Digital Literacy Skills and Skill Use of Adults with Learning Disabilities

Autor/in	Patterson, Margaret Becker
Titel	Digital Literacy Skills and Skill Use of Adults with Learning Disabilities
Quelle	In: COABE Journal: The Resource for Adult Education, 11 (2022) 1, S.4-24 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Technological Literacy; Learning Disabilities; Adults; Computer Use; Work Environment; Family Environment; Employment Level; Individual Characteristics; Job Skills; Health; Adult Education; Students with Disabilities; Program for the International Assessment of Adult Competencies (PIAAC) + Suchen Sie Ihr Suchwort? Technisches Wissen; Learning handicap; Lernbehinderung; Arbeitsmilieu; Familienmilieu; Beschäftigungsgrad; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Produktive Fertigkeit; Gesundheit; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung
Abstract	Learning disabilities (LD) impact the lives of many U.S. adults, who may also have other disabilities and health conditions. Adults with LD face educational and employment challenges. Little is known about their skills in digital literacy and how they use those skills at work or at home. The study's objective was to investigate digital literacy skills and skill use for U.S. adults with LD. The study conducted descriptive and predictive analyses of 2012/2014/2017 U.S. PIAAC data. Findings are presented on assessed digital literacy skills, use of skills at work and home, relationships of use and skills in both locations, and use of skills among discrete groups of adults with LD. Adults with LD have lower mean digital literacy scores than adults in the general population. Use of skills at home or at work adds to variance explained in digital literacy skills. Using digital literacy skills appears to matter in gaining--or keeping--the skills themselves. Also, adults with LD indicate a desire for learning, yet their rates of uncompleted education are high. Knowing relationships of assessed skills with skill use helps educators identify and implement strategies with discrete groups of adults with LD. Further implications of findings are discussed for adult educators and policymakers. (As Provided).
Anmerkungen	Coalition on Adult Basic Education. PO Box 1820 Cicero, NY 13039. Tel: 888-442-6223; e-mail: journal@coabe.org; Web site: https://coabe.org/coabe-journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01