QUESTION 1 - How can we teach literacy, using the internet, to support low level literacy learners?

The purpose of this blog is to answer the question – ‘How can we teach literacy, using the internet, to support low level literacy learners?’

Davis and Fletcher (2010) discuss the potential of e-learning for adult literacy, language and numeracy (LLN).  They conclude that “[LLN] skills in the 21^st century include proficiency with digital technologies and practices, including e-learning” (p. 2).  E-learning is defined as “learning that is facilitated through the use of digital technologies”, which includes standalone computers, the internet and held-held devices (p. 5).   With this concept of e-learning in mind, I have expanded the scope of the original question for this blog to ‘How we can teach literacy, using ‘digital technologies’ [which includes the internet], to support learners with low level literacy skills?’ 

According to Davis and Fletcher (2010) some learners feel a sense of embarrassment about their lack of LLN skills, and can experience anxieties when it comes to enrolling and participating in LLN programs.  Davis and Fletcher argue that digital technologies help to alleviate some of these anxieties, as learners can claim they are attending a computer course, rather than an LLN program.  They also conclude that e-learning is more effective when it is part of face-to-face training.  In particular they state that learners with beginner-level literacy skills need intensive face-to-face support (p. 9).  These learners must not only develop their LLN skills to enable them to follow written text, they also need to develop computer skills – i.e. ‘proficiency with digital technologies and practices’, such as using a mouse - clicking and dragging, and understanding common icons, such as the ‘X’ to close a page. 

Davis and Fletcher (2010) discuss technologies designed to relieve learning difficulties experienced by learners with disabilities.  One example is voice-controlled software, which they claim can increase the speed and accuracy of reading and writing (p. 17).  They also refer to learners using their mobile phone cameras to gather evidence for vocational programme assessments, arguing that such use of technology can reduce demands on learners’ writing skills (p. 18).  Other examples they provide include the use of graphics, audio and simulations for learning (p. 18), to which I would also add, online videos. 

However, a question that may arise from these practices is, 'Does the use of technology in this way circumvent the learning of LLN skills?'  My response to this would be, 'no'.  This is because, in accordance with the social practices perspective of literacy, which contrasts with the view of literacy as a set of discrete skills (Hamilton, 2010, pp. 7-8), I perceive the use of digital technologies used in this way to be legitimate literacy practices.  I also subscribe to the notion that ‘there is no one singular phenomenon that is literacy’, but rather that ‘there are … many literacies’ (Street, 1984, cited in Lankshear & Knobel, 2007, p. 3), which is what these practices demonstrate.

Lankshear and Knobel (2006) define literacies in relation to ‘encoded texts’, which they describe as ‘texts that have been rendered in a form that allows them to be retrieved, worked with, and made available … ’ independently from others.  They state that someone who uploads a digitally encoded passage of speech to the internet is engaging in literacy (pp. 5-6).  In turn, interpretation and meaning is ‘actualized through interaction with the text’, by the recipient of that text (p. 4).  As an example of literacies practices, one of our low-level literacy learners delivers a product to client homes.  He uses the voice-controlled software connected to Google Maps to locate his destinations, and to guide him to these locations.  Other learners use voice-controlled software to do Google searches.  These are technology-assisted literacy practices – literacies, that enable learners, who might otherwise not be able to engage in such practices, to participate in literacy, in new ways.  These practices have limitations for people with low-level literacy however, in that the software is not always able to provide audio responses to the questions posed.  This then requires a degree of literacy competency to interpret the information presented in written form. 

To provide another example of literacies practices - in my work, we support learners who wish to obtain their learner drivers’ licences.  In many instances, there is a degree of urgency pertaining to this.  In the time that we are able to allocate to this task, it is simply not possible to develop the very low-level learners’ literacy skills to a point where they could independently read, with understanding, the NZ Road Code, and read and understand the licence test.  In these instances we use such tools as the online Give Way Rules simulator, online videos and some of the licence modules in Pathways Awarua, to support understanding.  We also conduct multiple online practise tests, to ensure that the learners are familiar with typical test questions, what the tests look like, and that they understand how to navigate around the test screen (which sometimes requires instruction on some of the more basic technology tasks such as how to use a mouse).  We then provide reader support for these learners when they officially sit the test.  Just as the research suggests however, learners with low level literacy skills do require significant face-to-face support to develop the skills required to engage in these literacies practices (Davis & Fletcher, 2010, p. 9; Fletcher, 2011, p. 15; Alkema, Benseman & McDonald, 2014, p. 5).

According to Reder (2009), engagement in literacy practices, leads to increased literacy proficiency.  In a longitudinal study, Reder examines adult literacy and numeracy (L&N) from a social practices perspective.  Reder concludes that programmes that utilise authentic materials and practices, foster higher levels of engagement in literacy practices that persist after students leave their programs of learning.  In turn, this engagement in literacy practices, over longer periods of time, leads to increased literacy proficiency (p. 47).  

To conclude therefore, there are many digital technologies available that can be used to support teaching and learning for low level literacy learners.  These learners require considerable face-to-face support however, to enable them to develop the skills required to engage with the technology, whilst also developing the L&N skills required to follow instructions, access, interpret and understand information.  Research suggests however, that learners' engagement in literacy practices over time, can also lead to increased literacy proficiency.  

REFERENCES:

Alkema, A., Benseman, J. & McDonald, H. (2014). Pathways Awarua: a digital learning tool to support adult literacy and numeracy. Retrieved from http://www.tec.govt.nz/assets/Reports/Pathways-Awarua-a-digital-tool-to-support-adult-literacy-and-numeracy.pdf

Davis, N. & Fletcher, J. (2010). E-learning for adult literacy, language and numeracy: summary of findings. Wellington: Ministry of Education.

Fletcher, J. (2011). Supporting adult English language learners using a web-based programme. Journal of adult learning Aotearoa New Zealand 39(1), pp. 14-25.

Hamilton, M. (2010). The social context of literacy, in N Hughes & I Schwab (eds). Teaching adult literacy. Open University Press, England, pp.7—27.

Lankshear, C. & Knobel, M. (2006). Sampling "the New" in New Literacies. In M. Knobel & C. Lankshear (Eds). A new literacies sampler (pp. 1-24). New York: Peter Lang

Reder, S. (2009). Scaling up and moving in: connecting social practices views to policies and programs in adult education. Literacy and numeracy studies, 16(2), pp. 35-50.