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• 1. [Article] The Role of a Self-paced, Tutor-facilitated Online Learning Environment in Digital Literacy Acquisition and English Language Development Among Adult Spanish Speakers

  Access to everyday activities has increasingly moved online, which increases the risk of continued marginalization for those lacking access and digital knowledge. Our research focuses on the digital literacy ...

  Citation × Citation Citation Abstract Copy Title: The Role of a Self-paced, Tutor-facilitated Online Learning Environment in Digital Literacy Acquisition and English Language Development Among Adult Spanish Speakers Author: Jacobs, Gloria, Castek, Jill, Pizzolato, Drew, Withers, Elizabeth, Pendell, Kimberly D., Reder, Stephen Year: 2015 Access to everyday activities has increasingly moved online, which increases the risk of continued marginalization for those lacking access and digital knowledge. Our research focuses on the digital literacy acquisition of underserved individuals such as immigrants, refugees, and individuals with limited English proficiency. In this paper, we examine a subset of data from a three-year mixed methods study on the digital literacy acquisition process of vulnerable adult learners within a self-paced, tutor-facilitated learning environment. Learners used an online learning platform designed for adult learners and available in Spanish and English. Learning took place in computer labs in six geographic regions within the United States and was supported by community tutors. We asked, what is the experience of Spanish speaking learners using the self-paced, tutor-facilitated learning environment for digital literacy acquisition? The data corpus includes interview transcripts and the findings are based on a grounded theory analysis of interviews of the Spanish speaking learners and tutors working in Spanish dominant learning environments. Data analysis indicated that individuals’ work in the digital literacy program supported English language learning as well as content learning. We identified tensions between the tutors’ desire to support content learning using first language skills and learner desire to build facility in English skills while learning content. Choice of language in which to learn was impacted by tutor preference and bias along with learner linguistic abilities and desire to develop English skills. We also found that language choice for learning was impacted by the learners’ comfort and facility in higher registers of Spanish. We argue that language should be used as a resource rather than being seen as a deficit and that tutors should be coached in the nuances of language choice when working with English Language Learners. Title: The Role of a Self-paced, Tutor-facilitated Online Learning Environment in Digital Literacy Acquisition and English Language Development Among Adult Spanish Speakers Author: Jacobs, Gloria, Castek, Jill, Pizzolato, Drew, Withers, Elizabeth, Pendell, Kimberly D., Reder, Stephen Year: 2015 Access to everyday activities has increasingly moved online, which increases the risk of continued marginalization for those lacking access and digital knowledge. Our research focuses on the digital literacy acquisition of underserved individuals such as immigrants, refugees, and individuals with limited English proficiency. In this paper, we examine a subset of data from a three-year mixed methods study on the digital literacy acquisition process of vulnerable adult learners within a self-paced, tutor-facilitated learning environment. Learners used an online learning platform designed for adult learners and available in Spanish and English. Learning took place in computer labs in six geographic regions within the United States and was supported by community tutors. We asked, what is the experience of Spanish speaking learners using the self-paced, tutor-facilitated learning environment for digital literacy acquisition? The data corpus includes interview transcripts and the findings are based on a grounded theory analysis of interviews of the Spanish speaking learners and tutors working in Spanish dominant learning environments. Data analysis indicated that individuals’ work in the digital literacy program supported English language learning as well as content learning. We identified tensions between the tutors’ desire to support content learning using first language skills and learner desire to build facility in English skills while learning content. Choice of language in which to learn was impacted by tutor preference and bias along with learner linguistic abilities and desire to develop English skills. We also found that language choice for learning was impacted by the learners’ comfort and facility in higher registers of Spanish. We argue that language should be used as a resource rather than being seen as a deficit and that tutors should be coached in the nuances of language choice when working with English Language Learners. Close

• 2. [Article] Fear to Fascination: Learner Confidence and Blended Instruction for Digital Literacy Acquisition

  For many, developing digital literacy requires overcoming a variety of barriers beyond access to a networked computer. Particularly among underserved populations, structure and support are needed to build ...

  Citation × Citation Citation Abstract Copy Title: Fear to Fascination: Learner Confidence and Blended Instruction for Digital Literacy Acquisition Author: Pendell, Kimberly D., Withers, Elizabeth, Castek, Jill, Pizzolato, Drew, Jacobs, Gloria, Reder, Stephen Year: 2015 For many, developing digital literacy requires overcoming a variety of barriers beyond access to a networked computer. Particularly among underserved populations, structure and support are needed to build the cognitive and technical abilities that constitute digital literacy. This research-focused presentation explores a self-paced, tutor-facilitated learning model implemented in community based organizations, workforce centers, libraries, and other settings around the United States. The blended learning model provided an online learning platform and curriculum including self-selected learning goals and knowledge checks, while in-person tutors encouraged learners’ discovery and persistence. Analysis of qualitative data from learner and tutor interviews, and quantitative data from the learning platform, demonstrates that this blend of online materials and tutor support helped move individuals from “fear to fascination” in learning vital digital literacy skills. Our findings indicate that many learners gained confidence and a sense of self-efficacy as a result of the digital literacy acquisition process supported by this learning model. Confidence and a sense of self-efficacy bolster independent lifelong and lifewide learning as learners integrate their new digital literacy skills into their everyday lives. Title: Fear to Fascination: Learner Confidence and Blended Instruction for Digital Literacy Acquisition Author: Pendell, Kimberly D., Withers, Elizabeth, Castek, Jill, Pizzolato, Drew, Jacobs, Gloria, Reder, Stephen Year: 2015 For many, developing digital literacy requires overcoming a variety of barriers beyond access to a networked computer. Particularly among underserved populations, structure and support are needed to build the cognitive and technical abilities that constitute digital literacy. This research-focused presentation explores a self-paced, tutor-facilitated learning model implemented in community based organizations, workforce centers, libraries, and other settings around the United States. The blended learning model provided an online learning platform and curriculum including self-selected learning goals and knowledge checks, while in-person tutors encouraged learners’ discovery and persistence. Analysis of qualitative data from learner and tutor interviews, and quantitative data from the learning platform, demonstrates that this blend of online materials and tutor support helped move individuals from “fear to fascination” in learning vital digital literacy skills. Our findings indicate that many learners gained confidence and a sense of self-efficacy as a result of the digital literacy acquisition process supported by this learning model. Confidence and a sense of self-efficacy bolster independent lifelong and lifewide learning as learners integrate their new digital literacy skills into their everyday lives. Close