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• 1. [Article] Learners: Development of Self-Confidence

  The Development of Self Confidence Brief highlights the ways that participation in a digital literacy acquisition program improved learners’ self-confidence and attitudes towards technology. The Research ...

  Citation × Citation Citation Abstract Copy Title: Learners: Development of Self-Confidence Author: Castek, Jill, Jacobs, Gloria, Pendell, Kimberly D., Pizzolato, Drew, Reder, Stephen, Withers, Elizabeth Year: 2015 The Development of Self Confidence Brief highlights the ways that participation in a digital literacy acquisition program improved learners’ self-confidence and attitudes towards technology. The Research Briefs series highlight key findings about how underserved adults acquire digital literacy skills, and include quotes from participants and practitioners. The Briefs are designed to be accessible by practitioners, program administrators, and policy makers to inform and enhance digital literacy programs. Title: Learners: Development of Self-Confidence Author: Castek, Jill, Jacobs, Gloria, Pendell, Kimberly D., Pizzolato, Drew, Reder, Stephen, Withers, Elizabeth Year: 2015 The Development of Self Confidence Brief highlights the ways that participation in a digital literacy acquisition program improved learners’ self-confidence and attitudes towards technology. The Research Briefs series highlight key findings about how underserved adults acquire digital literacy skills, and include quotes from participants and practitioners. The Briefs are designed to be accessible by practitioners, program administrators, and policy makers to inform and enhance digital literacy programs. Close

• 2. [Article] Exploring Digital Literacy Acquisition in a Prison Reentry Program

  This study examined the experiences of learners who took part in a digital literacy learning program as part of a re-entry program. These learners were provided Internet access for the purpose of acquiring ...

  Citation × Citation Citation Abstract Copy Title: Exploring Digital Literacy Acquisition in a Prison Reentry Program Author: Jacobs, Gloria, Withers, Elizabeth, Castek, Jill, Pendell, Kimberly D., Pizzolato, Drew Year: 2015 This study examined the experiences of learners who took part in a digital literacy learning program as part of a re-entry program. These learners were provided Internet access for the purpose of acquiring digital skills that would help them transition to the outside world. A digital curriculum that was self-paced and tutor-facilitated provided a structured learning experience for these incarcerated learners. Interviews were conducted with inmates, the program coordinator, and individuals who had gone through the program and were recently released. Qualitative analysis revealed that a peer tutoring model empowered individuals to not only learn the content offered, but also develop socials skills required for persevere in contexts outside the jail. Title: Exploring Digital Literacy Acquisition in a Prison Reentry Program Author: Jacobs, Gloria, Withers, Elizabeth, Castek, Jill, Pendell, Kimberly D., Pizzolato, Drew Year: 2015 This study examined the experiences of learners who took part in a digital literacy learning program as part of a re-entry program. These learners were provided Internet access for the purpose of acquiring digital skills that would help them transition to the outside world. A digital curriculum that was self-paced and tutor-facilitated provided a structured learning experience for these incarcerated learners. Interviews were conducted with inmates, the program coordinator, and individuals who had gone through the program and were recently released. Qualitative analysis revealed that a peer tutoring model empowered individuals to not only learn the content offered, but also develop socials skills required for persevere in contexts outside the jail. Close

• 3. [Article] Developing Digital Literacy: A Flexible Model Designed to Meet Learners' Needs

  Public libraries provide digital literacy programming to support the needs of individuals in their communities. However, structuring a program that serves learners with varying skills, goals, and interests ...

  Citation × Citation Citation Abstract Copy Title: Developing Digital Literacy: A Flexible Model Designed to Meet Learners' Needs Author: Pendell, Kimberly D., Pizzolato, Drew, Withers, Elizabeth, Castek, Jill, Jacobs, Gloria, Reder, Stephen Year: 2015 Public libraries provide digital literacy programming to support the needs of individuals in their communities. However, structuring a program that serves learners with varying skills, goals, and interests is challenging. This presentation will share research findings on digital literacy acquisition in a self-paced, tutor-facilitated learning model implemented in public libraries and community centers around the country. Administrators and coordinators demonstrated the flexibility of the program by adapting it to a variety of settings. The use of a structured online learning platform with in-person help has proven to be a creative, sustainable approach that was responsive to learners' needs. Title: Developing Digital Literacy: A Flexible Model Designed to Meet Learners' Needs Author: Pendell, Kimberly D., Pizzolato, Drew, Withers, Elizabeth, Castek, Jill, Jacobs, Gloria, Reder, Stephen Year: 2015 Public libraries provide digital literacy programming to support the needs of individuals in their communities. However, structuring a program that serves learners with varying skills, goals, and interests is challenging. This presentation will share research findings on digital literacy acquisition in a self-paced, tutor-facilitated learning model implemented in public libraries and community centers around the country. Administrators and coordinators demonstrated the flexibility of the program by adapting it to a variety of settings. The use of a structured online learning platform with in-person help has proven to be a creative, sustainable approach that was responsive to learners' needs. Close

• 4. [Article] Volunteers in an Adult Literacy Library Program: Digital Literacy Acquisition Case Study

  This case study describes how one library, in its role as a community anchor institution, served to connect people through volunteerism to the community through the digital literacy acquisition program. ...

  Citation × Citation Citation Abstract Copy Title: Volunteers in an Adult Literacy Library Program: Digital Literacy Acquisition Case Study Author: Castek, Jill, Pendell, Kimberly D., Jacobs, Gloria, Pizzolato, Drew, Withers, Elizabeth, Reder, Stephen Year: 2015 This case study describes how one library, in its role as a community anchor institution, served to connect people through volunteerism to the community through the digital literacy acquisition program. The case study describes the setting, how the digital literacy acquisition program fit within the mission of the library, and how the program functioned within the community. The digital literacy acquisition process is described as a people centered process. Volunteering as a tutor in the program was found to contribute to a sense of belonging and connection, provide a way for individuals to serve the community, and provide opportunities for growth and expanded perspectives. Because libraries have the unique mission to provide services to a wide population and are free of many of the more restrictive mandates of workforce development or similar programs, libraries are able to connect with a diverse array of individuals who might not otherwise have opportunities to learn digital literacy or to volunteer. As such, the findings from this research argue for continued funding of programs such as the Broadband Technology Opportunity Program within library settings. Title: Volunteers in an Adult Literacy Library Program: Digital Literacy Acquisition Case Study Author: Castek, Jill, Pendell, Kimberly D., Jacobs, Gloria, Pizzolato, Drew, Withers, Elizabeth, Reder, Stephen Year: 2015 This case study describes how one library, in its role as a community anchor institution, served to connect people through volunteerism to the community through the digital literacy acquisition program. The case study describes the setting, how the digital literacy acquisition program fit within the mission of the library, and how the program functioned within the community. The digital literacy acquisition process is described as a people centered process. Volunteering as a tutor in the program was found to contribute to a sense of belonging and connection, provide a way for individuals to serve the community, and provide opportunities for growth and expanded perspectives. Because libraries have the unique mission to provide services to a wide population and are free of many of the more restrictive mandates of workforce development or similar programs, libraries are able to connect with a diverse array of individuals who might not otherwise have opportunities to learn digital literacy or to volunteer. As such, the findings from this research argue for continued funding of programs such as the Broadband Technology Opportunity Program within library settings. Close

• 5. [Article] Corrections and Reentry: Digital Literacy Acquisition Case Study

  This case study investigates the digital literacy acquisition process for learners within a corrections setting. The digital literacy program was part of the reentry program available to some individuals ...

  Citation × Citation Citation Abstract Copy Title: Corrections and Reentry: Digital Literacy Acquisition Case Study Author: Withers, Elizabeth, Jacobs, Gloria, Castek, Jill, Pizzolato, Drew, Pendell, Kimberly D., Reder, Stephen Year: 2015 This case study investigates the digital literacy acquisition process for learners within a corrections setting. The digital literacy program was part of the reentry program available to some individuals approaching their release date. The case study describes the lab within a prison, and details of how mentor-facilitated, self-paced learning was organized. Examination of the learner path in a corrections setting highlights how learners perceived the relevance of digital literacy in their lives; how they overcame their fears of computers or technology and their self-confidence grew; and potential changes in their self-identity, which often led to imagining new and different possible futures. Implications for these findings include how correctional education and reentry programs can improve post-release employment rates and reduce recidivism by offering incarcerated individuals strength-based skills development training that aim to empower these individuals, foster confidence, capability, and hope for the future. Title: Corrections and Reentry: Digital Literacy Acquisition Case Study Author: Withers, Elizabeth, Jacobs, Gloria, Castek, Jill, Pizzolato, Drew, Pendell, Kimberly D., Reder, Stephen Year: 2015 This case study investigates the digital literacy acquisition process for learners within a corrections setting. The digital literacy program was part of the reentry program available to some individuals approaching their release date. The case study describes the lab within a prison, and details of how mentor-facilitated, self-paced learning was organized. Examination of the learner path in a corrections setting highlights how learners perceived the relevance of digital literacy in their lives; how they overcame their fears of computers or technology and their self-confidence grew; and potential changes in their self-identity, which often led to imagining new and different possible futures. Implications for these findings include how correctional education and reentry programs can improve post-release employment rates and reduce recidivism by offering incarcerated individuals strength-based skills development training that aim to empower these individuals, foster confidence, capability, and hope for the future. Close

• 6. [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

• 7. [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

• 8. [Article] Job Seeking Learners: Digital Literacy Acquisition Case Study

  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 ...

  Citation × Citation Citation Abstract Copy Title: Job Seeking Learners: Digital Literacy Acquisition Case Study Author: Withers, Elizabeth, Jacobs, Gloria, Pizzolato, Drew, Castek, Jill, Pendell, Kimberly D., Reder, Stephen Year: 2015 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. Title: Job Seeking Learners: Digital Literacy Acquisition Case Study Author: Withers, Elizabeth, Jacobs, Gloria, Pizzolato, Drew, Castek, Jill, Pendell, Kimberly D., Reder, Stephen Year: 2015 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. Close