Is technology changing the meaning of literacy, and if so, then how is it changing teaching and learning in adult literacy programs? (2013)

Digital technology is becoming ever more prevalent in society. For adult literacy practitioners, the challenge is to find ways to integrate digital literacy skills with the more traditional teaching approaches, says the author of this paper.

She notes that there are two approaches that often come up in discussions of this issue. The first approach looks at technology as a set of tools that can be used to help people improve what are considered traditional literacy skills like reading, writing, and numeracy.

The second approach does not separate traditional literacy practices from digital literacy, seeing them as simultaneous processes.

No matter how much technology changes, the principles of adult learning are still applicable, the author notes. Those principles include self-directed learning; reliance on adults’ prior experience and interests as a rich resource; and the importance of the wider social context.

This paper is part of Stories from the Field, a research project aimed at uncovering principles and practices that best support literacy learning and teaching.

Get resource
Authors: 
Publishers: 
Added: 
2013-12-03
APA citation
Sandra Loschnig. Is technology changing the meaning of literacy, and if so, then how is it changing teaching and learning in adult literacy programs? 2013. Web. 7 Mar. 2021 <http://en.copian.ca/library/research/bowvalley/technology/technology.pdf>
Sandra Loschnig (2013). Is technology changing the meaning of literacy, and if so, then how is it changing teaching and learning in adult literacy programs?. Retrieved March 7, 2021, from http://en.copian.ca/library/research/bowvalley/technology/technology.pdf
© 2021 Copian Library