Possible ways of conducting research examining the changing context of workplace basic skills policy in the United Kingdom were explored. First, workplace literacy was examined from the perspective of its role in the U.K. government's lifelong learning agenda, and existing research in workplace literacy policy and related studies were reviewed. Next, a framework for research on workplace literacy policy in the United Kingdom was presented. The framework included eight areas (termed "research options") where decisions must be made when choosing to research workplace literacy policy. The research options and selected examples of each are as follows: (1) focus (policy documents, policymakers, training providers, employers, workplace literacy students, unions, other agencies); (2) aspect (legitimacy, implementation); (3) perspective (feminist, deconstructionist, literacy as social practice, discourse analysis); (4) method (textual analysis, questionnaire/survey, interview, focus group, case study); (5) overview (historical, comparative, contemporary, longitudinal); (6) themes (curriculum, funding, accreditation, entitlement, benefits/barriers, tutor training/professional development; progression, information and computer technology, workplace change); (7) purpose (to challenge, influence, inform, monitor, develop theory, or evaluate); and (8) audience (policymakers, academics/researchers/policy analysts, workplace literacy practitioners, employers, workplace literacy students, material developers). Each of the options and examples was discussed, and two possible methods of combining the various examples of each option were described. (41 references) (MN)