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Illiteracy and new technologies (INT) Literacy in Adult Learning (2006–2009) Afra Sturm «uil», Hamburg, 18.–19.2.2008 Context Project overview Part one: development Part two: research Context of the project INT

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Illiteracy and new technologies (INT)

Literacy in Adult Learning (2006–2009)

Afra Sturm«uil», Hamburg, 18.–19.2.2008


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Context

Project overview

Part one: development

Part two: research

INT • Illiteracy and new technologies


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Context of the project INT

  • The «Adult Literacy and Life Skills Survey» (2003) has shown that in Switzerland 16% of all adults don’t meet the minimal standards of reading competence.

  • The standards of reading, writing and media literacy are increasing.

  • There are different «literacies»: each area of life has his own conditions of inclusion (Gintzel/Schneider 2005: 17).

INT • Illiteracy and new technologies


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What is known:

  • – Reading literacy and media literacy are linked together.

  • – Adolescents and adults with high reading competence and

  • high media competence are in a better position to learn

  • autonomously. They join more often in further training.

  • – An education policy which includes reading, writing and media

  • literacy is in Switzerland a desideratum.

INT • Illiteracy and new technologies


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What would we like to know:

1 Do the course participants show better reading and writing achievements after the course and are they more familiar with the computer?

2 a) Can computer assisted training promote stable reading and writing abilities?b) Are there special groups among the course participants who benefit from this training?

3 a) Are there individual attributes and attitudes of the participants that influence their motivation and interests?b) Is their interest in reading, writing and media literacy changing during the course?

INT • Illiteracy and new technologies



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The repository as a central pool

CourseA

Repository

CourseB

INT • Illiteracy and new technologies


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What course participants

will see

Week 1: fluency

Week 2: comprehension

Week 3: free writing

Week 4: …

INT • Illiteracy and new technologies


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Week 2: Information comprehension

INT • Illiteracy and new technologies



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Attendance and online courses

INT • Illettrismus und neue Technologien


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The study design

  • qualitative research

  • interview with writing task

  • study of writing process

  • quantitative research

  • questionnaire

  • reading tests

3 measure points

  • Are there different and shared attributes or attitudes among the course participants, between on-the-job and off-the-job trainings?

  • If the course participants show for example better reading achievements, are these advancements stable?

INT • Illiteracy and new technologies


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2 reading tests:

«stumblewords test» (Stolperwörtertest Metze 2003)

information comprehension test (in-house development)

t0

Courses Aprentas/

Novartis

on-the-job training

Courses VHS (adult education center)

off-the-job training

t1

t2

Advancement of the course participants (Phase 1)

INT • Illiteracy and new technologies


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Stumblewords (Metze 2003)

A Ich kann gut Name lesen.

B Mein Freund ist acht jung Jahre alt.

➡ The test pays attention to rather lower order mechanical skills.

➡ «Stumblewords» measures the reading rate.

➡ Adults with low reading competencies: 3 minutes

➡ Time required for the whole test: 10–15 minutes

INT • Illiteracy and new technologies


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Information comprehension test

Alltagstexte: Beipackzettel

Dolodan – Lutschtabletten

Information für Patientinnen und Patienten

Was ist Dolodan und wann wird es angewandt?Dolodan ist eine zuckerfreie Lutschtablette und wird gegen Entzündungen des Mund- und Rachenraumes, vorab bei Halsweh, als unterstützende Massnahme bei Angina, bei Heiserkeit und Aphten angewendet. Ausserdem wirkt Dolodan schmerzlindernd.

[…]

INT • Illiteracy and new technologies


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Information comprehension test

2) Wann wird Dolodan eingenommen?

bei Schmerzen und Entzündungen aller Art

bei Erkältung und Grippe

bei Entzündungen des Mund‑ und Rachenraumes

bei Heiserkeit und Halsweh als unterstützende Massnahme

INT • Illiteracy and new technologies


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Advancements: Stumblewords test ( t0 and t1)

INT • Illiteracy and new technologies


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Advancements: Comprehension test ( t0 und t1)

INT • Illiteracy and new technologies


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Advancements: test for significance (t0 and t1)

  • The differencies in the reading achievements are tested for significance (with Wilcoxon-Test non-parametrical).

  • The test is statistically significant:

    • Stumblewords test (p=0,041)

    • Comprehension test (p=0,002)

      Reservations:

  • Absence of reading achievement of the control group

  • The comprehension test is not yet established.

INT • Illiteracy and new technologies


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Advancements: Stumblewords test ( t0, t1 and t2)

INT • Illiteracy and new technologies


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Advancements: Comprehension test ( t0 und t2)

INT • Illiteracy and new technologies


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Questionnaire: belief in self-efficacy

Self-efficacy:writing in German

– Abele et al. (2000): scale for the survey of the occupational self-efficacy

– An analysis for re- liability shows: the items can be inter- preted as factors (Cronbach alpha = 0,877).

INT • Illiteracy and new technologies


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Self-concept and reading achievements t0

With respect to Stumblewords test:

  • Two thirds of the course participants achieve results such as students from grade 2 till grade 4.

  • 85% (22 course participants) believe that their reading competence is high or even very high. No one thinks that their reading competence is very low.

Referenzwerte Stolperwörtertest nach Brügelmann (2006)

INT • Illiteracy and new technologies


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«Bialetti» – a writing task

  • a workaday writing task

  • common genre

  • given context

  • orientation on the audience

INT • Illiteracy and new technologies


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«Bialetti» – a writing task

Approach:

  • cooperative writing

  • half-experimental setting

INT • Illiteracy and new technologies


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«Bialetti» – an example

  • Bedienung Mokka Kaffee

  • Zuerst Wasser in Mokkabehälter bis oberhalb der Düse

  • Den Filter rein machen, dann mit Kaffeepulver füllen. Den Filter bis Bündung füllen.

  • Das obere Teil drauf machen und schliessen.

  • Die Heizplatte einschalten und Mokka drauf machen, warten, bis der Kaffee von der Düse herauskommt, bis der obere Behälter voll ist, dann aus der Heizplatte wegnehmen.

  • Achtung, der Kaffee ist sehr heiss.

INT • Illiteracy and new technologies


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Interview with course participants

I: Mhm - - - schriibe, was heisst schriibe für Sie? Was bedüüted schriibe? Für Sie …

A: Für mich?

I: Mhm.

A: Horror!

[…]

A: Ich versueche hüfiger z schriibe, ja. Aber besser …? Sicher es paar Fehler weniger.

[…]

A: Wenigschtens probieri … jetz sagemer dehei schriib i immer vor, denn dueni de Frau ge, zum Korrigiere und so …, vorene han i gar nid gmacht. Grad zu de Frau gseit, chum schriib da gschnäll …

INT • Illiteracy and new technologies


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Illiteracy policy

  • To this day, there is no concerted policy all over Switzerland.

    Next steps:

  • Start for a framework legislation

  • National coordination with respect to continuing education

INT • Illiteracy and new technologies


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Thank you for your attention!

For further information see: www.illett.ch

Afra Sturm

Fachhochschule Nordwestschweiz

Pädagogische Hochschule

Zentrum LESEN

Kasernenstrasse 20

5000 Aarau

[email protected]

INT • Illiteracy and new technologies


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