Supporting Digital Supporting Digital Literacy Development in Literacy Development in
LESLLA LearnersLESLLA Learners
2011 LESLLA SymposiumUniversity of MNMinneapolis MN
Steve RederUniversity Professor | Portland State University
Jen VanekEducational Consultant | Minnesota Literacy Council
Heide Wrigley Partner-Senior Researcher | Literacywork International
IntroductionsIntroductions
Presentation OverviewPresentation OverviewIntro to Context: Learner Web BTOP
Project
Strategies for supporting digital literacy skills for LESLLA learners
Tutors Code Switching High interest/relevant material
Discussion of Programmatic and Research Issues Raised
But wait…digital literacy & LESLLA?But wait…digital literacy & LESLLA?
There has been little attention to digital literacy in conceptualizing LESLLA
Just as print literacy is part of the target and process for SLA, digital literacy is adding new forms of language use and SLA
There are considerable population overlaps in second language learners with low education, low L1 literacy and low digital literacy
Learner WebLearner Web
Research-based, online learning support system that customizes content in Learning Plans to help learners meet their goals. Plans are filled with free web-based resources, assessments, and portfolio space. Content created locally but shared nationally. Each local region has it’s own website built with local resources where available.
Learner WebLearner Web Digital Literacy Project Digital Literacy Project Funded by U.S. Department of Commerce Broadband Technology Opportunities Program
Addresses primary barriers to broadband use:◦ Affordability◦ Lack of digital literacy skills◦ Perceived lack of relevance to daily lives, needs, and
aspirations
Primary target population:◦ Low-income adults, often without a high school education,
including immigrant communities◦ 23,000 learners and tutors will work together in 90 public
computer centers in 5 states
•5-state project bringing digital literacy training to adults in public computer centers
•Self-paced online learning opportunities with face-to-face tutor assistance
• Introduce learners to computer and internet skills, high-speed internet resources and using the internet for career planning
StateState
% Internet users% Internet users Rank among 50 Rank among 50 states & DCstates & DC
California 67.1 35
Louisiana 60.5 48
Minnesota 76.1 5
New York 66.1 38
Texas 60.4 49
Learner Web – BTOPLearner Web – BTOP
Current Population Survey, 2009
BTOP Strategy IBTOP Strategy I
Tutors are used to scaffold digital literacy learners’ access to technology
◦Tutors help learners “learn to click” before we ask them to “click to learn”
“Technology Literacy Uses” Direct instruction of a tech skill. Purpose is to
teach that particular skill.
“Adapting Uses” Controlled opportunity to apply/practice a tech
skill
“Transforming Uses” Opportunities for learners to choose & creatively
apply/use tech skills
Grappling's Technology Skills Grappling's Technology Skills SpectrumSpectrum
http://www.bjpconsulting.com/files/MAPPSpectrum.pdf
BTOP Strategy IIBTOP Strategy II
Code Switching - extends instruction to support learners
BTOP Strategy IIIBTOP Strategy IIIHigh interest/relevant topics motive learners
◦language acquisition and digital literacy skill development
Customized Learning PlansCustomized Learning Plans
Photos courtesy of clipart.com
Customized ResourcesCustomized Resources
Programmatic & Research Issues RaisedProgrammatic & Research Issues Raised
• Access to technology is mediated through F2F interaction with a more knowledgeable tutor (“cognitive apprenticeship”)
• Help is offered “just in time” and “on demand”
• L1 is offered a resource and kicks in as needed
• Websites with video are used to illustrate and illuminate key processes
• Planning and decision making are thoughtful, involve a team, and get sharpened over time
• Technology is focused on “situated learning” (critical thinking using authentic materials, not just workbooks on the computer)
• Teaching is intentional and explicit - guiding students step by step toward what they want and need to learn
• Students have options and paths diverge depending on interests and goals
Contact InformationContact InformationSteve RederUniversity Professor | Portland State University [email protected] | 503-725-3999
Heide Wrigley Partner-Senior Researcher | Literacywork [email protected] | 575-524-4247
Jen VanekEducational Consultant | Minnesota Literacy [email protected] | 612-432-8725