Topic For Case Study Assignment Help : Digital Literacy In Adult And Vocational Education
Introduction:
Digital literacy can be defined as the ability of a person to efficiently convey, create and evaluate essential information with the application of digital technologies (Snyder, 2007). In today’s scenario the importance of digital literacy is found to be highly emerging at an alarming rate. Various kinds of vocational and educational training programmes are observed to be coming into existence in order to make the students more and more efficient in digital literacy context (Gui and Argentin, 2011).
This Case Study Assignment Help deals with the different types of digital literacy prevailing in the market. The selection of the particular type of digital literacy is made based on the requirements of the students. The theoretical approaches to digital literacy and effectiveness of the chosen training programme are discussed. The issues and concerns faced in the digital literacy training are mentioned and suggestive actions to handle them successfully are also given in this assignment. This assignment deals with the digital literacy training required for an individual or group to be efficient to work with the advanced technologies. It is found to be increasing the technical proficiency of the students.
Context:
According to Buckingham (2010), Digital literacy is defined as an individual’s awareness, attitude and ability to use digital tools effectively in the process of communication, expression and social action among the particular situations that an individual encounters in life. Through digital literacy a person is able to create information using digital technology and communication tools. The proper understanding and use of computer generated data in different formats from a broad variety of sources is facilitated by digital literacy skilled assignment writer possessed by an individual. Digital literacy is thus found to be an emerging prospect as an important goal of education in the future oriented world.
Technology is used for improving skills to do my assignment, enhancing the quality of life, to enhance the standard and drive for education and to promote overall society welfare (van Deursen and van Dijk, 2009). Digital literacy is observed to poses four main competencies. These include the knowledge assembly, evaluation of the information content, internet search and hypertext navigation. In order to impart the skills of digital literacy efficiently to the future generations the teachers are required to posses those skills so that they can confidently impart the knowledge to the students.
The digital literacy is found to be encountering several issues of concern (Boast et al. 2007). These include offensive content in the Case Study Assignment Help digital media, viral videos and memes, all the information found in digital environments are not reliable enough. Hence this poses the threat of misinformation resulting in scams, phishing and hoaxes. Safety is a major issue in digital literacy context. The issue of spreading violence and racism is also found to exist. There is a lack of adequate privacy in social networks which is also an issue of concern.
Figure 1: Digital literacy
Source: (Fourcade et al.2009, pp. 6810–6817)
Purpose of training:
Digital literacy is found to be of great help in developing technical skills of adult learners so that they can perform well and develop a good career in the technical field as well as other aspects of modern lives. Digital literacy consisting of tools and techniques is very helpful in the development of innovative and creative skills of adult learners (Moyles, 2010). In order to prepare the learners efficiency to work in the highly competitive market these days a proper and effective training that is able to impart them a high level of digital literacy knowledge and skill is required for this Case Study Assignment Help and the exact purpose of traning.
Name of the program—the training programme to be provided is ‘Hoesley Digital Literacy Fellows Program’ which is purposed to achieve the goal of developing highly efficient digital literacy in the individuals or trainees. In this program student selection is made on the basis of level of interest and balance among the Case Study Assignment Help requirements and training. Workshops of this programme are conducted whole through the year. It is essential to attend all the workshops for attaining a high level of digital literacy.
Duration — Twenty hours session on eight different topics is provided to the learners. The duration of each topic or subject will last for approximately 2.5 hours.
| Serial number | Topics | Duration |
| 1 | Graphic Design | 2.5 hours approx |
| 2 | Web resources | 2.5 hours approx |
| 3 | Files, Formats, Folders | 2.5 hours approx |
| 4 | Spreadsheets | 2.5 hours approx |
| 5 | Presentations (PowerPoint) | 2.5 hours approx |
| 6 | Web Design | 2.5 hours approx |
| 7 | Advanced web search | 2.5 hours approx |
| 8 | Management and Collaboration | 2.5 hours approx |
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Digital literacy training is imparted with the purpose to provide the employers and job seekers with meaningful assessment and useful certificate (www.eurodl.org, 2014). The program Computer graphics and visual communication design (3D modelling and visualisation, vector graphics, animation) is found to be useful in the context of adult vocational education training.
Profile of cohort:
The Case Study Assignment Help of digital literacy programmes are mainly aimed to provide training for development of digital skills to the disabled people, unemployed and underemployed persons, families and individuals with low income standards and families and persons that lack adequate skill in English language (Fourcade et al.2009). The trainees who join the Computer graphics, photo-visual digital literacy training program are mainly found to be dealing with particular requirements.
Participants — The participants comprises of the juniors and seniors who not very familiar with the ICT technology. The Case Study Assignment Help participants will be in the form of trainees are needed to gain the ability to understand meaning and culture production in multimedia and contribute effectively to the domains of public knowledge as Wikipedia, reviews and public forums.
They are required to be able to understand the creation and modification of different contents using the basic packages in different forms like text, video, audio, images and such, gain knowledge of the appropriate software or application suitable for the type of content to create. The knowledge about the various databases and resources is required. To develop the understanding of the operation of digital processes and system management is very important for the trainees. Knowledge of creating representations like mind maps and diagrams through digital media is required. Developing satisfaction in creating content, exploring new ways and formats, creating confident media content and expressions is also very essential for the trainees (Zemliansky and Wilcox, 2010). The need to have knowledge about the correct use of appropriate licenses in order to author and share content is needed.
Description of particular digital literacy taught in the program:
The digital literacy being an important aspect of education these days can be subdivided into different types. There exists five types of digital literacy namely, photo-visual literacy, information literacy, reproduction literacy, branching literacy and socio-emotional literacy (Bawden, 2008). In this assignment the photo-visual literacy is discussed as taught in the training programme.
The Case Study Assignment Help of photo-visual literacy involves the development of high level of cognitive mediation skill. In digital photo-visual literacy the principles of using vision to think is being implemented in order to create an effective photo-visual communication speaking the language of the user (van Deursen and van Dijk, 2009). It is found that learning from graphic interfaces employing natural visual communication with user is much easier for the beginners as well as the experts. Photo visual literacy develops a strong intuitive-associative thinking capability and good visual memory. This skill is helpful in the easy and fluent understanding of the visual messages and also enhances the individual’s decoding ability.
Photo-visual literacy is observed to reduce the digital operation time taken by an individual. It is given vital importance in the field of user interface designing (Eshet-Alkalai, 2008). Successful learning of foreign language is found to be facilitated by the visual digital environment. Sophisticated communicative environments of multimedia are being planned by many software companies to identify a special photo-visual learning type called synchronic learning, where learners are stimulated through multimedia (Zemliansky and Wilcox, 2010).
A Case Study Assignment Help of children from Israel and China learning foreign language English can be considered. They are taught with living books that they watched for four to five hours a day. In the programme, the children can see the highlighted text on the monitor when the narrative story is heard in the digital game environment. The children thus match the pronunciation of each word with its visual appearance on screen. When tested to identify words they saw in the digital books they scored high percentages. But they scored much less when tested to identify letters without the context of a word (Tout and Motteram, 2006).
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In the adult training the learners are made to write a word they watch on the computer programming monitor. They can watch their own actions during typing the word on the simulated keyboard. They are provided with an automated audio feedback immediately on any typing mistakes. It is found to help in the better development of better and fast learning of the words (Jenkins, 2009).
Foundation literacy (LLN):
The foundation base of digital literacy is found to be the concept of LLN (Language, Literacy and Numeracy). Language, literacy and numeracy skills are found to be very important to be possessed by the potential job seekers and adults. A lower level of these skills is observed to act as a major obstacle to the trainees in participating and seeking appropriate jobs. Studies have shown a lack in the LLN skills of most individuals. Hence a deeper attention to the development of these skills is provided. LLN skills are chief learning skills and form a prime portion of delivery in the Training Package programmes and Adult Basic and General Education accredited courses (Looney, 2008).
Addressing the LLN issues is very important as it is evident in many situations that functional workers are restricted from progress due to the LLN problems. In the digital literacy context the constantly advancing technology and rising requirement of safety and compliance produces the need to possess a high level of LLN skills by individuals in order to sustain in the market (www.deewr.gov.au, 2014). The revelation and identification of the required LLN skills for a training programme and level of skills of learners and addressing the gap between them is a major issue encountered by the VET practitioners. A comprehensive framework that identifies measures and reports the LLN skills are formulated by the governments to address this challenge, like the Australian government introduced the new Australian Core Skill Framework (ACSF) (www.deewr.gov.au, 2014). A clear benchmark and common talking language is provided by this framework. Other than this there exist a number of guides, professional development workshops are set up to address the LLN and digital literacy skills.
Theoretical approach to teach LLN and digital literacy skills:
Theories of adult learning can be used as an effective approach for teaching LLN and digital literacy skills (www.deewr.gov.au, 2014). It recognises the fact that learners are more efficient to learn the core skills when the adult trainee or learner perceives it to be important and relevant. A view of interactive and constructive processes is presented where the learner plays four major roles of code breaker, text participant, text user and analyst. The view comprises of learning, reading, writing, speaking, literacy and numeracy (Tertiary Education Commission, 2008).
The progression style of approach is also found to be efficient in the LLN and digital literacy training procedure (www.deewr.gov.au, 2014). It is applied to the development of the core skills. Through this the understanding and control of an individual over the processes involved is achieved. It is also useful in the creation of increased awareness and of the teacher’s purpose as well as the trainees’ objectives. Other approaches to recognise the vital role of digital technology in different types of texts creation along with the facilitation of access and navigation of texts is also found to be applied (Looney, 2008).
Effectiveness of the program:
The training program is found to be effective enough for the learners to gain a standard level of digital literacy and foundation skills as well (Eshet-Alkalai, 2008). The training provided the adults with relevant digital skills that are required for the development of workforce ability and economic self-sufficiency. The opportunity for the improvement of social and economic independence through digital literacy is presented to the adult learners. The program is seen to be beneficial in adopting effective methods of education in the teaching of practical and relevant digital skills important and helpful to the business and personal lives of the individuals (Bawden, 2008).
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The training programme helps the trainees to develop a high level of inventive thinking, effective communication and the ability of high productivity. The training also imparted the knowledge and skills of critical thinking and evaluation, creativity, ability to effectively search and correctly select the relevant information required. Cultural and social understanding is developed along with collaboration and functional skills (Hargittai, 2009). The training makes the learners efficient to plan any task independently, resolving problems with appropriate alternative solutions, correct collection and representation of data is facilitated through the skill acquired in the training program (Moyles, 2010). The program also aids in depicting a perfect culture.
Value of range of digital resources in digital literacy and numeracy program:
Digital resources like living books are very helpful in imparting effective and efficient learning to the students. Due to the synchronisation of audio, video and images the trainees are seen to be more efficient in learning in a synchronised way (Jenkins, 2009). The learning process is also seen to be fast. The list of digital resources is found to be increasing everyday with the4 constantly evolving technologies. The various digital resources include blogs, where the students are provided the opportunity to write for an authentic audience and get feedbacks and comments on the content. It broadens the knowledge base of the learners and facilitates the sharing and communication of information (Looney, 2008).
Other resources include bookmarking, Edmodo, Glogster, Google docs, Google earth, jing, different helpful websites, online survey tools, open educational resources, Picasa, Podcasts, Sat/Act vocabulary builders, Skype, Voicethread, Web browsers, Webquest, Wikispaces, Wordle and many such other resources (Gui and Argentin, 2011). Apart from these there are other open text resources, tools and hardwares, programs and softwares that add to the value of learning digital literacy and numeracy for the learners. These resources are found very useful in the application and efficient operation of the digital literacy and numeracy program. These resources facilitate the efficient training and assessments of learning of the learners.
Evaluation of the program from learner’s and teacher’s context:
The digital literacy training program proved to be quiet helpful from the learner’s context as it provides the scope of learning many new technological advances, their proper usage and application in the digital market (Garcia et al. 2013).
There are certain aspects that are required to be addressed from the learner’s context. There must be provisions to practice the digital skills acquired by the learners in authentic context that will help in the development of long term capability of learners in digital literacy. The teachers are required to develop a very high standard of digital literacy in order to be able to impart necessary knowledge and training to the students (Buckingham, 2010). The teachers find it very feasible and convenient to impart digital literacy through tools and technologies to the students. It helps elevate the standard of interaction and communication level among the trainers and trainees (Snyder, 2007).
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Conclusion:
This assignment reflects the importance of digital literacy in the current market of highly advancing technologies. The training programmes imparting digital literacy and numeracy to the students are seen to be operated with the purpose of enhancing the digital and LLN skills of individuals that help them greatly in the workforce. The different requirements of the trainees are revealed as the need for developing the skills to understand the operation of different digital processes, creation and modification of several digital contents, knowledge of essential databases and such others. The use and value of the different digital resources like wikis, web browsers, tools and softwares are also evident. The assignment thus reflects the digital literacy and training programmes to be beneficial to both the trainees and the teachers.
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