This document has been created by Joan Perry, an adult literacy facilitator from New Brunswick. She has used this material successfully with adult learners and would like to share it with other literacy practitioners.
This report compiles the responses of over 1,100 adult literacy students in Ontario to the following four questions: Do you have access to computers and the Internet? How do you use computers and the Internet? What do you like about using computers and the Internet? What don't you like about using computers and the Internet?
Electronic Communications Basics is a step by step instruction guide for relatively new users of the Internet. This guide explains how to use Netscape Communicator 4 and it`s many features such as Netscape Navigator and Messenger for E-mail plus much more!
----------
Three Different Approaches to Increasing Computer Literacy in the Community
This report describes a project that was designed to assist the people of Houston, BC with technological literacy. The project's organizers decided that the most effective way for individuals to increase their skill and comfort level was to have fun with computers, so they provided computers for open-ended learning and play, with back-up support and instruction. Instruction was low-key and relaxed. All instruction was free.
A detailed report on three successful projects developed by Houston Link to Learning (British Columbia) to increase computer literacy in the community.
Increasingly, adult learners of English as a Second Language (ESL) have access to computers, whether it is in a language lab once or twice a week or in the classroom. For teachers of those learners the question is not whether to use computers and software but how. This article answers some common questions about types of ESL software with guidelines for the appropriate use of software in the adult ESL classroom.
The Fifth International Conference on Adult Learning was held in Hamburg, Germany in July 1997, to discuss how to “ensure greater access to and participation in the means of communication for all cultures and social groups.” This document is the report of that online forum, and includes information about the conference, details of the discussions, and a bibliography of additional resources.
This is the fourth paper published by The Centre for Literacy in its Working Papers in Literacy series which present new perspectives on literacy-related issues relevant to researchers, to practitioners and to policy-makers. The author touches on some of the major issues relation to Information and Communication Technology (ICT) and literacy, which have until now been treated as separate subjects.
In early 1996 a two-year quantitative and qualitative evaluation of computer-assisted reading instruction began at Alberta Vocational College - Calgary, Alberta.
This paper reports the results of an evaluation study of computer-assisted reading at Alberta Vocational College - Calgary. The purpose of this study was to determine the short- and long-term effectiveness of computer-assisted instruction (CAI) software in improving the reading skills of three groups of adult upgrading students.
