Define the nature and scope of digital literacy.
Summarise the components of digital literacy.
Explain the purpose of digital literacy.
Explain the role of digital literacy in the lives of adults and young people in society.
Describe the impact of not being digitally literate on adults and young people.
Digital Literacy Learning Environments
One of the advantages of digital literacy learning is that, providing you have suitable tools and technologies, learning can occur almost anywhere. For example:
- Traditional Classroom
- Place of Work
- Home
- Virtual Learning Environment
- Distance Learning
- Peer Groups
- Local Library
- Travelling on Public Transport
Characteristics of Digital Literacy Learning Environments
In the modern age, lives are becoming busier and time more precious. Therefore, it is more likely than ever that digital literacy learning will be undertaken in increasingly unconventional settings. Nonetheless, the following considers the characteristics of three of the more typical digital literacy learning environments.
1. Traditional Classroom
A classroom dedicated to teaching digital literacy should ideally be equipped with all of the necessary technologies and tools needed for both the digital literacy practitioner and the learner. Unfortunately, as many tutors will have experienced, not all venues are entirely suitable for digital literacy learning. The computers may be extremely slow and the Wifi may keep dropping out. There may be no Smart Board or projector and the internal firewall may block you from accessing sites such as YouTube or GMail. Even so, this environment allows the tutor to demonstrate a wide range of tools, technologies and techniques, via their teaching methods.
The classroom environment also offers a safe haven for digital literacy learners to explore tools and technologies that they may not normally have access to. The tutor is on hand to offer support and answer any questions. Being taught with others can also enhance the learning experience for students and facilitate collaboration.
Such venues are mostly accessible to all and able to provide a wide range of adaptations to meet the needs of the digital literacy learner. Risk assessments will have been undertaken and equipment such as desks and chairs will be fit-for-purpose.
Depending upon the location, some learners may feel uncomfortable with the venue, especially if they have negative memories of their school years. Furthermore, if the venue is not located in a community environment, with good public transport links, then that may be a barrier for some. Learners need to know that their journey to and from the classroom will be equally as safe also.
2. Place of Work
Many employers realise the benefits of having a digitally literate workforce and actively encourage learning in the workplace. Some may even allow their employees an element of study time, as part of their continuing professional development. Learning is often contextualised as it typically relates to the employer’s business. This usually provides greater meaning and understanding to the learner.
The learner may be restricted as to where and when they can study. They may also be constrained in what they learn e.g. company specific software. As business always takes precedent, the learner may be subject to interruptions or distractions, especially if they work in an open-plan office. If the learner does not have a suitable and dedicated digital device, then they may need to hot desk with other employees. They will also be constrained by their employer’s tools and technologies, as well as their firewall.
3. Home
On the face of it, learning from the comfort of your own home seems a perfect solution. The digital literacy learner can pick a time for learning that is best suited to themselves; they can fit in their digital literacy learning around other commitments; they are in familiar surroundings and there’s no need to travel anywhere.
Obviously, the learner will need access to all suitable tools and technologies, which they may not necessarily have, or may not have the latest version of. Their internet connection may be slower at home, or even non-existent, and members of their family may be unwilling to share the family digital devices with them, as and when needed.
The learner may not have an ergonomically-friendly desk or chair or, in some circumstances, may not have a desk at all. Working alone, may leave the digital literacy learner feeling isolated and unable to progress.
Finally, the learner may have demands placed on their time while at home, or feel guilty about neglecting their family, especially if they have been working all day.
READ NEXT: Different Methods of Communication for Use With Digital Literacy Learners
Communication Methods for Use With Digital Literacy Learners
There are many methods of communication that can be used with digital literacy learners. For example:
- Face-to Face
- Blog Posts
- Instant Messaging
- Skype / Facetime
- Telephone
- Twitter Tweets
- Webinars
- Google Hangouts
The advantages and disadvantages of three of these are analysed below.
Face-to-Face Communication
For classroom-based digital literacy learning, this is probably the most common method of communicating with learners. However, virtual face-to-face communication can also occur using tools such as Skype or Facetime.
The primary advantage of face-to-face communication is that it promotes a two-way dialogue between the digital literacy practitioner and the learners. Body language and tone of voice are also important factors which can be observed when communicating in this way. Research undertaken by Albert Mehrabian1 concluded that there are essentially three elements to any face-to-face communication:
• Words
• Tone of voice
• Non-verbal behaviour e.g. body language and facial expression
Surprisingly, words only account for 7% of communication . Tone of voice accounts for 38% and the remaining 55% comes from body language. Therefore, the non-verbal elements are particularly important, especially when there is any confusion or ambiguity.
Classroom communication can take place on a one-to-one basis, or with a group of learners. It can be useful in facilitating positive discussion and students can also learn from the conversations that takes place with other learners. It can also generate impromptu questions and immediate requests for clarification.
If learners have low literacy skills, they will also find it easier to speak to to the digital literacy practitioner rather than write to them.
On the downside, not all learners feel comfortable speaking up in front of others. They may even feel apprehensive about asking questions of the tutor in a one-to-one discussion, for fear of appearing inane. Some learners may have a tendency to dominate group discussions and express their views rather forcibly. Also, not all learners attend every session and hence, miss out on communication opportunities. Finally, depending upon the size of the group, the tutor may not always have ample opportunity during the teaching session, to address each and every learner.
Email is a quick and effective tool when it comes to communicating with learners between teaching sessions. For universal topics, the same email can be sent to all of the learners, providing that the individuals’ contact details are not disclosed. Homework or research tasks can be set and documents attached. Links can also be included which means that the learners can be immediately directed to the sites that they may need to look. It also encourages the learners to used digital technologies, tools and techniques outside of the classroom.
Unfortunately, not all learners will open their emails and not all check for messages frequently. Hence, they may show up to the following session completely oblivious to what has been asked of them. Alternatively, the learner may discover the email at the last minute and be thrown into a state of panic, which in turn deters them from attending the next teaching session. There is also the remote possibility that the tutor’s message may end up in the spam or junk folder.
As with all written communication, there is also the possibility that the message may be misunderstood. Unlike face-to-face interaction, the learner will need to wait for clarification from the tutor, to any queries that they may have. Email also relies upon the learner having a certain degree of literacy skills. There is a risk that the digital literacy practitioner may use vocabulary that the learner is unfamiliar with.
Blog Posts
By using a blog to communicate with learners, the tutor is encouraging them to use their digital literacy skills between teaching sessions. A blog can be read at the convenience of the learner and feedback can be left in the comments section. It can also encourage learners to help each other, by addressing any queries raised in the comments section.
A blog can be used to provide additional information and may even include links to further resources that the student may find useful. This encourages the learner to explore and undertake independent learning.
The disadvantages are similar to that of email. The learner may not understand what is written in the blog and is unable to obtain immediate answers to any questions. Depending upon how the blog is accessed, the learner may not even be able to find the correct blog entry that they need.
As comments are generally visible to the public, other learners will be able to read what everyone else has written. This may deter learners from commenting. Finally, if the learner has low levels of literacy skills, then they may be discouraged from reading the blog pots.
References
- Mehrabian, A. (1981) Silent messages: Implicit Communication of Emotions and Attitudes. Belmont, CA: Wadsworth.
Keeping Up-To-Date with Emerging Technologies, Tools and Techniques
Staying Up-To-Date With Digital Literacy
Staying up-to-date with emerging learning technologies, tools and techniques is not an easy task due to the rapid pace at which it is evolving. So just how can the digital literacy practitioner keep abreast of the emerging learning technologies, tools and techniques?
- CPD – Take full advantage of CPD opportunities
- Digital Magazines – Subscribe to digital magazines and online newsletters
- Mentoring – Find yourself a mentor and learn from them
- Google Alerts – Set up Google Alerts and be notified of new developments as they happen
- Facebook Groups & Forums – Join relevant groups and forums to share information and resources
- Experiment – Download and use new apps, check out new programs and visit electrical stores to trial the latest technologies
- Networking – Meet up with colleagues and other professionals
- Read Reviews – Trade professionals often have advanced copies of the latest tools and technologies. Make a point to check these out.
- Social Media – Use Twitter, Linkedin and other sites to keep in touch with digital professionals
- Learners – Take note of what technologies, tools and techniques your learners are using and learn from them!
- Blogs – Check out the amateur bloggers who are passionate about digital technologies, tools and techniques.
Diversity and Inclusion in Digital Literacy
What is Diversity and Inclusion?
Diversity, in the context of digital literacy, is about recognising, respecting and valuing all individuals, for who they are. Acknowledging that everyone has something to contribute and helping all students reach their full potential by promoting an inclusive learning environment.
The Tomlinson Report1 (1996) defines inclusive learning as:
‘By inclusive learning we mean the greatest degree of match or fit between how learners learn best, what they need and want to learn, and what is required from the sector, a college and teachers for successful learning to take place.’
Diversity and inclusion is about removing barriers to education and providing a learner-focused service. In addition to those characteristics protected by existing legislation such as the Equality Act 20102, it can also encompass learners from poor socio-economic backgrounds and others who may have emotional or behavioural difficulties. Essentially, it is about ensuring that nobody is marginalised or disadvantaged, regardless of their personal circumstances.
Unfortunately, one of the primary barriers to achieving diversity and inclusion within digital literacy, that is not a protected characteristic of the Equality Act, is the expense associated with the purchase of tools and technology. This is frequently beyond the financial means of many.
What Effects May Tutor Values Have in Respect of Diversity and Inclusion?
Tutor values and attitudes can have a significant impact as regards diversity and inclusion. As Petty3 (2004) states:
‘All students must feel that they are positively and equally valued and accepted, and that their efforts to learn are recognised, and judged without bias. It is not enough that they are tolerated. They must feel that they, and the groups to which they belong (e.g. gender, social-class or attainment groups) are fully and equally accepted and valued by you, and the establishment in which you work’.
Every individual has their own personal set of attitudes, values and beliefs. Therefore, it is not uncommon for the tutor’s values to differ from those of their learners. Nonetheless, if the digital literacy practitioner fails to embrace diversity and inclusion, this creates barriers which hinder a learner’s progress and potentially deters individuals from continuing with their education.
Not being accepted and treated as an equal can also have an adverse effect on a learner’s self-confidence and self-esteem. They may feel isolated and have difficulty communicating and collaborating with other students. If learners believe that they are being ignored or denigrated, then they will either leave the class or fail to reach their full potential.
Strategies to Ensure Diversity and Inclusion in Digital Literacy Learning Programmes
The most constructive step that any digital literacy practitioner can take, to promote, establish and maintain diversity and inclusion within the digital learning environment, is to lead by example. This includes using non-discriminatory language, not stereotyping and affording all learners an equal opportunity to participate fully, in the digital learning process
Another fundamental strategy that a tutor can undertake, is to build diversity and inclusion into the scheme of work and lesson plans, so that they represent the diverse range of learners who may access the service. This may include acknowledging religious holidays or festivals or even making reference to events such as ‘Mind’ week.
Additionally, when preparing class resources and activities, it is important that due consideration is given to the diverse nature of learners and their differing levels of ability and needs. Resources must be relevant and accessible to all. Font sizes may need to be increased for partially-sighted learners and background colours altered for any learners experiencing visual stress. Any adaptations or devices necessary for the learner to access digital learning, should also be made available.
Teaching resources should also be reviewed and assessed regularly to determine whether or not they may be considered offensive to any particular learner. For example, asking learners to undertake an internet search for a recipe on how to make pork pies may seem fairly innocuous. Nonetheless, as Muslims do not eat pork they may actually find the task extremely offensive. It is also important to ensure that all topics are taught in a manner that is sensitive to equality and diversity.
Tutors should also avoid any colloquialisms or jargon that may not be understood by some learners and they should be prepared to re-phrase any comments.
It is also essential that digital literacy practitioners create a positive learning environment, whereby everyone feels welcome. Tutors should maintain a sense of humour whilst demonstrating consistency and fairness at all times. Nonetheless, learners need to feel safe, secure and comfortable whilst in the learning environment. They should not be bullied or belittled, and should be free from any kind of physical or verbal abuse. To this extent, comments and discussion, within the classroom must be monitored and suitably managed to ensure that no discrimination or prejudice takes place. Confrontations should be avoided and any conflicts should be minimised. If there is a need to speak to individuals about their conduct, this should ideally be undertaken in private.
Another strategy is to re-arrange the classroom layout so that it encourages learners to interact with each other. However, this may not always be possible, especially if learners are using desktop computers. Nonetheless, learners could be asked to move occasionally, in order to encourage them to sit and work with different students.
Learners should be afforded appropriate levels of support and differentiation utilised, as appropriate. A range of teaching styles should be adopted to encompass all preferred learning styles. This will help ensure a greater degree of participation.
Group or pair working can be utilised to promote diversity and inclusion as can the use of icebreakers or energisers.
Finally, any prejudicial or non-inclusive behaviour should always be challenged and eradicated at the earliest opportunity.
References
1. Tomlinson J. (1996) Inclusive Learning. Further Education Funding Council: HMSO.
2. Equality Act 2010, London: HMSO.
3. Petty, G. (2004) Teaching Today (3rd Edition). Cheltenham: Nelson Thornes Ltd.
3. Maslow, A. H. (1987) Motivation and Personality (3rd Edition). New York: Harper and Row Publishers Inc.