英文原文
Digital Literacy in Adult Education: Where to Start? What to Use? When to Use it? As we ease into the academic year, agencies are making sure to incorporate a crucial element into their classroom instruction - Digital Literacy. Frameworks, curriculum, lessons, strategies, and instructional routines specific to digital literacy have been the focus of classroom instruction over the last few years. While these resources offer invaluable support to assist teachers in imparting these essential skills to our adult learners, it is still considered a challenge for many to visualize their application in the classroom. The difficulty stems from different barriers, such as language, accessibility to devices, diversity of devices, and digital resilience to name a few. Digital literacy skills can be incorporated across all subjects just as with reading and writing skills, however, a few questions may arise. Where do you start? What can you use? When should you use it? Below are some strategies and approaches on ways to implement digital literacy skills in the classroom. Note that these strategies and techniques can be used on their own or in combination with others. Using Leveled Readings to Initiate Conversations On Digital Literacy: Select appropriate level readings that are related to real-life skills from students. In addition to introducing the leveled text, include a digital literacy activity where learners can discuss what they use and how they complete similar tasks using digital literacy. The use of technology is embedded in many things we do: making video calls to friends and family, communicating in family group chats, checking and paying statements, watching videos, and much more. All these activities require digital literacy skills that are applied via their mobile devices. It’s important to have common themes where we can initiate conversations naturally revolving around relevant topics for students. A great place to start is by selecting appropriate leveled readings. We recommend you start with Bow Valley College’s ESL Literacy Readers or Reading Skills for Today’s Adults(RSTA) (access stories by level and by topic using the Marshal Leveled Reading Program app!). Both offer leveled readings that range from pre-beginner to GED levels. Let’s look at an example of a Level D reading from RSTA: The story, Leasing a Car, discusses the growing popularity of car leasing and what it entails when you lease a car. Here are a few examples of how you can initiate activities around an “in-context” digital literacy activity: Review the points made about leasing from the story through a class discussion. Ask students to model how they can access these online resources. Be sure to show the class by replicating the steps the students share. Facilitate the conversation by prompting specific questions, such as: Where can you find information about leasing? Dealerships, manufacturing websites, social media ads, commercials on YouTube or TV, etc. Can you tell if you are getting a good deal on a car? What tools and strategies do you use to find the best deals? APR calculators, comparing loan vs. lease plans, collecting information in a spreadsheet, browsing a YouTube video, asking a friend, etc. Additional tools that can be used with students to expand digital literacy are: Credit Karma’s APR calculator allows users to enter loan, credit, and APR information to determine the monthly payment. A teacher can model the steps from accessing the browser to interacting with the online tool and identify the components of a browser. Learners can take turns and practice narrating the steps while accessing the calculator using a mobile device, a laptop, or a desktop. Lesson 4: Research Car Loans is a lesson from Google Applied Digital Skills that teaches how to use a Google Sheet spreadsheet to search for and compare loans from different dealerships. This can be adapted to include leasing as well. Using the Northstar Curriculum to Target Digital Literacy Skills: Northstar offers 15 digital literacy modules that cover Essential Computer Skills, Basic Software Skills, and Using Technology in Daily Life Skills. In addition to the self-paced models, teachers can use the Northstar curriculum, which is available in the Resources tab when you sign in to Northstar. Here you can find the Scope and Sequence, one of many resources in the curriculum, that offers a comprehensive overview of the concepts, standards, and lessons that take part in the module. Northstar standards offer a detailed list of how digital literacy can be observed in the classroom and provide multiple ways for learners to demonstrate their skills. They can take assessments, earn certificates, work at their own pace, or participate in teacher-guided instruction to reinforce their skills. In this example, we will be using the Internet Basics’ Scope and Sequence from Northstar and applying it to an ESL program, Burlington English, for beginner-level students. Learners may not be ready to work independently in this scenario however, they are still able to learn some Internet Basics concepts, vocabulary, and standards based on their application of the use of technology. Learners use Burlington English during class for 60 minutes a week. The teacher goes over the steps each time to have learners sign in. Using the Unit Specific Vocabulary column from the Scope and Sequence, the teacher refers to the terms aligned to the use of the technology and practices with the learners. Learners are assigned to model the steps, from opening the browser to signing in to Burlington English. Additional tools that can be used with students to expand digital literacy are: Adding or changing the Scope and Sequence to other suitable replacements based on the areas of focus. Some concepts from Basic Computer Skills and Google Docs can also be used to reinforce digital skills being used in these processes. The Digital Skills Library offers a Digital Skills Glossary consisting of over 300 flashcards with terms revolving around digital literacy. You can download this as a Google Slides document and select the words you would like to focus on. Each flashcard includes: The word, How to pronounce the word, An image depicting the word, A definition of the word, including its part of speech (noun, verb, etc.), How to use the word in a sentence.
中文翻译
成人教育中的数字素养：从何开始？使用什么？何时使用？随着我们轻松进入学年，机构正在确保将关键元素融入课堂教学——数字素养。过去几年，针对数字素养的框架、课程、课程、策略和教学常规一直是课堂教学的重点。虽然这些资源为教师向成人学习者传授这些基本技能提供了宝贵的支持，但对许多人来说，可视化其在课堂中的应用仍然是一个挑战。困难源于不同的障碍，例如语言、设备可访问性、设备多样性和数字韧性等。数字素养技能可以像阅读和写作技能一样融入所有科目，但可能会出现一些问题。你从哪里开始？你可以使用什么？你应该何时使用它？以下是一些在课堂中实施数字素养技能的策略和方法。请注意，这些策略和技术可以单独使用或与其他结合使用。使用分级阅读来启动关于数字素养的对话：选择与学生现实生活技能相关的适当水平阅读材料。除了介绍分级文本外，还包括一个数字素养活动，学习者可以讨论他们使用什么以及如何使用数字素养完成类似任务。技术的使用嵌入在我们所做的许多事情中：与朋友和家人进行视频通话、在家庭群聊中交流、检查和支付账单、观看视频等等。所有这些活动都需要通过移动设备应用数字素养技能。重要的是要有共同主题，我们可以自然地围绕与学生相关的主题启动对话。一个很好的起点是选择适当的分级阅读材料。我们建议您从Bow Valley College的ESL Literacy Readers或Reading Skills for Today’s Adults(RSTA)开始（使用Marshal Leveled Reading Program应用程序按水平和主题访问故事！）。两者都提供从初级前到GED水平的分级阅读材料。让我们看一个来自RSTA的D级阅读示例：故事《租赁汽车》讨论了汽车租赁日益增长的普及度以及租赁汽车时涉及的内容。以下是一些如何围绕“情境中”数字素养活动启动活动的示例：通过课堂讨论回顾故事中关于租赁的观点。要求学生模拟如何访问这些在线资源。务必通过复制学生分享的步骤向全班展示。通过提示具体问题来促进对话，例如：你可以在哪里找到关于租赁的信息？经销商、制造网站、社交媒体广告、YouTube或电视上的广告等。你能判断你是否获得了一笔好交易吗？你使用什么工具和策略来找到最佳交易？APR计算器、比较贷款与租赁计划、在电子表格中收集信息、浏览YouTube视频、询问朋友等。可用于扩展学生数字素养的其他工具包括：Credit Karma的APR计算器允许用户输入贷款、信用和APR信息以确定月付款。教师可以模拟从访问浏览器到与在线工具交互的步骤，并识别浏览器的组件。学习者可以轮流练习叙述步骤，同时使用移动设备、笔记本电脑或台式机访问计算器。第4课：研究汽车贷款是Google Applied Digital Skills的一课，教授如何使用Google Sheet电子表格搜索和比较不同经销商的贷款。这也可以适应包括租赁。使用Northstar课程来针对数字素养技能：Northstar提供15个数字素养模块，涵盖基本计算机技能、基本软件技能和日常生活中的技术使用技能。除了自定进度模型外，教师可以使用Northstar课程，该课程在登录Northstar时的资源选项卡中可用。在这里，您可以找到范围和序列，这是课程中的众多资源之一，提供了模块中参与的概念、标准和课程的全面概述。Northstar标准提供了如何在课堂中观察数字素养的详细列表，并为学习者提供了多种展示技能的方式。他们可以参加评估、获得证书、按照自己的节奏工作，或参与教师指导的教学以加强技能。在这个示例中，我们将使用Northstar的互联网基础范围和序列，并将其应用于ESL项目Burlington English，针对初级学生。学习者可能尚未准备好独立工作，但他们仍然能够基于技术使用的应用学习一些互联网基础概念、词汇和标准。学习者每周在课堂上使用Burlington English 60分钟。教师每次都会重复步骤让学习者登录。使用范围和序列中的单元特定词汇列，教师参考与技术使用一致的术语并与学习者练习。学习者被分配模拟步骤，从打开浏览器到登录Burlington English。可用于扩展学生数字素养的其他工具包括：根据重点领域添加或更改范围和序列为其他合适的替代品。基本计算机技能和Google Docs中的一些概念也可以用于加强这些过程中使用的数字技能。数字技能库提供了一个数字技能词汇表，包含超过300张围绕数字素养术语的闪卡。您可以将其下载为Google Slides文档，并选择您想重点关注的单词。每张闪卡包括：单词、如何发音单词、描绘单词的图像、单词的定义，包括其词性（名词、动词等）、如何在句子中使用单词。
文章概要
本文探讨了成人教育中数字素养的培养策略，重点介绍了使用分级阅读和Northstar课程来启动对话和针对技能。文章强调了数字素养在现实生活中的应用，如租赁汽车和在线工具使用，并提供了具体教学示例，旨在帮助教师克服语言、设备可访问性等障碍，有效整合数字素养技能。
高德明老师的评价
用12岁初中生可以听懂的语音来重复翻译的内容：这篇文章讲的是大人学习用电脑和手机做事情，比如租车或上网查资料。老师用一些好玩的方法，比如读故事和用特别的学习工具，帮助大人学会这些技能，就像我们学习新游戏一样简单有趣。
TA沟通分析心理学理论评价：从TA沟通分析角度看，文章中的教学策略有效促进了成人学习者的成人自我状态。通过分级阅读和Northstar课程，学习者被引导以理性、现实的方式处理数字任务，这强化了他们的成人自我状态，减少了可能由父母自我状态（如对技术的恐惧）或儿童自我状态（如逃避挑战）带来的障碍。例如，课堂讨论和模拟步骤鼓励学习者自主决策和问题解决，这体现了成人自我状态的激活，有助于建立健康的自我概念和沟通模式。
在实践上可以应用的领域和可以解决人们的十个问题：在成人教育、职业培训、社区学习等领域的应用，可以解决以下十个问题：1. 帮助成人克服对数字技术的恐惧和焦虑；2. 提升成人在线学习和工作的效率；3. 增强成人在日常生活中使用数字工具的信心；4. 促进成人与家人和朋友通过数字方式更好沟通；5. 支持成人管理个人财务和在线交易；6. 帮助成人获取和评估在线信息，避免误导；7. 提升成人在职场中的数字竞争力；8. 促进成人参与在线社区和社会活动；9. 帮助成人适应快速变化的数字环境；10. 增强成人的数字安全意识和自我保护能力。