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Sources of Individual Differences in Adults’ ICT Skills: A Large-Scale Empirical Test of a New Guiding Framework
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In: Applied Linguistics Faculty Publications and Presentations (2021)
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Practice Makes Perfect: Practice Engagement Theory and the Development of Adult Literacy and Numeracy Proficiency
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In: Applied Linguistics Faculty Publications and Presentations (2020)
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Numeracy Imprisoned: Kills and Practices of Incarcerated Adults in the United States
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In: Applied Linguistics Faculty Publications and Presentations (2020)
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Practice makes perfect: Practice engagement theory and the development of adult literacy and numeracy proficiency
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In: International Review of Education ; 66 ; 2-3 ; 267-288 ; Literacy and numeracy: global and comparative perspectives (2020)
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Adults' Engagement in Reading, Writing and Numeracy Practices
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In: Applied Linguistics Faculty Publications and Presentations (2017)
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Quantitative Data from: Tutor-Facilitated Digital Literacy Acquisition in Hard-to-Serve Populations
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In: Data (2016)
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Fear to Fascination: Learner Confidence and Blended Instruction for Digital Literacy Acquisition
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In: Presentations and Publications (2015)
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Tutors: Tutoring Strategies and Organizing Learning
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In: Research Briefs and Case Studies (2015)
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Job Seeking Learners: Digital Literacy Acquisition Case Study
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In: Research Briefs and Case Studies (2015)
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Abstract:
This case study investigates the experience of digital literacy acquisition among adult job seekers, offering an overview of the various lab settings accessed by job-seeking learners, as well as the different ways that tutor-facilitated, self-paced learning was organized. Examination of the learner path as experienced by job seekers reveals the challenge for learners of seeing the relevance of digital literacy acquisition when faced with the urgent need of having to find employment. Also discussed in the case study are the significant impact of the relationships that developed between learners and tutors, the role that tutors play in building relevance for the learners, and creating job readiness training opportunities. Implications include the ways that lab coordinators and tutors working with job-seeking learners can support them by acknowledging the reality of the learners’ lives while supporting them through the digital literacy acquisition process. The findings indicate that labs serving job-seeking learners are well situated to introduce individuals to the opportunities available through computer and Internet use that go beyond employment to deeper civic and social engagement.
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Keyword:
Adult literacy; Applied Linguistics; Computer assisted instruction; Digital divide; Information Literacy
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URL: https://pdxscholar.library.pdx.edu/dla_research_briefs/18 https://pdxscholar.library.pdx.edu/cgi/viewcontent.cgi?article=1017&context=dla_research_briefs
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Language Learners: Learners' Perspectives
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In: Research Briefs and Case Studies (2015)
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Language Learners: Tutors' Perspectives
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In: Research Briefs and Case Studies (2015)
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Language Learners: The Role of Online Materials
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In: Research Briefs and Case Studies (2015)
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Tutors: The Tutor-Learner Relationship
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In: Research Briefs and Case Studies (2015)
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Qualitative Data from: Tutor-Facilitated Digital Literacy Acquisition in Hard-to-Serve Populations
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In: Data (2015)
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Corrections and Reentry: Digital Literacy Acquisition Case Study
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In: Research Briefs and Case Studies (2015)
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Learners: Impact
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In: Research Briefs and Case Studies (2015)
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Learners: Learners who Become Tutors
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In: Research Briefs and Case Studies (2015)
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18 |
Program Design: The Learner Path
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In: Research Briefs and Case Studies (2015)
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Language Learners: The Learner/Tutor Relationship
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In: Research Briefs and Case Studies (2015)
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20 |
Program Design: Volunteering in a Digital Literacy Program
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In: Research Briefs and Case Studies (2015)
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