Digital Literacy Matters: Increasing Workforce Productivity through Blended English Language Programs

Autor/in	Jose, Kshema
Titel	Digital Literacy Matters: Increasing Workforce Productivity through Blended English Language Programs
Quelle	In: Higher Learning Research Communications, 6 (2016) 4, (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2157-6254
Schlagwörter	Technological Literacy; Productivity; Foreign Countries; Blended Learning; Teaching Methods; English (Second Language); Second Language Learning; Second Language Instruction; Models; Outcomes of Education; Sustainability; Course Content; Lifelong Learning; Personal Autonomy; Work Environment; Language Usage; India + Suchen Sie Ihr Suchwort? Technisches Wissen; Produktivität; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Analogiemodell; Lernleistung; Schulerfolg; Nachhaltigkeit; Kursprogramm; Life-long learning; Lebenslanges Lernen; Individuelle Autonomie; Arbeitsmilieu; Sprachgebrauch; Indien
Abstract	Current workplace demands newer forms of literacies that go beyond the ability to decode print. These involve not only competence to operate digital tools, but also the ability to create, represent, and share meaning in different modes and formats; ability to interact, collaborate and communicate effectively using digital tools, and engage critically with technology for developing one's knowledge, skills, and full participation in civic, economic, and personal matters. This essay examines the application of the ecology of resources (EoR) model for delivering language learning outcomes (in this case, English) through blended classroom environments that use contextually available resources. The author proposes the implementation of the EoR model in blended learning environments to create authentic and sustainable learning environments for skilling courses. Applying the EoR model to Indian skilling instruction contexts, the article discusses how English language and technology literacy can be delivered using contextually available resources through a blended classroom environment. This would facilitate not only acquisition of language and digital literacy outcomes, but also consequent content literacy gain to a certain extent. This would ensure satisfactory achievement of not only communication/language literacy and technological literacy, but also active social participation, lifelong learning, and learner autonomy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01