transfer of what is learned in training to the real work context. An analysis of professional literacy in workshops and active inclusion programs reveals their “restricted” character in that the probability that employees will use their writing skills is limited. Beyond this, this study shows the challenge that the renewal of integration models faces in order to create a combined training/work inclusion environment that promotes individual skills development.
690			_aliteracy and basic skills program
690			_aappropriation
690			_aliteracy
690			_aactive inclusion
786	0		_nSavoirs | o  43 | 1 | 2017-06-06 | p. 58-75 | 1763-4229
856	4	1	_uhttps://shs.cairn.info/journal-savoirs-2017-1-page-58?lang=en&redirect-ssocas=7080
999			_c580794 _d580794