Digital Literacy

In this activity you will learn a bit more about the impact of lack of digital literacy skills and some of the barriers to developing them. Who do you want to be today? [[Sam - a jobseeker]] [[Gwen - an employer]] [[Rhys - a grandparent]] <div class="standardsnote">details</div>

You've just had your routine appointment at the job centre. You've been asked to demonstrate a certain number of job applications you've put in this week. Unfortunately the old pinboards of jobs are missing from the centre and have been replaced by electronic consoles. You need to make sure you check up on this week's jobs and get some applications in. What do you do? [[Give the new consoles a go]] [[Grab a newspaper to look for jobs in instead]] [[Go home and use the internet instead]]

You've been advised that your company should start using social media as a marketing tool. [[Hire someone to do it]] [[Get one of your existing staff to do it]]

You've heard a lot about technology for keeping in touch with family in far flung places. [[Give it a go|Reasons for under-developed Digital Literacy]] [[I'm not so sure|Barriers to Digital Literacy]]

You don't really feel very comfortable with new technology but you give it a go - dabbing about cautiously on the new consoles. You get manage to some job details but still leave not feeling very confident that you've managed to get as much information as you would have done previously. Do you want to improve your digital literacy skills? [[Yes|Reasons for under-developed Digital Literacy]] [[No|Barriers to Digital Literacy]]

You wait your turn to use the now rather ragged pile of newspapers with this week's job in. You find a few suitable vacancies and put in some applications, but you struggle to find enough options to keep your advisor happy and you're sure that other people who've got the IT kit working properly are finding more options than you. You think you should maybe improve your Digital Literacy - are you going to give it a go? [[Yes|Reasons for under-developed Digital Literacy]] [[No|Barriers to Digital Literacy]]

Unfortunately the computer at home doesn't have the internet as it's too expensive. You got to the library instead but you don't really know where to start, there's so many websites out there you struggle to know where to start. What's reliable? You do see an advert for a free course to improve your Digital Literacy skills though. Sign up for it? [[Yes|Reasons for under-developed Digital Literacy]] [[No|Barriers to Digital Literacy]]

So you want to work on digital literacy skills. Great! How come you haven't already? [[No cash!|Financial barriers]] [[I'm a bit nervous about it all|Fear]] [[The connectivity round here is rubbish|Connectivity]] [[None of my friends no much about it either|Peers]] [[I'm too old to learn this new fangled tech|Age]] <div class="standardsnote">Describe a range of personal, social and economic reasons why some adults and young people may not have fully developed digital literacy skills (5)</div>

Even when training is offered, many people have barriers which have the potential to prevent them from gaining literacy literacy skills. Some of these are summarised below. Often these are ongoing problem which may have prevented them developing these skills through their lives and are now seen as an ongoing problem preventing them from adopting them now. [[Connectivity]] - especially in rural areas can be a major issue. This can be addressed in [[a number of ways|Dealing with connectivity problems]]. [[Financial barriers]] around the cost of equipment a data contracts can also impact if not [[considered and overcome|Dealing with Financial Barriers]]. [[Fear]] either of concrete risks or simple nerves about learning something new can put a lot of people off if not [[addressed|Dealing with Fear]]. [[And what about Diversity and Inclusion?]] <div class="standardsnote">Summarise at least three barriers to digital literacy that some adults and young people may experience</div>

[[Dealing with Financial Barriers]] [[Dealing with Fear]] [[Dealing with connectivity problems]] <div class="standardsnote">Suggest ways to overcome the barriers above (5)</div>

"Diversity and Inclusion" means that everyone has fair equality of opportunity and no one is excluded from developing their digital literacy by reasons of their personal circumstances. The specifically protected characteristics are: <ul> <li>Age</li> <li>Disability</li> <li>Sex or Gender reassignment</li> <li>Marriage and civil partnership</li> <li>Pregnancy and maternity</li> <li>Race</li> <li>Religion and belief</li> <li>Sexual orientation</li> </ul> A number of these have direct bearing on digital literacy. [[Age]] is often cited as either a reason for lack of digital literacy skills or a barrier to developing them. Disability might pose difficulties in accessing certain sites, apps, or digital devices. While the balance of internet (84% of men and 81% of women) usage is broadly similar across genders (<a target="_blank" href="http://stakeholders.ofcom.org.uk/binaries/research/telecoms-research/Internet-Citizens-Report.pdf">Ofcom Internet Citizens Report</a>) there is a distinct under-representation (20%) of women in IT workplaces. (<a target="_blank" href="http://policy.bcs.org/sites/policy.bcs.org/files/Women%20in%20IT%20scorecardv2.pdf">eSkills Women in ICT Scorecard</a>). There is also a gender pay gap due in part to the lack of promotion due to career gaps from raising a family. Other factors have been less researched in a specific digital literacy context but are known to factor in adult education in general. The percentage learners in Adult, Community and Work-Based Learning in Wales who are from a non-white background 7% for example. (<a target="_blank" href="https://statswales.wales.gov.uk/Catalogue/Education-and-Skills/Post-16-Education-and-Training/Further-Education-and-Work-Based-Learning/Lifelong-Learning-Wales-Record/uniqueLearnerNumbers-by-Ethnicity-Gender">Stats Wales</a>) It has been recorded that gay couples are also three times as likely as straight couples to have met their partner online. (<a target="_blank" href="http://www.socialnomics.net/2012/01/04/39-social-media-statistics-to-start-2012/">Socialnomics</a>) The issue of cyberbullying must also be considered as many of the protected characteristics are also commonly subjects of abusive behaviour, such as sexism, racism, homophobia and hate speech all of which can be even more virulent online than in person. [[Tutor values and attitudes]] may contribute or hinder diversity and inclusion in digital literacy and there are a number of [[different strategies|Diversity and Inclusion strategies]] to ensure diversity and inclusion in digital literacy learning programme. <div class="standardsnote">Explain what is meant by ‘diversity and inclusion’ in the context of digital literacy</div>

You employ a bright young thing to deal with your social media strategy. Two months later you find yourself dropped into a huge scandal when their personal Facebook page turns out to be full of moans and whines about your customers. [[Oh no! Why!|Reasons for under-developed Digital Literacy]] [[Time to train them up!|Barriers to Digital Literacy]]

Reluctantly, one of your existing staff gives it a half-hearted go. You don't see any real benefit and ultimately the page is left to go out of date. [[Why so reluctant? I thought everyone 'did IT' these days|Reasons for under-developed Digital Literacy]] [[Time to train them up!|Barriers to Digital Literacy]]

Cost is often thought of as a major factor as to why people either haven't previously or are now struggling to gain digital literacy skills, however a 2012 <a target="_blank" href="http://stakeholders.ofcom.org.uk/binaries/research/cmr/cmr12/CMR_UK_2012.pdf">Ofcom report</a> only noted 30% of respondents as giving "cost" as the reason for not already having internet at home and only 16% as a reason for not <strong>intending</strong> to get it. (Although they note that the true figure may be higher since a certain proportion may have been reluctant to admit to struggling financial and might instead have claimed "lack of interest" (78%) Both of these figures are lower than in previous years. Nevertheless this is still perceived by many people as a major issue. Smartphone data packages are often substantially dearer on Pay-as-you-Go than on contract, but contract requires a certain level of financial stability. There are steps which can be taken to help [[overcome financial barriers|Dealing with Financial Barriers]]

Nervousness about digital technologies can be many-fold - from the fear of simple embarrassment, making a fold of oneself, making a mistake and damaging something or fear of concrete risks such as identify theft. The <a target="_blank" href="http://stakeholders.ofcom.org.uk/binaries/research/cmr/cmr12/CMR_UK_2012.pdf">Ofcom report of 2012<a/> looked at non-users of the internet and only gives 8% of these as answering with "Concerns about security" as one of the reasons. This however has been steadily increasing from only 2% in 2005 when the survey started". This increasing figure might well represent genuine improvements in the level of awareness among the general public about the risks. The fear of the 'softer' risks such as 'looking silly' are probably encompassed in the large (78%) of non-users who gave "lack of interest" or the 14% who gave "Lack of knowledge" There are steps which can be taken to help [[these anxieties|Dealing with Fear]]

The <a target="_blank" href="http://stakeholders.ofcom.org.uk/binaries/research/cmr/cmr12/CMR_UK_2012.pdf">2012 Ofcom report</a> gave 20% of non users of the internet giving lack of either computer or internet access as a reason for their non use. At this time smartphone takeup was approaching 40% but data (3 and 4G) coverage is still sporadic, especially in rural areas such as large parts of Wales, as shown below. <img src="http://i517.photobucket.com/albums/u331/leiafee/coveragekey.png"> <img src="http://i517.photobucket.com/albums/u331/leiafee/UK.png"> <img src="http://i517.photobucket.com/albums/u331/leiafee/Wales.png"> There are steps which can be taken to help [[overcome connectivity issues|Dealing with connectivity problems]]

Age is commonly cited as a reason for not 'being online'. In a <a target="_blank" href="http://oxis.oii.ox.ac.uk/blog/why-do-some-people-not-use-internet">recent study of non-users of the internet</a> 67% of these gave 'not for people my age' as a reason. They were also significantly more likely to also cite lack of knowledge and lack of a computer as a reason. A <a target="_blank" href="http://stakeholders.ofcom.org.uk/binaries/research/cmr/cmr12/CMR_UK_2012.pdf">2012 Ofcom report</a> shows that internet access among the over 65s is only 46% (compared to 80% in the population as a whole). However, this is set against the fact that the over 55 demographics is one of the fastest growing groups of users, accounting for <a target="_blank" href="https://econsultancy.com/blog/62338-stats-time-to-reassess-and-redefine-silver-surfers">20% of UK internet users and 30% of mobile phone users</a> in the UK.

There are a number of practical ways to overcome lack of money for equipment and connectivity. The Welsh Government <a target="_blank" href="http://wales.gov.uk/docs/dsjlg/publications/comm/110325didelplanen.pdf">Digital Inclusion Delivery Plan</a> gives a number of targets for this including: <ul> <li>Providing free wifi at public libraries</li> <li>Working with housing associations to provide connectivity and training</li> </ul> Other possibilities could include holding courses and training in locations with existing free wifi such as coffee shops and even pubs. The financial barriers to getting online have an irony to them in that the costs of <strong>not</strong> being online are also substantial. The Welsh Government document <a target="_blank" href="http://wales.gov.uk/docs/dsjlg/publications/comm/101208deliveringdien.pdf">Delivering Digital Inclusion: A Strategic Framework for Wales</a> gives some examples: <ul> <li>households off-line miss out on savings of £560 per year from shopping and paying bills online</li> <li>for 3.6 million low income households this is equivalent to savings of over £1 billion a year</li> <li>people with good ICT skills earn between 3-10% more than people without such skills</li> </ul> So a another first step to overcoming the <strong>perception</strong> of this barrier would be to teach the monetary advantages of good digital literacy.

Nobody likes to feel silly, so the first step in dispelling fear is to makes sure everyone who approaches the learning of digital literacy skills is encouraged and reassured. Standard phrases such as "no such thing as a silly question" can be useful here. Identifying what skills they already have can also be a confidence booster. An example used by <a target="_blank" href="http://elliottbledsoe.com/2014/06/detaining-digital-imigrants/">one teacher of digital literacy in Australia</a> began by such a simple example as use of a television channel guide. If the fear is of concrete risks such as identity theft then training specifically focused on these can be a good starting point. That the first outcome of the new ESW Standards is "Digital Responsibility" reflects this.

In a report <a target="_blank" href="http://wales.gov.uk/docs/det/publications/101208digitalwalesen.pdf">Delivering Digital Wales</a> the Welsh Government acknowledge the requirements for increased broadband and mobile coverage in Wales and put forth a plan which includes: <ul> <li>The Broadband support scheme which provides up to £1000 financial assistance, to support businesses, households and ThirdSector organisations located in broadband notspots across Wales to gain access to broadband through other means, for example satellite. (Also using funding from EU Rural Development Programme) </li> <li>Working with mobile operators to encourage/facilitate investment in areas where coverage is poor <li>Implementing a registration scheme allowing anyone who cannot give feedback on their needs.</li> </ul>

This is an interactive activity to teach you a bit more about why some adults and young people may not have developed digital literacy skills and how potential barriers can be addressed. We'll also talk about the role of diversity and inclusion in digital literacy learning. You can either run through the [[Scenario]] first, or Jump straight to the standards-linked [[Theory]]

<em>The [[scenario|Scenario]] is designed to integrate these standards as you go through but for quick reference this page will allow to jump directly from the standards to the relevant part in the [[scenario|Scenario]]. <em> <h3>Standards</h3> <strong>Understand why some adults and young people may not have developed digital literacy skills and how potential barriers can be addressed. To do this you must:</strong> ○ Describe [[a range|Reasons for under-developed Digital Literacy]] of personal, social and economic reasons why some adults and young people may not have fully developed digital literacy skills. You must describe a minimum of five reasons, at least one of each ○ personal ([[Fear]] and [[Age]]) ○ social ([[Peers]]) ○ economic ([[Financial|Financial barriers]] and [[Connectivity]] ○ Analyse at least three different [[factors that motivate|Motivation]] adults and young people to want to gain digital literacy skills. ○ Summarise at least [[three barriers to digital literacy|Barriers to Digital Literacy]] that some adults and young people may experience ○ Suggest [[ways to overcome|So what can be done?]] the barriers above <strong>Understand the role of diversity and inclusion in digital literacy learning. To do this you must:</strong> ○ Explain [[what is meant by ‘diversity and inclusion’|And what about Diversity and Inclusion?]] in the context of digital literacy ○ Explain the effect that [[tutor values and attitudes|Tutor values and attitudes]] may have in relation to diversity and inclusion ○ Describe [[different strategies|Diversity and Inclusion strategies]] to ensure diversity and inclusion in digital literacy learning programmes

Three relatively straightforward reasons are given in the scenario for wanting, (or at least recognising the need) to gain digital literacy skills: •to help with jobseeking •to communicate with relatives and •to gain a competitive advantage in business. In general, motivation can be categorised into two main types: internal (such as a sense of belonging represented by frequent contact and communication with family) and external (such as the reward of profit or the risk of losing jobseeking benefits). In the real world there is generally a mixture of causes (having a job brings self esteem as well as an income). Another model of motivation which attempts to explain the internal motivations is "Maslow's Hierarchy of Needs". <img src="http://upload.wikimedia.org/wikipedia/commons/thumb/3/33/MaslowsHierarchyOfNeeds.svg/2000px-MaslowsHierarchyOfNeeds.svg.png" width=500px> This puts forth the idea that more basic needs must be satisfied before people can develop motivation to satisfy more complex ones. The various motivations for learning often fall at different levels in this imaginary pyramid. Job security at the level of "Safety needs" and family support and contact at the "Love and belonging" level. Practicalities such as sufficient financial security to have certain devices, access to the Internet or a smartphone with data plan also come into play. Barriers which prevent this are discussed elsewhere in this activity. <h4>Jobseeking</h4> The main motivation for a jobseeker to acquire digital literacy skills (as opposed to the desire to be in work itself) is external - an increasing number of jobs require these skills and even for many of those which have less of a need for digital literacy within in the job role still have the application process largely online. Many vacancies require applications to be submitted via email or an online form. An increasing number of employers are also researching candidates for applications by checking their ' digital footprint' both for positive contributions to the landscape of user generated content, and for issues such as poor behaviour posted publicly on social media. <h4>Communicating with Family</h4> The desire to be in touch and involved and 'in the loop' with family communications is an internal motivation, although other family members might offer encouragement and even pressure to take part. This desire for being included and supported falls quite high up the Maslow hierarchy. For older people digital literacy can also aid in independence which is often a source of a high level internal motivation - that of self esteem or pride. Examples could be the ability to order groceries and pay bills online rather than have to ask for help to get round the shops or to the bank. <h4>Competitive Business Advantage</h4> Staying in business and retaining financial security is an important motivation, falling in the "Safety needs" area of the Maslow hierarchy while external pressure to keep up with competitors can also be a factor. However many business owners will also pride themselves on being innovative, and keeping up with changes for the sake of being on the leading edge beyond what is needed to merely keep up so there is an element of intrinsic motivation here too. <div class="standardsnote">Analyse at least three different factors that motivate adults and young people to want to gain digital literacy skills.</div>

A <a target="_blank" href="http://wales.gov.uk/docs/caecd/research/2014/140515-national-survey-wales-2012-13-digital-inclusion-en.pdf">Welsh Government Digital Inclusion Report 2012-2013</a> showed significant differences in Digital inclusion across variations in age and 'life stage' (e.g. whether a student, employed or retired). This shows that being surrounded by peers who are also users of the Internet and digital technologies tends to lead to people who may not have up until now adopted it.

Tutor values and attitudes can affect a group of digital learners in many ways both positive and negative. It is important to be aware of this because learners are likely to mirror tutor behaviour whether positive or negative. Even before recruitment to a course of learning, assumptions can lead to some groups of learners never even finding out about the course if the tutor has a (possibly subconscious) notion that "people like that don't do training like this". When producing class materials it takes a deliberate effort to seek out a more diverse range of images and topics. There may be resistance to the time or cost of adaptations needed or a perception that even if the tutor thinks the adaptations should be made that someone higher up with overrule them on budget grounds. On the positive side, a sincere belief in the value of a diverse group of learners will allow a tutor to make full use of learners wide ranging and varied background as an assets in the classroom. Just as companies with a more diverse workforce make, on average <a target="_blank" href="http://www.americanbar.org/groups/litigation/committees/diversity-inclusion/news_analysis/articles_2014/diversity-inclusion-profit-drivers.html">more profit than less diverse companies</a>, so a diverse learning environment benefits more than just the additional learners being included. <div class="standardsnote">Explain the effect that tutor values and attitudes may have in relation to diversity and inclusion</div>

It is important that tutors model the behaviour they want to see, challenge discriminatory language and stereotypes and are alert to unintentional discrimination. Some practical steps might include: <ul> <li>Carrying out an 'audit' of training material to insure a diverse range of people are used when example images are needed. Stock photo collections in particular can be overwhelming "young, male, skinny and white"!</li> <li>Actively recruiting to specific groups who are in a minority.</li> <li>Holding sessions in locations already frequented by the target demographic you want to include</li> <li>Ensuring accessibility features are well understood and taught</li> <li>Ensuring times and locations don't exclude those who need to fit around childcare or other commitments and/or providing distance learning options</li> <li>Providing a range of language options</li> <li>Ensuring the language used is accessible for anyone with basic skills needs</li> </ul> <div class="standardsnote">Describe different strategies to ensure diversity and inclusion in digital literacy learning programme</div>