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Literacy practitioners' perspectives on adult learning needs and technology approaches in Indigenous communities

Journal Article


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Abstract


  • Current reports of literacy rates in Australia indicate an ongoing

    gap in literacy skills between Indigenous and non-Indigenous

    Australian adults, at a time when the literacy demands of work

    and life are increasing. There are many perspectives on what are

    the literacy needs of Indigenous adults,from the perspectives of

    community members themselves to the relatively under-researched

    perspective of literacy practitioners. This paper provides the

    insights, experiences and recommendations from adult literacy

    practitioners who work with adult Indigenous learners in

    communities across Australia. Focus group interviews, using an online synchronous platform, were used to elicit views about the

    literacy needs of Indigenous adults in communities and the successes

    in and barriers to meeting those needs. The practitioners also shared

    their views on the use of technology in literacy learning. Together,

    these views can informfuture directions in curriculum design and

    teaching approaches for community-based Indigenous adult literacy

    education.

Authors


  •   Eady, Michelle J.
  •   Herrington, Tony J. (external author)
  •   Jones, Caroline C. (external author)

Publication Date


  • 2010

Citation


  • Eady, M., Herrington, A. & Jones, C. (2010). Literacy practitioners'' perspectives on adult learning needs and technology approaches in Indigenous communities. Australian Journal of Adult Learning, 50 (2), 260-286.

Scopus Eid


  • 2-s2.0-79959558692

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=2073&context=edupapers

Ro Metadata Url


  • http://ro.uow.edu.au/edupapers/758

Has Global Citation Frequency


Number Of Pages


  • 26

Start Page


  • 260

End Page


  • 286

Volume


  • 50

Issue


  • 2

Abstract


  • Current reports of literacy rates in Australia indicate an ongoing

    gap in literacy skills between Indigenous and non-Indigenous

    Australian adults, at a time when the literacy demands of work

    and life are increasing. There are many perspectives on what are

    the literacy needs of Indigenous adults,from the perspectives of

    community members themselves to the relatively under-researched

    perspective of literacy practitioners. This paper provides the

    insights, experiences and recommendations from adult literacy

    practitioners who work with adult Indigenous learners in

    communities across Australia. Focus group interviews, using an online synchronous platform, were used to elicit views about the

    literacy needs of Indigenous adults in communities and the successes

    in and barriers to meeting those needs. The practitioners also shared

    their views on the use of technology in literacy learning. Together,

    these views can informfuture directions in curriculum design and

    teaching approaches for community-based Indigenous adult literacy

    education.

Authors


  •   Eady, Michelle J.
  •   Herrington, Tony J. (external author)
  •   Jones, Caroline C. (external author)

Publication Date


  • 2010

Citation


  • Eady, M., Herrington, A. & Jones, C. (2010). Literacy practitioners'' perspectives on adult learning needs and technology approaches in Indigenous communities. Australian Journal of Adult Learning, 50 (2), 260-286.

Scopus Eid


  • 2-s2.0-79959558692

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=2073&context=edupapers

Ro Metadata Url


  • http://ro.uow.edu.au/edupapers/758

Has Global Citation Frequency


Number Of Pages


  • 26

Start Page


  • 260

End Page


  • 286

Volume


  • 50

Issue


  • 2