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 reders@pdx.edu | 503-725-3999

Heide Wrigley Partner-Senior Researcher | Literacywork Internationalheide@literacywork.com | 575-524-4247

Jen VanekEducational Consultant | Minnesota Literacy Counciljvanek@themlc.org | 612-432-8725