Tutor-facilitated Adult Digital Literacy Learning: Insights from a Case Study

Pendell, Kimberly; Withers, Elizabeth; Castek, Jill; Reder, Stephen

doi:10.1080/10875301.2013.800013

Cited by 12 publications

(5 citation statements)

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“…As public spaces that provide internet access and frequently take on a social component given the presence of adult patrons and staff, community technology centers can be fruitful for understanding the everyday identity positionings of adults through human and technology interactions. Housed in libraries, municipal recreation centers, and nonprofits, the centers provide diverse programming focused on topics such as digital skills, career exploration, and employment (Gangadharan, 2017; Jimoyiannis & Gravani, 2011; Lin et al., 2012; Pendell et al., 2013; Smythe, 2018; Smythe et al., 2021). These programs are frequently targeted toward adults from marginalized groups (Gangadharan, 2017), such as individuals who do not have broadband internet access or face barriers to employment.…”

Section: Literature Reviewmentioning

confidence: 99%

Identity, positioning, and platforms: A case study of an older job seeker in a community technology center

Kobrin

2023

J Adolescent & Adult Lit

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Requests by education and workforce‐related technologies to reveal intimate aspects of adult learners' identities have become a common practice in a platform society, where personal information is monetized for “free” products and services. This article uses a sociomaterial lens to investigate how an older job seeker in a community technology center positioned her identity in and through a variety of literacy practices as she engaged with technology platforms in her job search. Drawing from data gathered over a 5‐month period with this job seeker as part of a larger ethnographic case study, this article shows the centrality of identity production in navigating and making sense of technologies, which entails negotiating one's sense of self across both front‐end user interfaces and back‐end infrastructures. Practical implications include creating space for students' critical agency of platforms, which can lead to meaningful change in policies related to data collection.

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Section: Literature Reviewmentioning

confidence: 99%

Identity, positioning, and platforms: A case study of an older job seeker in a community technology center

Kobrin

2023

J Adolescent & Adult Lit

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“…Because students have their own time to think, they find it easier to learn at their own pace. As Pendell et al [61] stated, a useful SPL environment reduces embarrassment and anxiety levels and enables learners to learn new things freely. Furthermore, as mentioned earlier, the learning rate of ASD children is different from typical development children.…”

Section: Resultsmentioning

confidence: 99%

Preliminary Analysis on Entertaining Educational Content for Learners With Autism Spectrum Disorder

Miaomiao,

Ariffin,

Hammuzamer

2024

tvujs

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This paper reports on an ongoing study regarding the needs of autism spectrum disorder learners for entertaining learning materials. Previous researchers have introduced a number of assistive technologies, but the use of assistive technologies is problematic for students with autism spectrum disorder. The lack of entertaining learning material for autism spectrum disorder students may be one of the reasons. Therefore, this study proposed student–entred learning and self–paced learning approaches to better help autism spectrum disorder students for learning. The methods of fieldwork and semistructured interviews were utilized to investigate the needs of autism spectrum disorder learners for entertaining learning materials. During the fieldwork, the favorite or main leisure activities at home of the participants were collected. Semi-structured interviews were conducted with teachers in special schools to investigate students’ needs for entertaining learning materials. The study results indicated that there are very few entertaining learning materials developed specifically for learners with autism spectrum disorder, but the need is urgent.

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“…The manifestation of new technologies has also engendered a digital divide of literacy and skills among adults (Antonio & Tuffley, 2015;Jesnek, 2012;Pendell, Withers, Castek, & Reder, 2013;Radovanović, Hogan, & Lalić, 2015). Reder (2015) asserted that these digital inequities have a negative impact on achieving the four sequential stages of digital inclusion: (Reder, 2015) and possess proficiency with digital literacy skills (Eshet, 2012;Eshet-Alkalai, 2004).…”

Section: Enhancing Digital Literacy and Learning Among Adults With Blmentioning

confidence: 99%

“…The manifestation of new technologies has also engendered a digital divide of literacy and skills among adults (Antonio & Tuffley, ; Jesnek, ; Pendell, Withers, Castek, & Reder, ; Radovanović, Hogan, & Lalić, ). Reder () asserted that these digital inequities have a negative impact on achieving the four sequential stages of digital inclusion: Digital access: Access to digital tools Digital taste: Preferences for and choices with digital tools Digital readiness: Basic knowledge of and skills in digital tools Digital literacy: Systematic application of and proficiency with digital tools …”

mentioning

confidence: 99%