Does research suggest that Web 2.0 technologies offer a valuable platform for adult LLN tutoring?

Part 1
In searching for research that specifically refers to the use of Web 2.0 tools in adult LNN tutoring, there was limited evidence of specific examples.   While reading I came across  Hicks and Graber (2010) who claim that Web 2.0 tools and application such as blogs, wikis and the  use of social networking sites are often only implemented in higher education.  Canole & Alevizou (2010) found that teachers on the whole were not using Web 2.0 extensively to support their practice.  In this review, focus was on higher education as well and there were a number of reasons for the lack of Web 2.0 tools in educational contexts. Canole (2010) has further published a paper on how to promote teacher practice through  Web 2.0  technologies.
However, a report on E-learning for adult literacy, language and numeracy commissioned by the Ministry of Education authored by Niki Davis and Jo Fletcher (2010), investigates  the ways in which e-learning can be used to meet the literacy and numeracy needs of adult learners.  In this report  e-learning is defined  as learning that is facilitated through the use of digital technologies in elearning contexts.   The researchers used a polytechnic as a case study to provide a snapshot of the kinds of elearning opportunities that maybe present.  It is in this section that specific digital tools are referred to and how such tools can ‘enhance learner motivation through engagement in various tools.’
In the report it does mention the use of ‘mobile digital technologies and defines this to be light weight hand held  receivers  including mobile phones., portable audio and video players and recorders.  It notes use of particular digital tools such as ‘pop-up boxes, drag and drop,audio, voice recognition, online chat discussion, simulated games, using photos and e-portfolios. This indicates that use of some Web 2.0 technologies are been included in LLN learning and teaching.
This study found that elearning technologies can help  adults and provide greater opportunities for literacy and numeracy learning.  The key message that the report wanted to highlight is that ‘elearning is relevant to and useful for most adults with literacy, language and or numeracy learning needs.  However, these benefits rely on a learning programme that is carefully designed to fit each individual’.  Also it concluded that LLN students varied in their ability to make use of elearning successful. It noted that in particular that students with very low LLN skills needed a higher level of support.  Reasons documented were no or limited ICT skills, no or limited access to computers or the internet and low literacy skills.

“Many adults with LLN needs lack basic computer skills and do not know how to use the internet. Many adults find online material too hard to learn independently and therefore need personal support”

In a further publication  by Jo Fletcher  in the Journal of Adult Learning Aotearoa (2011), she  comments on learner access to computers and the internet as a key issue that impact on  a learner’s ICT skills and confidence in using digital technologies.  Access to minimum platforms and the variations in the levels of literacy are major challenges in the use of digital technologies for adult LLN learners.  Fletcher notes in her conclusion that the literature (Davis et al, 2009 and Gillon et al, 2009) that adults with low literacy are likely to require extensive support.
Benseman & Sutton (2011) noted when analysing findings of the ALL survey that significant numbers of the NZ population have very low literacy and numeracy skills.  They stated that the key message from the ALL data is that “people with very low skills in literacy and numeracy are likely to be disadvantaged  in both the labour market and socially’. They also noted that when analysing the data that the literacy and numeracy needs of ESOL, Pasifika, Maori need to be considered when policy and provision decisions are made as these groups have representation in low literacy and numeracy skills.
It is important to note these  factors as literacy skills, digital skills and accessibility to the internet have been noted to be key current issues.  A recent posting by Steve Wheeler on his personal blog includes an interview with Terry Anderson who states  that ‘access and capacity to read and write to the global web is a very profound and critically important tool set for students, teachers and citizens’. Taking this statement and putting into the context of  teaching learners who have low literacy and numeracy skills, Anderson ‘s statement  identifies two major issues:

1. Access to ICT  and access to the internet

2. Reading and writing skills to the global web

Access issues has many implications. Having limited or no access contributes to fewer ICT skills as learners  do not have the opportunity to use these skills. This contributes to  less confidence and increases the need for repeated learner support.  Monetary costs for internet access is also a challenge for many learners (Fletcher, 2011). As Earle (2009) and Benseman & Sutton(2011)  highlight,  there is a large number of adults in NZ who need help with literacy learning and if this provision was to come through digital technologies, access issues are a major challenge.

Reading and writing skills to the global web is a key challenge. If learners have very low literacy skills, reading and writing ‘to the global web’ is challenging, complex  and problematic.  As Fletcher, Nicholas & Davis (2010) note many researchers (p 19) ‘contend that being literate and being able to read and write are substantial foundation blocks ‘ and that all aspects of elearning and computer related skills are part of literacy in the 21^st century.  Besides having basic literacy skills, today's students also need technology skills for communicating, investigating, accessing and using information, computing, thinking critically about messages inherent in new media, and understanding and evaluating data (Holum & Gahala ,2001). Anderson does refer to important ‘tool set’ and emphasis is on the critical nature of these skills.

References

Benseman, J & Sutton, A (2011). Understanding the needs of adult literacy, language and numeracy learners with very low skills: Insights from research. In Journal of Adult Learning Aotearoa New Zealand. Volume 39, Number 1, December 2011

Conole, G.(2010) Facilitating new forms of discourse for learning and teaching:harnessing the power of Web 2.0 practices, Open Learning: The Journal of Open, Distance and e-learning, 25:2, 141 -151

Davis,N.E.,& Fletcher, J(2010). E-learning for adult literacy, language and numeracy: Summary of findings. Wellington: New Zealand Ministry of Education

Davis, N.E., Fletcher, J., & Absalom, I. (2010). E-learning for adult, literacy and language and numeracy: A case study of a polytechnic. Wellington: New Zealand Ministry of Education.

Earle, D. (2009). Skills, qualifications and wages – an analysis from the Adult Literacy and Life Skills survey.  Wellington: New Zealand Ministry of Education.  Retrieved http://hdl.voced.edu.au/10707/158788 4th April

Fletcher, J (2011) Supporting adult English Language Learners using a web-based programme. In Journal of Adult Learning Aotearoa New Zealand. Volume 39, Number 1, December 2011

Gillon,G., Davis,N., Everatt, J., McNeill, B., & Moran, C. (2009). Supporting adults with dyslexia. Wellington: Tertiary Education Commission Adult Literacy Project.

Hicks ,A., & Graber, A. (2010) "Shifting paradigms: teaching, learning and Web 2.0", Reference Services Review, Vol. 38 Iss: 4, pp.621 - 633
Lankshear, C.,& Knobel, K. (2003). New literacies.  Changing knowledge and classroom learning.  Buckingham, UK.
Mellar, H.,Kambouri,M., Logan,K., Betts,S., Nance,B., & Moriarty, V (2007). Effective teaching and learning: Using ICT  Retrieved from http://www.nrdc.org.uk/uploads/documents/doc_3348.pdf
 Australian Institute for Social Research, (2006).  The digital divide: Barriers to e-learning. Adelaide, SA: University of Adelaide: Retrieved April 5^th http://www.umic.pt/images/stories/publicacoes/barriers_digitaldivide.pdf
Ruddell, R (2004). Researching the influential teacher: Characteristics, beliefs, strategies, and new research directions. In R. Ruddell & N. Unrau (Eds), Theoretical models and processes of reading.

Wheeler, S (2009). Learning Space Mashups: Combining Web 2.0 Tools to Create Collaborative and Reflective Learning Spaces. Faculty of Education,  University of Plymouth. Retrieved from  http://www.mdpi.com/1999-5903/1/1/3
Holum, A& Gahala, J (2001) Critical Issues: Using Technology to Enhance Literacy Instruction. Retrieved from http://www.ncrel.org/sdrs/areas/issues/content/cntareas/reading/li300.htm
April 5^th 2014
Wheeler, S (2014) Interview with Terry Anderson.
Retrieved from http://steve-wheeler.blogspot.co.nz/#!/2014/03/interview-with-terry-anderson.html