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Reder vanek wrigley_sup_diglitdev_leslla2011 ppt
 

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  • Steve
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  • Jen (Steve &Heide add info as needed)
  • Jen (Steve &Heide add info as needed)
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  • Jen finishes this slide
  • When you have low lit. learners.. How do you adjust your teaching? Jen (Steve &Heide add info as needed)
  • Mention Friere from SLA world. Mention these studies from digital inclusion research: Helsper, E.J. (2008, October).   Digital Inclusion An Analysis of Social Disadvantage and the Information Society. Department for Communities and Local Government. Oxford Internet Institute (OII). Williams, K.H. (2005).   Social networks, social capital, and the use of information and communications technology in socially excluded communities: a study of community groups in Manchester, England.  (Doctoral dissertation, University of Michigan, 2005).
  • Jose1 in the bbopp.learnerweb.org Region. Just on My Home page to demonstrate Language Switch feature.
  • HEIDE – you are the respondent& will facilitate the discussion here

Reder vanek wrigley_sup_diglitdev_leslla2011 ppt Reder vanek wrigley_sup_diglitdev_leslla2011 ppt Presentation Transcript

  • Supporting Digital Literacy Development in LESLLA Learners 2011 LESLLA Symposium University of MN Minneapolis MN
  • Steve Reder University Professor | Portland State University Jen Vanek Educational Consultant | Minnesota Literacy Council Heide Wrigley Partner-Senior Researcher | Literacywork International Introductions
  • Presentation Overview
    • Intro 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?
    • 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 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 Web 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
    •  
  • Learner Web – BTOP Current Population Survey, 2009 State % Internet users Rank among 50 states & DC California 67.1 35 Louisiana 60.5 48 Minnesota 76.1 5 New York 66.1 38 Texas 60.4 49
  • BTOP 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 Spectrum http://www.bjpconsulting.com/files/MAPPSpectrum.pdf
  • BTOP Strategy II Code Switching - extends instruction to support learners
  • BTOP Strategy III
    • High interest/relevant topics motive learners
      • language acquisition and digital literacy skill development
  • Customized Learning Plans Photos courtesy of clipart.com
  • Customized Resources
  • Programmatic & 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 Information Steve Reder University Professor | Portland State University [email_address] | 503-725-3999 Heide Wrigley Partner-Senior Researcher | Literacywork International [email_address] | 575-524-4247 Jen Vanek Educational Consultant | Minnesota Literacy Council [email_address] | 612-432-8725