When working with adults and young people undertaking digital literacy learning, effective communication, relationship building, and emotional intelligence are important. Communication and building relationships create a safe learning environment where learners feel supported. Emotional intelligence helps learners understand how their digital actions can impact others. Effective digital literacy delivery incorporates both synchronous tools that enable real-time collaboration as well as asynchronous tools that allow flexible participation over time. Diversity and inclusion in digital literacy learning means providing equal opportunities and respect for all learners regardless of their backgrounds, so that everyone can participate in and benefit from digital skills development.

1. Adults and young people as
Digital Literacy Learners
Assignment 5 (Unit 311)
Melinda Gardner

2. 3. Understand factors that may assist digital literacy learning
 3.1 Analyse the characteristics of effective digital literacy learning
delivery
 3.2 Explain the importance of communication, relationship building and
emotional intelligence when working with adults and young people
undertaking digital literacy learning
Assignment 5
Adults and Young people as Digital Literacy Learners (Unit 311)

3. WHAT IS EFFECTIVE DIGITAL
LITERACY DELIVERY?
3.1 Analyse the characteristics of effective digital literacy learning delivery

4. Elements Description
Differentiation The teacher uses multiple instructional materials, activities, strategies, and
assessment techniques to meet learner’s needs and maximise the learning of all
learners
Variety The teacher implements a variety of classroom techniques and strategies that
enhance learner motivation and decrease discipline problems
Cognitive Challenge The teacher provides in-depth explanations of academic content and covers higher-
order concepts and skills thoroughly
Learner Engagement The teacher is supportive and persistent in keeping learners on task and encouraging
them to actively integrate new information with prior learning
Recognizing patterns of
learning and adjusting in
learners
The teacher recognizes the schema or pattern in student learning and makes
inferences about the situation (such as identifying the difficulties the learners are
having), and promptly adjusts the materials, learning activities, and assessment
techniques to maximise learning
Questioning The teacher uses multiples levels (particularly higher cognitive levels) of questioning
to stimulate learner thinking and monitor student learning
Relevance The learning process and the outcomes of learning have authentic relevance with
learner’s life
Elements of Effective Instructional Delivery

5. 7 Characteristics of Effective Digital Literacy Learning Delivery
Effective Digital
Literacy Delivery
Support
Staff
Venue
Resources
Facilitator
Planning Evaluation
Delivery

6. Venue
Accessible and suitable-
It must be suitable for all
learners; must be able to
easily access the building,
aids such as automatic doors,
wheelchair access or ramps
must be readily available to
provide an inclusive
environment, not being able
to easily access the building
will prevent any learning
from taking place.
Technology ready (WiFi);
supportive technology to
help with learners who may
have learning
difficulties/needs.
Resources
Must be suitable to the
course and to the delivery.
Equipment or programs such
as PowerPoint should be clear
for all students.
Wi-Fi should be available
when using Apps. which will
enhance the learning
experience. If the Wi-Fi
cannot be used at all times
this can impact the learning,
create a restless
environment and mean
learners losing interest in an
otherwise useful learning
experience.
Effective Planning
Must be in place prior to the start of
any session, it is this planning that
supports the session and improves
the confidence of the teacher and
the learners. An example of this is
checking that the Wi-Fi is available
and has a strong enough signal to be
using the planned resources. If using
portable digital equipment then this
should be kept charged, a back
battery may be made available tor
points of charge. Likewise the digital
technologies should be used to
support the session not overrun it,
the learning outcomes, aims and
objectives should all be adhered to
and covered and the technologies
should be viewed as enhancing this
practice.
7 characteristics of effective digital literacy learning delivery, explained

7. Delivery
Confidence of the tutor in
delivering any learning
technologies, implementing
technologies may be
interesting and a new
method of learning however
if this is not a confident
delivery then the learners
will realise this and will either
lose interest in the session or
they will start to challenge
the delivery and lose faith in
the teaching.
Evaluation
A vital part of effective teaching,
asking yourself did the session go
well, were all the technologies
available, did they work, did the
learners engage with them? If the
answer is no or if effective learning
cannot be measured than maybe
new methods or technologies
should be made available or a
rethink of the session. This may
also demonstrate that the
equipment needs to be made
available each week so that the
teacher can start to see the effects
and the learners can build their
confidence in using technologies.
Facilitator and Support Staff
Any support staff or other
people involved in the
delivery understand any new
technologies, understand how
to access and use any
portable devices such as iPad
etc. The support staff are only
able to support if they have a
clear understanding of the
tasks that they need to carry
out and have advance notice
of what technologies will be
using used, this allows them
to prepare and to develop
their own skills and
confidence.
7 characteristics of effective digital literacy learning delivery, explained

8. Elements in Successful Digital
Literacy Learning Environment
Curriculum
Aligned with Digital Literacy and
supported technology for instructors
and learners
Embed digital literacy in all subject
areas to support differentiation and
inclusion including the use of different
digital technologies/tools
Continual professional development
Updated software and equipment
Instruction
Differentiated lesson development,
delivery and evaluation / assessment
Setting (environment), communication
and evaluating/reflection
Digital support of learning difficulties
allowing for inclusion
Measurable criteria for learner skills
Learners
Readiness / prior knowledge
Motivation
Preparation
Engagement
Self-Management
E-safety, understanding of data
protection and copywrite
“Students’ feedback has shown us that today’s learners respond to active
learning techniques, such as multiple application activities. They also derive
confidence from knowing their instructors are fully engaged and invested in
student success. Furthermore, the results show that technology that serves a
purpose enhances the course experience for students.”
http://blog.cengage.com/creating-an-active-learning-environment-with-tech-tools/
A digitally inclusive environment allows for all learners to
access learning – it “levels the playing field”

9. http://www.teacherkit.net/engaging-students-through-technology-four-strategies/
4 Strategies To Engage Students Using Technology
An engaged student is more likely to learn and succeed than a disengaged one. Technology can play a huge part in:
motivating, involving, inspiring
Use Technology to:
Enhance
Students are highly visual, preferring
pictures and video to words and speech.
Mixing in visual learning tools increases
their engagement, by adding variety to
the learning environment; take into
consideration VARK and look at which
digital tools can be used to
support/include learners
Enable
Collaboration. Students are social and love
being part of a community, collaborating,
sharing and exchanging ideas. Interaction -
you could integrate tools such as Google
apps and wikis to involve students in
collaborative environments with one
another. Instant messaging allows teachers
and students to discuss tasks, share ideas
and links, and generally work together
Empower
Engaged students are those who actively
express opinions, and don’t just passively
‘receive wisdom’. Technology can give
them a platform to explain their ideas,
not just regurgitate facts. Technology
empowers all learners by accommodating
learning difficulties and promoting
differentiation and inclusion.
Exchange
Giving and getting feedback. Technology can
help with this, making data instantly
accessible. Incorporating technology with
quizzes, assignments, tests, and sending test
results and/or feedback electronically can
also allow all learners to participate.

10. 3.2 EXPLAIN THE IMPORTANCE OF COMMUNICATION,
RELATIONSHIP BUILDING AND EMOTIONAL INTELLIGENCE
WHEN WORKING WITH ADULTS AND YOUNG PEOPLE
UNDERTAKING DIGITAL LITERACY LEARNING
3. Understand factors that may assist digital literacy learning

11. Communication, and Relationship Building
Communication forms the basis of a
relationship between teacher and
student and creates a foundation of a
positive, safe, learning environment.
Communication is important to ensure
that all learners feel confident, and
supported so they remain engaged
throughout the learning process.
Relationship building is important so
that you can build a mutual trust and
respect with your learners’. If you can do
this successfully, then the learners will be
motivated and engaged and more likely
to learn from the experience.
Ultimately, by building strong
relationships, the learner will benefit
from a positive, rewarding purposeful
experience and be more likely to achieve
their learning goals.
Both communication and relationship
building help to create a safe learning
environment.
Safe Learning
Environment
Learner
Teacher
•Learner wants to participate in
sessions
•Learner feels safe enough to
make their needs known to
teacher
•Communication
•Trust
•Use different methods of
communication
•Build positive relationships –
trust
1
2
3
When students learn to communicate effectively
in digital literacy, they’re not just learning how to
use tools, technology and techniques. They’re
learning how to approach a project, to understand
their audience, message, and purpose. They learn
to think critically as they decide on an effective
way to present and communicate their message.

12. Emotional Intelligence
Emotional intelligence is the ability to recognise your own
and other people’s emotions. It is the ability to
discriminate between different feelings and to use
emotional information to guide thinking and behaviour
Teachers need to use emotional intelligence to:
 Recognise and respond to their own feelings and that
of the learners in the classroom
 Encourage an emotional state in the learners which is
conducive to learning
Why is emotional intelligence important in digital
literacy learning?
 Learners need to understand that there is
consequences to what they say and do when posting
on social media (positive and negative); and how it
can impact other people emotionally
 Learners need to behave responsibly when leaving
behind a digital footprint
 If we have established a good relationship then we
should be aware of how these individuals will deal
with situations and use this to help and guide them to
achieve the best outcomes
https://digitalliteracynorthwales.wordpress.com/tag/emotional-intelligence/

13. When working with adults and young people undertaking digital literacy learning, the challenge is to ensure
that technology is used to enable, or make more efficient, effective teaching and learning practices for
everyone:
• Collaborative use of technology (in pairs or small groups) is usually more effective than individual use,
though some learners, may need guidance in how to collaborate effectively and responsibly.
• Technology can be as powerful as a short but focused intervention to improve learning, particularly when
there is regular and frequent use over the course of about a term. However, sustained use over a longer
period is usually less effective at improving this kind of boost to attainment. (see Durham University, The Use of
Digital Literacies in Education)
• Remedial and tutorial use of technology can be particularly practical for lower attaining pupils, those with
special educational needs or those from disadvantaged backgrounds in providing intensive support to enable
them to catch up with their peers.
• In researched interventions, technology is best used as a supplement to normal teaching rather than as a
replacement for it. This suggests some caution in the way in which technology is adopted or embedded in
schools.
• Tested gains in attainment tend to be greater in mathematics and science (compared with literacy for
example). In literacy the impact tends to be greater in writing interventions compared with reading or
spelling.
• At least a full day’s training or on-going professional inquiry-based approaches to support the introduction of
new technology appear the most successful. The implication is that such support should go beyond the
teaching of skills in technology and focus on the successful use of technology to support teaching and
learning aims.
https://educationendowmentfoundation.org.uk/uploads/pdf/The_Impact_of_Digital_Technologies_on_Learning_(2012).pdf

14. 1.3 - ANALYSE A MINIMUM OF THREE DIFFERENT METHODS OF
COMMUNICATION THAT CAN BE USED WITH DIGITAL LITERACY LEARNERS
Managing the Digital Literacy Learning Environment (Unit 314)
Digital Literacy Learners

15. Tools and Advantages
• People can connect at the same time
• Engage instantly
• Same time participation
Examples
• Video, Audio, and Web Conferencing
• Instant Messaging
A webinar is a live meeting that takes place
over the web. The meeting can be a
presentation, discussion, demonstration, or
instructional session. Participants can view
documents and applications via their
computers, while shared audio allows for
presentation and discussion
Disadvantages
• Schedules of when to connect need to be
coordinated
• Require same-time participation
• Tend to be costly and require significant
bandwidth to be efficient
• All users must use a compatible system
and supported, downloaded program to
be able to access the broad/pod cast
Webinars has the problem of requiring same-
time participation, compatible systems, and
bandwidth. Although Webinars are becoming
quite popular, the ability to broadcast to
multiple people over extended locations and
be interactive at the same time, (all entirely
possible), still produces technical difficulties
(you can almost count on it).
Method of Communication used in Digital Literacy
1) Synchronous Tools enable real-time communication and collaboration
Webinar conferencing program,
GoToMeeting which I have used in the past:
http://www.gotomeeting.co.uk/
http://digilitgllm.blogspot.co.uk/
This is where digital technologies/tools are reviewed and given a
cat rating (4 out of 4 cats being the highest).
“The society we live in today is dominated by technology and most of us accept the discourse of fast and
ever-changing developments in technology which have transformed, or have the potential to transform,
the way we live and relate to one another.” (tlrp.org)

16. Tools and Advantages
• Useful for sustaining dialogue and collaboration over a period of time
• Provides resources and information when convenient; and accessible day or
night
• Provides communication over an elapsed time rather than real-time
• opportunities to address a diverse set of topics in more depth than can be
done in class or in a synchronous environment
Examples
• Forum or discussion groups which allows members to leave messages or
feedback
• E-mail, Social Network (which can be both synchronous and asynchronous)
• Moodle (although you can access a chat room for real-time discussions
which is synchronous)
• TEDtalks, YouTube, Blogs
• Collaborative tools such as Google Docs, Shared Drive
Disadvantages
• May not always be accessible
• Response and/or feedback may take
time
• Limited amounts of information that
can be shared, retrieved, or stored
• There may be a time limitation on
access
• May not be easily accessible to people
who have limited or no resources
• Public access to forums or discussion
groups although can be restricted, is
not always private
• E-mail: limited storage, susceptible to
virus, scams, malware attacks
• Social Network (such as Facebook);
cyberbullying, e-safety, lack of
emotional intelligence, identity theft
Method of Communication used in Digital Literacy
2) Asynchronous Tools enable communication and collaboration over a period of time;
people connect together at each person’s own convenience and own schedule
http://digilitgllm.blogspot.co.uk/
This is where digital technologies/tools are reviewed and given a
cat rating (4 out of 4 cats being the highest).
Social Networks such as Facebook is both synchronous and asynchronous
because it allows you to chat (instant engagement) and allows you to “post”
images, videos, and texts that can be viewed and commented on at anytime.

17. http://digilitgllm.blogspot.co.uk/

18. 4. UNDERSTAND THE ROLE OF DIVERSITY AND
INCLUSION IN DIGITAL LITERACY LEARNING
Adults and Young people as Digital
Literacy Learners (Unit 311)
Diversity & Inclusion: Because empowering students is the
right thing to do

19. 4.1 Explain what is meant by ‘diversity and inclusion’ in the context of digital literacy
Inclusion means that all of society is included and that no one is left out of any digital learning and everyone can take part in the digital
world. Everyone is given respect and an equal opportunity to take part and learn - whatever their gender, race, culture, disability, religion,
national origin and sexual orientation.
Digital Inclusion is therefore concerned with addressing inequalities, where those unable to access the affordance of technologies are,
disadvantaged, marginalised in society and therefore digitally excluded. In addition to equality, explicit and implicit definitions of digital
inclusion encompass a number of inter-related concepts such as:
• Access – Access to technologies, access to people for support, education, skills and knowledge
• Use - Individuals using, or being able to use, the technologies that they have access to; using technology in an informed or “smart”
way; using technology as and when appropriate (meaningful use)
• Empowerment – Technology should be a ‘vehicle for empowerment, rather than a force for further exclusion’ HM Government (2008: p5)
Learners should develop the right level of skills to eventually become self-sufficient and not require any support to use technologies.
• Participation - Becoming a full participant in our society involves tangible factors such as access to computers and less tangible factors
such as the way an individual interacts with a computer. Digital inclusion in part involves providing equality of opportunities so that all
members of society can benefit from the affordances that technologies offer.
“Understanding what influences use and therefore digital inclusion, is likely to involve more than understanding barriers to the
acquisition of skills or competences. It is likely to involve understanding an array of factors that influence the decisions that people
make about when technology use is appropriate or meaningful in their lives.” http://www.tlrp.org/docs/DigitalInclusion.pdf
Diversity means embracing everyone's views, perspectives and cultures and so encourages new skills in technology. Three broad groups
of learners that could particularly benefit from being digitally included:
• Those with special educational needs
• Those who are disengaged
• Those who are hard to reach
How might it work?
• Learners with difficulties that affect concentration and attention span (for instance, Attention Deficit Hyperactivity Disorder - ADHD)
showed increased persistence and concentration when engaged with digital creativity activities. (for me personally, writing my digital
literacy blog really gave me a creative and immediate outlet which helps me keep focused on the subject).
• Learners with challenging behaviour displayed improved levels of engagement, interest and persistence.
• Learners with histories of having rejected literacy activities engaged with tasks using stop-frame animation, videos and podcasts. These
activities drew on written and oral skills in an incidental way

20. As practitioners of digital literacy, it is vital that we promote an inclusive culture that recognises, respects and accommodates the
diversity of our learners. A tutor who treats all learners fairly is demonstrating that they care about the success of each of the
learners equally. If individual diversity is valued and considered an asset to learning, the tutor is modelling tolerance, respect and
empathy to their learners.
Teachers: We often forget that the teacher also brings a range of diversity issues to the classroom. Every instructor brings his or
her physical appearance and culture into the room at the same time as the learners do. How you look, how you speak, how you
act upon your opinions of the role of academics (and particularly of the class you teach), and the extent to which these differ
from the physical, cultural, and intellectual backgrounds of your learners will have a profound effect on the interactions in your
classroom.
Planning: When delivering digital literacy to learners it is important to plan lessons to make sure all learners needs have been
taken account of and this will meet the varying needs of each individual. The teacher can vary each session and always reflect
upon any issues that may have arisen so effective planning can take place. Learners will feel at ease and not left out if the teacher
is consciously aware at all times of in inclusive delivery and embrace diversity to gain productivity from the learners.
Reflecting: As part of reflective practice, a digital literacy practitioner should critically examine his or her own beliefs and
attitudes on a regular basis. It is important to remember the moral responsibility of an educator and the influence that we have
on a learner's self-esteem and hence their learning potential. The teacher should be prepared to challenge non-inclusive attitudes
as well as prejudice, stereotyping and discrimination as and when the need arises.
Digital Literacy: The use of technology in the classroom opens the world to our learners and opens our learners (exposes our
learners) to all the differences and uniqueness of what lies beyond their own front door. As practitioners we need to guide our
learners through this path of acceptance, empathy and respect.
4.2 Explain the effect that tutor values and attitudes may have in
relation to diversity and inclusion.

21. 4.3 Describe a minimum of five different strategies to ensure diversity and
inclusion in digital literacy learning programmes.
1. Always use a positive attitude and approach to digital technologies and learning
2. Encourage communication by practising sharing new ideas and discoveries
3. Variation of tools to evaluate learning will encourage engagement and development
4. Allow for time to practice any new tool/ technology. This accounts for learning needs of
each learner
5. Provide extra support for those learners that need help or have extra time for 1-2-1
session to aid completion of tasks
“Teaching digital literacy and digital participation is one way of ensuring that all learners
can use technology meaningfully and be fully included in digital cultures. It is an important
component of tackling the ‘digital divide’.” (futurelab.org.uk)
https://www.mindmeister.com/616945298
http://digilitgllm.blogspot.co.uk/