Displaying results 1 - 3 of 3
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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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Assessment Resources in Adult Education and Workforce Development
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Description
As part of ASAP we reviewed the literature and practices in adult education and workforce development to compile information on existing assessments and related resources. We plan to periodically update this compilation, so feedback on the structure, content, and organization of the compilation is welcome, as are suggestions for resources not yet included (asap@umass.edu).
(September 2022)
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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)