Executive
Summary of the Literacy
Learning Through Technology Project
LLTT Project: Research
Report May 1998
John Wilson and Syed Javed
School of Education, Victoria University of Technology, Melbourne, Australia
Summary
The Literacy Learning Through Technology (LLTT) Project was an Australian National Training Authority (ANTA) Adult Literacy National Project administered by the Department of Employment, Education Training and Youth Affairs (DEETYA) and funded to $50,000. It began on 1 June 1997 and ended on 30 April 1998. The project was managed by Professor John Wilson, Director of Language Australia's Adult Literacy Research Network Node for Victoria (ALRNNV), which is located within the School of Education, Victoria University of Technology (VUT), Melbourne. The Coordinator was Mr Syed Javed, School of Foundation and Language Studies, Western Melbourne Institute of TAFE. An Advisory Committee, chaired by Professor Wilson, met on three occasions over the period of the project and approved the final products. Membership is listed at the end of this Summary.
The products
of LLTT are as follows:
Product A: Research Report
Product B: Developed Websites
Product C: Report on Professional Development
Workshops
Product D: List of Presentations
Product E: List of Publications
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Product A: Research Report
Going On-line: Use of On-line Technologies
by Adult Literacy Teachers and Learners
LLTT researched 9 providers of Adult Literacy across Victoria, including
3 Technical and Further Education Institutes (TAFE) and 6 Community Education
sites. Two of these sites were in rural Victoria and had not previously
been involved in Information Technology. The others had participated in
previous Information Technology projects based at ALRNNV. All sites were
visited by the Project Manager and Coordinator at the start of the project.
Project funds were deployed to provide material assistance to sites, especially
those in rural areas, in establishing technology links with the project.
Relevant research literature was studied. In October 1997 a survey of participants was undertaken to collect basic information, to establish equipment and access issues, and to obtain perceptions of the effectiveness of training in Internet use, and use of on-line technologies with learners. Further information was also obtained through face-to-face interviews which were tape-recorded or conducted by telephone. A report was drafted and shared with participants through the LLTT Website for comment prior to finalisation.
The project differentiated between site participants on criteria related to level of expertise with on-line technology. Three staff were perceived to be "starters" in terms of their experience of using information technology; another three who had reasonable familiarity with standard routines were described as "users", while four who demonstrated expertise with a wide range of sub-routines for using Internet tools and innovating with the technology were described as "developers". Several factors affected development along the above continuum including home access to the Internet, membership of a supporting network and personal motivation and commitment. While staff at all levels assisted adult literacy students to access Internet, developers were able to offer the richest range of activities.
Students at all levels of the Certificates of General Education for Adults (CGEA) were able to benefit from accessing on-line technology. The activities they engaged in included word processing, use of e-mail, access to the Internet, joining and contributing to mailing lists, participation in virtual reality scenarios, such as MOO, and creation of personal Websites. Level of participation reflected resources available and level of expertise of staff. While staff were reluctant to make a direct connection between use of on-line technology and enhanced literacy skills there was evidence of increased output, improved self-image and more positive attitudes to learning as a result of using the technology.
The findings have implications for:
(a) policies and provision at system level to support professionals who are incorporating on-line technologies into their teaching;
(b) provision of appropriate forms of professional development opportunities for staff at different points on the continuum of growth in on-line skills; and,
(c) research into the effects of on-line technologies on the acquisition of literacy skills by students.
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to TopProduct B: Developed
Websites
Project funds were used to purchase a server for ALRNNV on which Websites
could be hosted. The project updated and developed the ALRNNV Website which
is located at: http://dingo.vut.edu.au/~alrnnv
A project Website was also established at:
http://dingo.vut.edu./~alrnnv/lltt/lltt.html
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to TopProduct C: Professional
Development Workshops
Two rural ALBE sites were supported with modems, Internet accounts and technical assistance to go on-line. Firstclass conferencing and communication services were set-up for participants. Professional development was offered to ALBE staff in Victoria in 3 workshops conducted in the multimedia suite within the School of Education at VUT. The programme was designed by the Coordinator and delivered by a professional from one of the sites participating in the research project. Workshop programme and resources may be accessed via the LLTT Website.
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to TopProduct D: Presentations
Five presentations were made on the work of the project. These included the Second Asia Regional Literacy Forum, New Delhi, India, the National Australian Council on Adult Literacy Conference in Sydney, UNESCO's Asia-Pacific Conference in Melbourne and two regional conferences in Victoria.
Papers presented at the Second Asia Regional Literacy Forum and at the Victorian Adult Literacy and Basic Education Council (VALBEC) Conference are available on-line at the LLTT Website.
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To date there has been one publication from the project - Literacy Broadsheet 47, December 1997 - and one Conference paper. Project publications also include the second edition of An Internet Guide for Literacy Teachers and Researchers (Javed, 1997), the LLTT Website and the developed Website of ALRNNV.
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Advisory Commitee
Adrian Bates
Victorian Community Network (VICNET)
Alan Wayman
Yarraville Community Centre, Yarraville
Beverley Campbell
Adult Literacy Research Network Node Victoria
Bill Daly
Community Education
Victoria University of Technology -TAFE Division
Chris Corbel
Adult Multicultural Educational Services, Victoria
Daryl Evans
Department of Adult Basic Education
Western Melbourne Institute of TAFE
John Wilson
Adult Literacy Research Network Node Victoria
Margret Aspin
Northern Melbourne Institute of TAFE
Rosa McKenna
Language Australia
Syed Javed
Adult Literacy Research Network Node Victoria
Teresa Defazio
Department of Education
Victoria University of Technology
Toula Karayannis
Duke Street Community Centre, Sunshine
Vijay Thalathoti
Department of Education
Victoria University of Technology
Dale Pobega
Duke Street Community Centre, Sunshine
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to TopFindings
The key findings relate to:
- Access
· Professional development, and
· Applications of on-line technology in ALBE classrooms.
Access
Access is crucial for acquiring on-line skills for both ALBE staff and students. For staff access to on-line technology at work and at home, and especially free access, appear to be important factors in progression along the continuum to Developer. For students, assuming the necessary hardware and software are available, access to a professional with Developer level skills is an important factor in the quality of their engagement with on-line technology.
Professional development
Professional development is promoted by provision of appropriate learning opportunities. Workshops are valued by those starting out, but networking and printed resource materials, as well as the Internet itself, are more valued by those who have acquired some confidence with on-line technology. This has implications for the development of policy for the provision of support at Federal, State and Territory levels.
Applications
At the time of the survey on-line technology was being used in all but one of the participating sites with learners with the full range of needs and for a wide range of purposes. These included e-mail, Web access, participation in mailing lists, construction and lodging of materials on site or personal Home Pages. Though there is no evidence that on-line technology developed specific literacy skills there is unmistakable evidence of higher productivity and more positive attitudes to learning from students who are using the technology.
Recommendations
1. In the light of the evidence on incorporation
of on-line delivery in ALBE classrooms a project be funded to develop the
on-line capability of the Adult Literacy Research Network. The project would
equip the Network to develop and deliver electronic resources for networking.
It would enable the Network to undertake research and professional development
and to promote national and international networking. It would offer a window
on developments in Adult Literacy in Australia.
2. In the light of the evidence on levels of professional development among
ALBE teachers a project be funded to promote and evaluate different forms
of professional development in on-line technology for ALBE staff at different
points on the project's continuum of development.
3. In the light of the evidence on student response to on-line technology
a project be funded to research the contribution of on-line technology to
acquisition of literacy skills of adult literacy students, and to promotion
of positive attitudes to learning.
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to TopDissemination Proposal
1. The Research Report of the project be published on the LLTT Website.
2. A one day Seminar be held in Melbourne in July 1998, to which the following
are invited: project funders, project participants, Directors of ALRNN Nodes,
selected policy makers and administrators, and selected ALBE teachers. The
Seminar would report the work of the project, hear the experiences of the
different sites and further develop the research agenda.
3. Publish a major article on the project in the refereed journal Literacy and Numeracy Studies.