Cognitive and Sociocultural Dimensions of Adult Literacy and Integrating Technology in Adult Education

Durgunoğlu, Aydin Y.; Gençay, Hilal; Cantűrk, Meltem; Kuscul, G. Hilal

doi:10.1002/9781119261407.ch12

Cited by 3 publications

(3 citation statements)

References 32 publications

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“…Recommendations for teachers include facilitating group discussions in class and asking students to answer questions about an oral narrative (Bakhtiari et al, 2015). Teachers can also instruct learners in activating prior knowledge to facilitate deeper listening comprehension (Durgunoğlu et al, 2019). Furthermore, free podcasts can provide students access to high-quality spoken discourse outside of the classroom (Hasan & Hoon, 2013).…”

Section: Discussionmentioning

confidence: 99%

Unpacking the Simple View of Reading for Struggling Adult Readers

et al. 2020

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The Simple View of Reading (SVR), which posits that reading comprehension is the product of decoding and linguistic comprehension, has been studied extensively with school-age readers. However, little is known about the intricacies of the SVR for adults who struggle with reading. This study addresses notable gaps in this literature, including the dimensionality of linguistic comprehension, the interaction between the two SVR components, and the relative contributions of components across different reading proficiency levels. With a sample of 392 struggling adult readers, confirmatory factor analyses indicated that the linguistic comprehension component encompasses the highly related yet separable constructs of oral vocabulary and listening comprehension. Structural equation modeling showed significant main effects of decoding and listening comprehension, but not oral vocabulary, on reading comprehension. In addition, the interaction among the SVR components did not uniquely contribute to variance in reading comprehension. Quantile regression models demonstrated that the unique effects of the SVR components were relatively stable in magnitude across different levels of reading comprehension performance. Implications for instruction and future research are discussed.

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Section: Discussionmentioning

confidence: 99%

Unpacking the Simple View of Reading for Struggling Adult Readers

et al. 2020

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“…Building upon this work, more recent contextual approaches have emphasized the importance of comparing information across sites (Wineburg & McGrew, 2019). Although research in this tradition has recognized the sociocultural nature of literacy, only a handful of studies have situated cognitive strategy instruction within sociocultural contexts or examined sociocultural aspects of digital reading comprehension (Durgunoğlu et al, 2019; Han, 2021; Mertens & Kohnen, 2022). In the present study, participants engaged with research on digital reading comprehension, and during professional learning (PL) sessions, they examined this research in relation to their existing curricula and philosophies.…”

Section: Background and Perspectivesmentioning

confidence: 99%

Critical Inquiry in (and About) Media Environments: Examining an Asset-Based Digital Literacy Curriculum

Nash

2024

Journal of Literacy Research

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Scholars have long recognized that reading in digital spaces requires unique skills, strategies, and competencies in comparison to those needed for reading printed text. In recent years, the ubiquity of social media and algorithmically targeted content has radically changed the nature of online reading and meaning making. Technological changes have occurred simultaneously with radically altered sociocultural and sociopolitical contexts. To account for an altered technological and sociocultural landscape, new approaches to teaching digital reading and critical media literacy are needed. Addressing these concerns, this case study detailed a digital reading curriculum designed to be responsive to both the contemporary digital media environment and to students’ out-of-school digital literacy practices and contexts. The curriculum was collaboratively designed by five middle-school language arts teachers who participated in a semester-long professional learning group focused on digital reading. Drawing upon sociocultural, asset-based, and culturally relevant philosophies of education, these five teachers designed a unique digital reading curriculum. This study examined the nature of this curriculum. The findings detailed four aspects of the teachers’ unit: (1) digital reading instruction situated within students’ literate lives; (2) critical instruction regarding systemic features of the internet such as algorithms and clickbait; (3) lessons in which students interrogate socially situated meaning making; and (4) lessons focused on the role of emotions while reading online. The findings have implications for future digital reading and media literacy curricula intended to be responsive to students’ funds of knowledge, ever-changing literacy technologies, and new, emergent ways of reading and practicing literacy on the internet.

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“…However, digital materials also require additional skills, such as navigating the internet efficiently, evaluating the quality of internet sources and integrating materials across multiple modalities (picture, video, audio) and across multiple texts (Coiro and Dobler, 2007;Eckersley et al, 2023). Hence, educators believe that building learners' digital literacy skills is a growing need (Durgunoglu et al, 2020;LAC, 2020). Although there is a significant body of literature on the development of digital proficiencies in educational settings from elementary school to university, there is a dearth of research in this area when it comes to adults who are continuing their education later in life, usually outside of formal educational systems (Eynon, 2021).…”

Section: Introductionmentioning

confidence: 99%

Developing digital proficiencies of English learners in adult education

Hauge,

Durgunoğlu,

Stewart

2024

Front. Educ.

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All around the globe, the development of digital skills is considered a priority because individuals are increasingly asked to interact with digital information. Digital literacy is required to communicate effectively and accomplish social and work-related tasks. Although there is a significant body of literature on the development of digital proficiencies in educational settings from elementary school to university, there is limited research with adults who are continuing their education later in life, usually outside of formal educational systems. The purpose of this paper is to report results from a study conducted with English learners in an adult education program in the U.S. The study evaluated the digital component of a new curriculum named CILIA-T (Content-Integrated Language Instruction for Adults with Technology Support), CILIA-T is a 16-module curriculum supporting adult learners to build their English skills, US History and Civics knowledge and digital proficiencies. In this study, researchers partnered with teachers to introduce part of the digital literacy content of the curriculum. There was a test given before and after the teaching. To determine the effectiveness of the digital literacy curriculum, the scores on the pre and post-tests and the duration to complete the pre and post-tests were analyzed. There were also learner and teacher surveys to evaluate the usability and utility of the curriculum. Main findings indicated that explicit instruction in digital literacy skills led to significant improvement across all participants. Teachers and learners found the digital literacy curriculum to be helpful and relevant.

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Cognitive and Sociocultural Dimensions of Adult Literacy and Integrating Technology in Adult Education

Cited by 3 publications

References 32 publications

Unpacking the Simple View of Reading for Struggling Adult Readers

Unpacking the Simple View of Reading for Struggling Adult Readers

Critical Inquiry in (and About) Media Environments: Examining an Asset-Based Digital Literacy Curriculum

Developing digital proficiencies of English learners in adult education

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