Displaying results 1 - 4 of 4
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Developing digital proficiencies of English learners in adult education
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Description
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.
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Defining and Assessing Literacy and Numeracy Skills for 21st Century Adult Learners: A Summary of Research and Practice
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Description
Numerous definitions of literacy and numeracy have been developed to date. In this report, we summarized and analyzed 20 definitions of literacy and numeracy. These definitions often respond to specific stakeholders’ goals and agendas. In this paper, however, we do not aim to provide an integrated definition of literacy and numeracy for all people in all places. Instead, we believe operational definitions of constructs as relevant as literacy and numeracy must respond to specific needs given at a specific moment.
(September 2022)
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Numeracy Education for Adult Learners: A Scan of the Field
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The brief provides a comprehensive picture of the adult numeracy education landscape and key factors impacting adult numeracy learning and technology use to inform further research and support the development of an ANDE course and related professional development.
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Diversity, Equity, Inclusion, and Accessibility in Adult Foundational Education
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Produced by the Equity in Adult Education Research workgroup of the Institute of Education Sciences-funded Collaborative Research for Educating Adults with Technology Enhancements (CREATE) Adult Skills Network, this brief intends to shed light on DEIA conditions, opportunities, and challenges as they manifest in AFE. As a network, we are particularly interested in the application of technology to promote foundational skill development and the implications of centering DEIA in this process. Having insight into the DEIA context of AFE is important for researchers as they approach their work, especially those who are relatively new to this area of education. As generators of new knowledge and as contributors to enhancing extant knowledge in AFE, researchers play an important role in capturing the AFE landscape to inform policy and practice. We encourage researchers to integrate a DEIA lens in their work, recognizing that such integration requires some background on DEIA issues in the particular context of AFE. We therefore offer this paper to researchers, as well as policymakers, practitioners, advocates, and others to increase understanding of DEIA in AFE. Subsequent CREATE publications will address a DEIA-focused approach to research in more depth.