Enhancing Digital Literacies with Adult English Language Learners

Offering a new perspective on adult English language education, this book provides theoretical and practical insights into how digital literacies can be included in the learning programs for newly arrived adults from migrant and refugee backgrounds.

Auteur

Ekaterina Tour is a lecturer in the Faculty of Education at Monash University. Her research focuses on the digital literacies of children and adults from refugee and migrant backgrounds. It investigates the ways in which these groups use digital technologies in English as an Additional Language (EAL) for life, learning, and employment. Her research projects in EAL contexts have examined innovative teaching and learning with technologies, in-service and pre-service teachers' experiences with digital literacies, teaching online during the Covid-19 pandemic, and technology use in culturally and linguistically diverse communities as they settle in Australia.

Edwin Creely is a lecturer in the Faculty of Education at Monash University. His research focuses on creativity, poetry, literacy, digital pedagogies and literacies, and technology in learning. He has extensive experience as an educator in schools, and has worked in community-based education for decades. Edwin is especially interested in innovation and creative practices and bringing new models and perspectives to educational research. He has published in a range of journals and is a regular contributor to research and practice in literacy, creativity, and technology.

Peter Waterhouse is a lecturer in the Faculty of Education at Monash University. His research and practice have explored literacy skills and needs, particularly adult literacy learning, across a wide range of contexts; from community settings to diverse workplaces and institutions. He is interested in how the culture and relationships within organisations shape the learning of those who live and work within them. He believes critical and creative literacies are essential to sustaining democracy and a decent life and hence provision of opportunities to develop these skills is fundamental to the ongoing quest for social justice.

Contenu

1.Living and learning in digital Australia 2. Developing theoretical perspectives on institutional practices 3. Researching Langfield: Institutional Ethnography 4. The digital lives of Langfield's learners 5. Teaching and learning digital literacies at Langfield 6. Escaping the black hole through professional learning 7. Enabling leadership for effective practice 8. Left to their own devices: Implications for change