Illiteracy and new technologies (INT) - PowerPoint PPT Presentation

Illiteracy and new technologies int l.jpg
Download
1 / 29

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

Related searches for Illiteracy and new technologies (INT)

I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.

Download Presentation

Illiteracy and new technologies (INT)

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


Illiteracy and new technologies int l.jpg

Illiteracy and new technologies (INT)

Literacy in Adult Learning (2006–2009)

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


Slide2 l.jpg

Context

Project overview

Part one: development

Part two: research

INT • Illiteracy and new technologies


Context of the project int l.jpg

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


What is known l.jpg

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


What would we like to know l.jpg

What would we like to know:

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

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

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

INT • Illiteracy and new technologies


Slide6 l.jpg

INT • Illiteracy and new technologies


The repository as a central pool l.jpg

The repository as a central pool

CourseA

Repository

CourseB

INT • Illiteracy and new technologies


Slide8 l.jpg

What course participants

will see

Week 1: fluency

Week 2: comprehension

Week 3: free writing

Week 4: …

INT • Illiteracy and new technologies


Slide9 l.jpg

Week 2: Information comprehension

INT • Illiteracy and new technologies


Slide10 l.jpg

INT • Illiteracy and new technologies


Attendance and online courses l.jpg

Attendance and online courses

INT • Illettrismus und neue Technologien


Slide12 l.jpg

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


Advancement of the course participants phase 1 l.jpg

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


Stumblewords metze 2003 l.jpg

Stumblewords (Metze 2003)

AIch kann gut Name lesen.

BMein 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


Information comprehension test l.jpg

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


Information comprehension test16 l.jpg

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


Advancements stumblewords test t 0 and t 1 l.jpg

Advancements: Stumblewords test ( t0 and t1)

INT • Illiteracy and new technologies


Advancements comprehension test t 0 und t 1 l.jpg

Advancements: Comprehension test ( t0 und t1)

INT • Illiteracy and new technologies


Advancements test for significance t 0 and t 1 l.jpg

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


Advancements stumblewords test t 0 t 1 and t 2 l.jpg

Advancements: Stumblewords test ( t0, t1 and t2)

INT • Illiteracy and new technologies


Advancements comprehension test t 0 und t 2 l.jpg

Advancements: Comprehension test ( t0 und t2)

INT • Illiteracy and new technologies


Questionnaire belief in self efficacy l.jpg

Questionnaire: belief in self-efficacy

Self-efficacy:writing in German

–Abele et al. (2000):scale for the surveyof 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


Self concept and reading achievements t 0 l.jpg

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


Bialetti a writing task l.jpg

«Bialetti» – a writing task

  • a workaday writing task

  • common genre

  • given context

  • orientation on the audience

INT • Illiteracy and new technologies


Bialetti a writing task25 l.jpg

«Bialetti» – a writing task

Approach:

  • cooperative writing

  • half-experimentalsetting

INT • Illiteracy and new technologies


Bialetti an example l.jpg

«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


Interview with course participants l.jpg

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


Illiteracy policy l.jpg

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


Slide29 l.jpg

Thank you for your attention!

For further information see: www.illett.ch

Afra Sturm

Fachhochschule Nordwestschweiz

Pädagogische Hochschule

Zentrum LESEN

Kasernenstrasse 20

5000 Aarau

afra.sturm@fhnw.ch

INT • Illiteracy and new technologies


  • Login