Investigating the Efficacy of the AMEP Digital Literacies Framework and Guide for Adult EAL Settings

Autor/inn/en	Tour, Ekaterina; Creely, Edwin; Waterhouse, Peter; Henderson, Michael
Titel	Investigating the Efficacy of the AMEP Digital Literacies Framework and Guide for Adult EAL Settings
Quelle	In: Journal of Adolescent & Adult Literacy, 67 (2023) 3, S.150-161 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tour, Ekaterina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-3004
DOI	10.1002/jaal.1309
Schlagwörter	Educational Technology; Technological Literacy; Adult Students; Immigrants; Refugees; Adult Education; English (Second Language); Second Language Instruction; Authentic Learning; Problem Based Learning; Student Characteristics; Language Teachers; Guides + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technisches Wissen; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Immigrant; Immigrantin; Immigranten; Flüchtling; Education; Adult basic education; Adult training; Erwachsenenbildung; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Problem-based learning; Problemorientiertes Lernen; Language teacher; Sprachunterricht; Handbuch; Leitfaden
Abstract	The importance of digital literacies for adult language learners from migrant and refugee backgrounds has been widely recognized. However, there is relatively limited conceptual and practical guidance for practitioners. To address this concern, we developed a pedagogical framework and a practical guide for teachers in the Adult Migrant English Program in Australia. The conceptual framework brought together four well-established bodies of scholarly work and formed the four principles for teaching digital literacies: (1) authentic learning contexts, (2) problem-based learning, (3) strengths-based approaches, and (4) multidimensional practices. To unpack the framework for practical use, we then developed a guide, which reflected these principles and offered teaching ideas. This paper describes the conceptualization of the pedagogical framework and reports on a multiple case study which sought to gain insight from five English as an Additional Language (EAL) teachers on the efficacy of the framework and guide. The findings suggest that while there was a reasonable level of understanding of the framework and guide and many rich learning experiences were created, in practice some teachers experienced challenges in actuating some principles of the framework. The article concludes with implications for teachers' self-directed learning with the help of this resource and future research. (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