ICT and Adult Literacy: Social Context is More Than Rhetoric

Queensland Council For Adult Literacy 2005 Conference

Reading the Past, Writing the Future: Measuring Progress

Professor Joseph Lo Bianco

The University of Melbourne

ICT and Adult Literacy: Social Context is More Than Rhetoric

A Deep Challenge

A Deep Challenge

As literacy practices and the use of ICT are inextricably linked, it makes no sense to continue to think and talk about them as separate enterprises. Endeavours in literacy education are equally and simultaneously endeavours in digital literacy education.

A Deep Challenge

To produce learners who are prepared to contribute actively, critically and responsibly to a changing society that is increasingly mediated by the use of ICT, adult literacy educators need to take account of the complex ways in which the use of these technologies influences, shapes, even transforms, literacy practices.

A Deep Challenge

The new literacies are multiple and based around the integration of previously separate modes of communication. Understanding how meanings are made with these multimodal texts represents a key challenge for adult literacy educators and learners. Just as important are learning how to operate the technologies efficiently and confidently, and developing a critical awareness of how electronic texts position readers and writers.

A Deep Challenge

Effective integration of ICT into teaching and learning should be informed by a commitment to a wide range of social, economic and educational purposes and by the understanding that technology and learning work best together when human interactions are supported not replaced by the application of technologies.

A Deep Challenge

Professional development for educators to integrate ICT productively and critically within adult basic education programs is essential. Their needs should be taken into account, even before tackling those of learners.

A Deep Challenge

Because the term ‘literacy’ is strongly associated with the world of print, it has come to assume a stigma of failure and inadequacy. We need to rethink not only the work of technology-mediated adult literacy education but also how it is labelled.

A Deep Challenge

Policies on ICT need to be extended beyond institutional management, administration, record keeping and information systems to include educational and training activities, designed in consultation with educators and learners.

A Deep Challenge

Specific attention is required to ICT needs in the Adult and Community Education sector, which is relatively poorly funded.

Report & Documents

The report and support documents are available at:

<http://www.ncver.edu.au/workinprogress/projects/10314.html>

Research Questions

What is the relationship between literacy practices and the use of ICT in adult literacy education?

What are the new literacies required for effective and critical use of ICT in adult literacy education?

What changes to pedagogical practices are associated with the use of ICT in adult literacy programs?

What are the professional development needs of educators when ICT are used for teaching and learning in adult literacy programs?

Case-study Sites

Case-study Sites Type of RTO Regional or Metropolitan

Sturt Institute of TAFE Large Public RTO

Metropolitan

Wentworth Institute of TAFE: Adult Basic Literacy and Access Education

Large Public RTO

Metropolitan

Extractive Industries Workplace English Language & Literacy (WELL)

Enterprise-based RTO

Regional

Hume University of Technology Indigenous Learning Centre

Community Provider

Metropolitan (urban fringe)

Mitchell ACE Community Provider

Regional

ICT Usage by Case-study Participants

  LearnersAged under

40N=32

LearnersAged over

40N=10

All learners

N=42

Educators

N=13

ABS Household

data for 2001-02*

Has home computer access

52% 90% 62% 85% 61%

Has Internet access at home

44% 80% 54% 85% 46%

Uses text messaging

37% 40% 38% 46%  

Uses ATM/EFTPOS

4% 20% 8% 38%  

Uses Internet banking

9% 0 7% 38%  

Source:Australian Bureau of Statistics 2003, 2001-02 8146.0: Household use of information technology, Canberra, Commonwealth of Australia.