(Some) Adults Left Behind: Digital Literacy and the Working Learner

Autor/in	Sualehi, Sarah Haroon
Titel	(Some) Adults Left Behind: Digital Literacy and the Working Learner
Quelle	In: New Directions for Adult and Continuing Education, (2023) 179, S.67-77 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sualehi, Sarah Haroon)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1052-2891
DOI	10.1002/ace.20503
Schlagwörter	Adult Students; Adult Education; Technological Literacy; Educational Technology; Student Employment; Barriers; 21st Century Skills; Job Skills; Context Effect + Suchen Sie Ihr Suchwort? Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Education; Adult basic education; Adult training; Erwachsenenbildung; Technisches Wissen; Unterrichtsmedien; Studentenarbeit; Produktive Fertigkeit
Abstract	Digital literacy is a crucial skill set within the social, political, and economic contexts of 21st-century society. Around the world, governments are making a concerted effort to develop digital literacy within adults, as indicated through Sustainable Development Goal 4. However, working learners from a variety of backgrounds and geographies present unique institutional, situational, and dispositional barriers when seeking digital literacies. Furthermore, digitally disconnected working learners cannot gain the necessary skills to fully participate in 21st-century knowledge economies when trying to cross the first and second digital literacy divides. This article considers how the contexts of different working learners create different needs that adult education practitioners must respond to via whole systems advocacy. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01