Friendly Neighborhood Computers: Action Research in Adult Literacy.

Autor/inn/en	Artiss, Phyllis; Fitzpatrick, Laura; Hammett, Roberta F.; Kong, Xiaoqian; Noftle, Elizabeth A.
Titel	Friendly Neighborhood Computers: Action Research in Adult Literacy.
Quelle	(2001), (31 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Action Research; Adult Basic Education; Adult Literacy; Community Programs; Community Resources; Computer Literacy; Computer Uses in Education; Developed Nations; Educational Principles; English (Second Language); Foreign Countries; Homemakers; Literacy Education; Outcomes of Education; Parents; Program Effectiveness; Reflective Teaching; Skill Development; Socioeconomic Status; Student Attitudes; Teacher Attitudes; Teaching Methods; Tutoring; Canada + Suchen Sie Ihr Suchwort? Projektforschung; Adult; Adults; Education; Adult education; Erwachsenenbildung; Computerkenntnisse; Computernutzung; Developed countries; Industriestaat; Industrieland; Bildungsprinzip; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Hausfrau; Lernleistung; Schulerfolg; Eltern; Kompetenzentwicklung; Qualifikationsentwicklung; Socio-economic status; Sozioökonomischer Status; Schülerverhalten; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Förderkonzept; Nachhilfeunterricht; Kanada
Abstract	This series of five short papers describes an interdisciplinary, community action research project in Newfoundland that sought to enhance and extend the traditional and technological literacy of adults. The papers were part of an action research project conducted by the directors and tutors which made computers available in community resource centers, with flexible scheduling, using texts and projects chosen by the participant learners. The participants included socioeconomically disadvantaged parents, women who had been out of the workforce for a considerable time, English-as-a-second-language learners, and learners who were self-declared illiterate or disabled. The authors of the papers describe the project from the perspectives of tutors, participants, and co-directors. They found the project to be amazingly successful in helping the participants to learn both computer and traditional literacy and to raise their self-esteem and connection to the community. (Contains 25 references.) (Author/KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC