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Enhancing Digital Literacies with Adult English Language Learners: Theoretical and Practical Insights [Mīkstie vāki]

, (Monash University, Australia.),
  • Formāts: Paperback / softback, 188 pages, height x width: 234x156 mm, weight: 453 g, 9 Line drawings, black and white; 11 Halftones, black and white; 20 Illustrations, black and white
  • Izdošanas datums: 16-May-2022
  • Izdevniecība: Routledge
  • ISBN-10: 036767758X
  • ISBN-13: 9780367677589
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Enhancing Digital Literacies with Adult English Language Learners: Theoretical and Practical InsightsPalielināt
  • Formāts: Paperback / softback, 188 pages, height x width: 234x156 mm, weight: 453 g, 9 Line drawings, black and white; 11 Halftones, black and white; 20 Illustrations, black and white
  • Izdošanas datums: 16-May-2022
  • Izdevniecība: Routledge
  • ISBN-10: 036767758X
  • ISBN-13: 9780367677589
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9780367677589.html
Keywords:

Offering a new perspective on adult English language education, this book provides theoretical and practical insights into how digital literacies can be included in the learning programmes for newly arrived adults from migrant and refugee backgrounds.

Enhancing Digital Literacies with Adult English Language Learners

takes readers inside Langfield, an adult community-based English language centre that supports the settlement and learning of this vulnerable group. Drawing on a six-month ethnographic study of Langfield’s work, the book explores the approach to teaching digital literacies and presents a range of perspectives, including those of the adult learners, the teachers, and the organisation’s CEO. The chapters present a holistic view of teaching digital literacies in the adult English language context by exploring: adult learners’ digital literacy practices in everyday life and their learning at Langfield; teachers' beliefs and practices about digital literacies; and the support offered to them through institutional resources, leadership, and professional learning. The book identifies exemplary practices, as well as areas for further development in Langfield’s work and offers a range of implications for practice, policy, and research.

Written in a detailed but accessible manner, this book contributes important insights into the strengths and needs of this unique and complex education sector. Addressing an area of uncertainty for many researchers, practitioners, leaders, and policy makers working within community-based learning contexts in Australia and internationally, this book will be an essential resource.



Offering a new perspective on adult English language education, this book provides theoretical and practical insights into how digital literacies can be included in the learning programs for newly arrived adults from migrant and refugee backgrounds.

List of figures
vii
Foreword viii
Acknowledgements xi
List of abbreviations
xii
1 Living and learning in digital Australia
1(17)
Digital Australia and newcomers
3(2)
On the margins of digital society
5(2)
Government-funded EAL programmes
7(8)
Focus of this book
15(1)
Conclusion
16(1)
Notes
17(1)
2 Developing theoretical perspectives on institutional practices
18(19)
Socio-material theory
19(1)
Digital literacies
20(5)
Strengths-based practices
25(4)
Leadership for change
29(6)
Conclusion
35(2)
3 Researching Langfield: Institutional ethnography
37(23)
Considering research design for adult EAL settings
38(1)
Institutional ethnography
39(5)
Victorian context, Langfield, and participants
44(11)
Data generation
55(3)
Thematic data analysis
58(1)
Conclusion
58(1)
Note
59(1)
4 The digital lives of Langfield's learners
60(23)
Learners' digital literacy practices
62(4)
Learners' challenges
66(3)
Learners' strengths and resources
69(10)
Thinking about curriculum and pedagogy
79(3)
Conclusion
82(1)
5 Teaching and learning digital literacies at Langfield
83(31)
Perspectives on digital literacies: Surviving and thriving
84(3)
The Techno-Tuesday programme
87(8)
The role of digital literacies at Langfield
95(8)
Teaching from learners' strengths
103(5)
Teachers' perspectives on strengths
108(1)
Exploring possibilities for digital literacies
109(3)
Conclusion
112(1)
Notes
113(1)
6 Escaping the black hole through professional learning
114(23)
Teachers' experiences of professional learning
115(8)
Teachers' preferences about professional learning
123(8)
Deliberations about professional learning
131(4)
Conclusion
135(2)
7 Enabling leadership for effective practice
137(16)
Distributed and connected understandings of leadership
139(2)
Envisioning change through teachers' strengths
141(2)
Collaboration as the core leadership value
143(1)
Situated difficulties of enacting change
144(3)
Supporting change through strategic provisioning
147(2)
Considering transformational leadership
149(3)
Conclusion
152(1)
8 Left to their own devices: Implications for change
153(19)
Re-thinking curriculum and pedagogy
154(4)
Enhancing professional learning
158(4)
Developing democratic leadership practices
162(2)
Challenging policy positions
164(3)
Considering methodological and ethical issues in research
167(2)
Postscript: the pandemic, lockdowns, and beyond
169(2)
Concluding thoughts
171(1)
References 172(13)
Index 185
Ekaterina Tour is a lecturer in the Faculty of Education at Monash University. Her research focuses on the digital literacies of children and adults from refugee and migrant backgrounds. It investigates the ways in which these groups use digital technologies in English as an Additional Language (EAL) for life, learning, and employment. Her research projects in EAL contexts have examined innovative teaching and learning with technologies, in-service and pre-service teachers experiences with digital literacies, teaching online during the Covid-19 pandemic, and technology use in culturally and linguistically diverse communities as they settle in Australia.

Edwin Creely is a lecturer in the Faculty of Education at Monash University. His research focuses on creativity, poetry, literacy, digital pedagogies and literacies, and technology in learning. He has extensive experience as an educator in schools, and has worked in community-based education for decades. Edwin is especially interested in innovation and creative practices and bringing new models and perspectives to educational research. He has published in a range of journals and is a regular contributor to research and practice in literacy, creativity, and technology.

Peter Waterhouse is a lecturer in the Faculty of Education at Monash University. His research and practice have explored literacy skills and needs, particularly adult literacy learning, across a wide range of contexts; from community settings to diverse workplaces and institutions. He is interested in how the culture and relationships within organisations shape the learning of those who live and work within them. He believes critical and creative literacies are essential to sustaining democracy and a decent life and hence provision of opportunities to develop these skills is fundamental to the ongoing quest for social justice.