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Digital Literacy in a Lifelong Learning Programme for Adults: Educators’ Experiences and Perceptions on Teaching Practices

Digital Literacy in a Lifelong Learning Programme for Adults: Educators’ Experiences and Perceptions on Teaching Practices

Athanassios Jimoyiannis, Maria Gravani
Copyright: © 2012 |Pages: 15
ISBN13: 9781466609037|ISBN10: 1466609036|EISBN13: 9781466609044
DOI: 10.4018/978-1-4666-0903-7.ch010
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MLA

Jimoyiannis, Athanassios, and Maria Gravani. "Digital Literacy in a Lifelong Learning Programme for Adults: Educators’ Experiences and Perceptions on Teaching Practices." Current Trends and Future Practices for Digital Literacy and Competence, edited by Antonio Cartelli, IGI Global, 2012, pp. 109-123. https://doi.org/10.4018/978-1-4666-0903-7.ch010

APA

Jimoyiannis, A. & Gravani, M. (2012). Digital Literacy in a Lifelong Learning Programme for Adults: Educators’ Experiences and Perceptions on Teaching Practices. In A. Cartelli (Ed.), Current Trends and Future Practices for Digital Literacy and Competence (pp. 109-123). IGI Global. https://doi.org/10.4018/978-1-4666-0903-7.ch010

Chicago

Jimoyiannis, Athanassios, and Maria Gravani. "Digital Literacy in a Lifelong Learning Programme for Adults: Educators’ Experiences and Perceptions on Teaching Practices." In Current Trends and Future Practices for Digital Literacy and Competence, edited by Antonio Cartelli, 109-123. Hershey, PA: IGI Global, 2012. https://doi.org/10.4018/978-1-4666-0903-7.ch010

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Abstract

The study presented explores aspects of adult learning on digital literacy in the context of a lifelong learning programme for social cohesion in Greece. The article outlines the framework of the digital literacy subject and underlines its associated objectives regarding adults’ knowledge and competence in Information and Communication Technologies (ICT). The exploration draws upon the experiences and perceptions of eight adult ICT educators. The findings reveal that the educators tried to use flexible instructional practices that were adjusted to adult learners’ needs and interests. Common effective instructional practices used were: ICT competence sessions, interdisciplinary and multi-literacy lessons, ICT-based projects, individual instruction sessions. Additionally, the article reveals the difficulties that adults faced in the course of developing ICT literacy skills. The paper ends with implications for the design of adult digital literacy courses in lifelong learning programmes, and for the preparation and development of the ICT educators in the years to come.

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