The Tutor Facilitated Digital Literacy Acquisition Brief highlights the importance of tutors in a digital literacy acquisition program and points to some specific ways tutors were able to support learners. The Research Briefs series highlight key findings about how underserved adults acquire digital literacy skills, and include quotes from participants and practitioners. The Briefs are designed to be accessible by practitioners, program administrators, and policy makers to inform and enhance digital literacy programs

Castek, Jill

Jacobs, Gloria

Pendell, Kimberly D.

Pizzolato, Drew

Reder, Stephen

Withers, Elizabeth

PDXScholar (Portland State University)

Portland State UniversityPDXScholarResearch Briefs and Case Studies Tutor-Facilitated Digital Literacy Acquisition inHard-to-Serve Populations: A Research Project2015Program Design: Tutor-Facilitated Digital Literacy AcquisitionJill CastekPortland State University, jcastek@pdx.eduGloria JacobsPortland State University, gljacobs@pdx.eduKimberly D. PendellPortland State University, kpendell@pdx.eduDrew PizzolatoPortland State UniversityStephen RederPortland State University, reders@pdx.eduElizabeth WithersPortland State UniversityLet us know how access to this document benefits you.Follow this and additional works at: http://pdxscholar.library.pdx.edu/dla_research_briefsPart of the Applied Linguistics Commons, and the Information Literacy CommonsThis Research Brief is brought to you for free and open access. It has been accepted for inclusion in Research Briefs and Case Studies by an authorizedadministrator of PDXScholar. For more information, please contact pdxscholar@pdx.edu.Recommended CitationCastek, J., Jacobs, G., Pendell, K., Pizzolato, D., Reder S., & Withers, E. (2015). Program Design: Tutor-Facilitated Digital LiteracyAcquisition (Digital Literacy Acquisition in Brief). http://archives.pdx.edu/ds/psu/16202Tutor-Facilitated Digital Literacy AcquisitionCastek, J., Jacobs, G., Pendell, K., Pizzolato, D., Reder S., & Withers, E. (2015). Tutor-Facilitated Digital Literacy Acquisition in Hard-to-Serve Populations:.  A Research Project Funded by the Institute for Museum and Library Services (IMLS). •	 curriculum	on	the	Learner	Web,	an	online	platform	designed	specifically	for	adult	learners,	which	included		digital	literacy	material	in	English	and	Spanish•	 in-person	tutor	support•	 the	opportunity	to	work	at	their	own	pace	and	identify	their	own	goalsThese findings are from an Institute of Museum and Library Services funded research project that interviewed more than 100 participants within a multi-state Broadband Technology Opportunities Program (BTOP) Sustainable Broadband Adoption (SBA) project. The BTOP project  included six lead partners who developed local networks of community organizations to provide adults with an opportunity to learn to use computers and the Internet. While these networks created a variety of implementation strategies and ways to serve learners’ needs, they shared these key features: OverviewDigital Literacy Acquisition in Brief:What Research Tells Us about Program Design1Tutor facilitation is the art of paying attention to learners needs given the resources available.  Some of these needs are higher level, such as needing to land a job in order to pay their expenses and support a family, while some are in the moment, such a figuring out how to navigate a particular interface:“In	this	program,	people	have	such	immediate	needs	that	they	want	to	meet.	And	I	totally	get	that.	So	they	come	in	and	they	say,	“I	want	you	to	help	me	upload	this	resume.”	And	we’re	saying,	“We	can	help	you	with	that	but	we	need	to	teach	you	Internet	skills...	And	once	you	get	a	job,	you	will	do	well	at	that	job	because	you’ll	have	the	computer	skills	you	need.”	And	I	have	to	say	with	some	people	that	works	really	well	with	others	it’s	really	a	tough	sell.”~ Program Manager, Workforce Center One tutor discussed how learners come in with idea that they need to learn or accomplish certain things, but based on experience, she’ll know that other subskills need to be in place before the greater goal can be achieved. For example, she would know that a learner needs to be able to use a mouse and keyboard before being able to write a resume.  “I	always	assure	them	that	this	is	kind	of	the	stuff	[basic	digital	literacy	skills]	we	have	to	get	through	and	it’s	gonna	take	us	a	couple	of	days,	but	then	you’re	going	to	get	to	writing	a	resume.”	~ TutorTutor facilitation requires the tutor to think about the learner needs, what resources are provided within the structured online materials, how the lab is structured, and what skills the learner controls. A successful tutor finds a comfortable balance between the learners’ needs and the resources available in order to maximize learning, all while maintaining a positive demeanor that is encouraging and supportive.•	 Although learners indicated that the interpersonal skills of the tutors were most important, they appreciated tutors’ knowledge of computers and the Internet. If tutors did not know an answer, they knew how to find the answer, and often used that as a teachable moment and modeled for learners how they learn.•	 Tutors addressed the language, cognitive, and physical needs of learners. Tutors adjusted the computer for learners with vision needs and instructed learners to use the English or Spanish version of the structured online materials as needed. Tutors figured out ways to help learners for whom English was a second language, even when they didn’t know the learner’s native language. •	 Tutors provided help at just the right moment. They let learners struggle just enough to allow learning to occur and to encourage independence. They were skilled at stepping in before a learning struggle escalated into frustration.•	 Tutors knew how to use the structured online materials interface, as well as how to use computers and the Internet. This was especially important because some learners were confused about the difference between the online learning plans and the internet. Tutors needed to be able to explain the difference and to demonstrate which was which. Key DiscoveriesOn the GroundTutor-Facilitated Digital Literacy AcquisitionTu-2Voices from the FieldMary was an older woman working one-on-one with a tutor.  She appreciated the online material, but for her, the tutor’s presence was a key part of her learning. Mary felt that without her tutor, learning the material would be so much harder. She said, “I	mean	there	are	things	on	the	computer,	on	the	Learner	Web,	that	helped	me	understand	my	phone,	but	like	I	say,	this	thing	[the	computer]	doesn’t	answer	you.	It’s	just	words	coming	out.	[My	tutor’s]	the	one	who	will	explain	it	to	me	and	sometimes	I	say	ah,	I’ve	seen	this	on	the	computer,	and	now	I	know	what	this	is.”What Do These Findings Mean For Your Work?The model of tutors and learners learning together is one that we have tried to connect to all our programs. The teacher as facilitator rather than expert supports greater discovery, curiosity, and engagement in the learning process. For our students to be successful when they go on to college or career, they must have the capacity to be an active and engaged learner.  ~ Program DirectorLanguage Learners•	 Tutors’ Perspectives•	 The Role of Online Materials•	 The Learner/Tutor Relationship•	 Learners’ PerspectivesProgram Design•	 Tutor-facilitated Digital Literacy Acquisition•	 The Learner Path•	 Volunteering in a Digital Literacy Program•	 Learning Digital Skills in a Time-limited Program•	 Learning Digital Skills in a Corrections Setting Tutors•	 Personal Qualities of Tutors•	 Tutoring Strategies and Organizing Learning•	 The Tutor/Learner RelationshipLearners•	 Development of Self-confidence•	 Measuring Success•	 Impact•	 Learners Who Become Tutors•	 Self-paced LearningThese research efforts were informed and supported by a National Advisory Committee and a Research Applications Committee made up of professionals who support adult learners.More information about the project, research findings, publications, and project data can be found in PDX Scholar at:http://pdxscholar.library.pdx.edu/digital_literacy_acquisition/This project was made possible in part by the Institute of Museum and Library Services National Leadership Grant # LG-06-11-0340-11.Acknowledgements & Further InformationDigital Literacy Acquisition in Brief: What Research Tells Us about...Castek, J., Jacobs, G., Pendell, K., Pizzolato, D., Reder S., & Withers, E. (2015). Tutor-Facilitated Digital Literacy Acquisition in Hard-to-Serve Populations.  A Research Project Funded by the Institute for Museum and Library Services (IMLS). Tutor-Facilitated Digital Literacy Acquisition3

Program Design: Tutor-Facilitated Digital Literacy Acquisition

http://pdxscholar.library.pdx.edu/cgi/viewcontent.cgi?article=1005&context=dla_research_briefs

Program Design: Tutor-Facilitated Digital Literacy Acquisition

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