Literacy and digital media

Part A:  Please fill in the following table (add extra rows as needed or redo table to suit)

The objective is for you to reflect on the amount of digital technology and non-digital you use in an average day for reading and writing. 

Tick        Tick        Tick        Tick                                                                                                                       

Read	Write	Study/ Work	Neither study nor work	Source ( Non digital)  e.g. pen, book	Source (digital) e.g. email, Internet	Time (approx. how long)
P	P	Study		Pen, book, hard copy readings	Internet, blackboard online	3
P	P	Work		Pen, paper	Internet, emails, teaching resources	5
P	P	Study		Home, pen, paper, readings	internet	2

To begin with, this year has been really challenging for me with juggling around time with work and study. It has been great to have an awesome manager who allows their staff to do professional development at their own time during working hours. I have been utilizing my time at work doing my readings and analyzing them. With the support of my colleagues at work with printing, setting up classroom for class, I am able to cope up with some of my pending work as I have been really ill and away for two weeks. To prepare for class, I have been setting up some number games for students and doing some research on games which will create humor in class and therefore making the class lively at the same time. Reports have to be done and therefore emails and replying to those emails are very important. My students are able to enjoy my classes with group activities and great educational games. Being on face book, internet and online banking, you tube, are part of my life and these digital technologies are taking our time away which is becoming a barrier now I guess.

My definition of literacy is not only reading and writing but rather an individual’s capacity to put those skills to work in shaping the course of our daily life. I am actually inspired by Freire’s view to literacy to think outside the square and view literacy as a language in use to better understand the value of utilizing the skills in life or in society. Paulo Freire defines literacy as “Literacy which involves ‘reading the word and the world.

E-literacy is more to do with digital technology such as the use of moodle (e-learning platform) and mobile learning which uses online tools as cell phones, I pad. My son has is 6 and a half years old and they get homework to do online on their school website called the study link. The school downloads all the content online and kids get to attempt to exercises and do educational games for better understanding of the subject matter. E-literacy is more to do with paper-based foundation creating the digital world and this motivates and retains students’ interest with literacy deficits. 

According to Davis and Fletcher (2010), E-learning can be more effective if it is part of face to face training. In 2011, Davis, Nicholas and Fletcher state the following in regards to e-learning:

·        E-learning is facilitated by use of computer-related technologies.

·        E-learning encompasses hand-held data storage and transmittal devices including mobile phones.

·        E-learning which can also be termed as distance learning in New Zealand, requires students to study their workbooks an complete exercises and supplemented by tutors visits.

·        For e-learning to be effective for adults with literacy needs in New Zealand and globally, there is a need for more ideas to be shared through partnerships and learning communities.

To conclude, E-learning can be used as a method to motivate, recruit and retain adults with literacy deficits in new Zealand due to the struggles some of these people are facing recently such as, no affordability to pay for fuel, baby sitting issues, sickness, and transport issues.

References:

Davis, N., & Fletcher, J. (2010). E-learning for adult literacy, language and numeracy. Wellington: New Zealand: Tertiary Sector Performance Analysis and Reporting, Ministry of Education, New Zealand Government.

Freire, P. (1970). The adult literacy process as cultural action for freedom. Harvard Educational Review, 40 (2), 205-225.

Fletcher, J., Nicholas, K., & Davis, N. (2011). Supporting adults to address their literacy needs using e-learning. Journal of Open, Flexible and Distance Learning, 15(1), 17–29.