Improving Adult Literacy Instruction Options for Practice and Research (2012) / Chapter Skim
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Appendix B: Literacy in a Digital Age
Appendix B: Literacy in a Digital Age
Pages 392-406
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From page 392... ...
.1 In today's world, expectations for literacy include use of digital and online media to communicate with a wide range of other people and to produce, find, evaluate, and synthesize knowledge in innovative and creative ways to meet the varied demands of education and work. Indeed, in the last decade, government, business, and education organizations have asserted in commissioned reports, position statements, and syntheses of research that certain skills are needed in the 21st century for full civic and economic participation in this increasingly networked, mobile, and globally interconnected world (see North Central Regional Educational Laboratory, 2003; National Council of Teachers of English, 2008, 2009; Organisation for Economic Co-operation and Development, 2010; Organisation for Economic Co-operation and Development and Statistics Canada, 2005; Partnership for 21st Century Skills, 2002, 2003, 2007, 2009)
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, and (4) adult education journals (Adult Education Quarterly, International Journal of Lifelong Education, Adult Basic Education and Literacy Journal)
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or proficient adults (Zhang and Duke, 2008) , the importance of prior knowledge to reading success suggests that struggling adult readers, particularly those with less prior knowledge about ICT structures, are likely to struggle with online reading, especially since traditional reading competencies are needed in more complex combinations for online comprehension (Cromley and Azevedo, 2009)
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, although socioeconomic status might have contributed to this correlation. One of the central difficulties facing inexperienced users, either adult or youth, in navigating online reading contexts is the ability to recover from breakdowns in meaning.
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. Whether seeking to be entertained, to gain general knowledge, or to find specific information, readers monitor their reading processes, apply their prior knowledge, and evaluate online texts using a range of strategies flexibly and adaptively (Zhang and Duke, 2008)
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, although the impact of composing in digital contexts has not been sufficiently explored with adults who are less familiar with ICT or traditional print literacy practices. ADULTS' ENGAGEMENT WITH INFORMATION AND COMMUNICATION TECHNOLOGIES Recent surveys of U.S.
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. A number of studies have explored why some adults engage with information and communication technologies and others remain nonusers or limited users.
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. INSTRUCTIONAL PRACTICES AND LEARNING ENVIRONMENTS Although the research on particular instructional practices with information and communication technologies that have implications for adults' literacy practices is not extensive (see Tamassi et al., 2007)
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found that engagement with them, including resistance, increased women's critical literacy capacities, empowering them to decide how best to adapt literacy practices involving technology to their everyday purposes. A number of studies suggest that programs that create supportive learning environments that take into account adults' prior life experiences and offer opportunities for self-directed learning seem to set the stage for successful learning experiences.
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. Technology in the adult education classroom: Evaluating achievement on the test of adult basic education.
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Problems facing technologi cal solutions to non-participation in adult learning. British Educational Research Journal, 26(4)
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. Extent of technology integration in instruction by adult basic education teachers.
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, 60-92. North Central Regional Educational Laboratory.
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. Adult education in America: A first look at results from the adult education program and learner surveys.
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