Month: June 2016

Self-Paced Learning

Digital literacy learning was implemented as a self-paced process, rather than moving learners through activities at the same pace– a common practice in classroom or cohort models. Even within labs designed as classes or cohorts, learners self-selected their goals and they moved through the learning materials on their own with the support of a tutor. The Self-Paced Learning Brief details findings that demonstrate learners and tutors’ preferences for working at their own pace to learn digital literacy skills.

Let us know what you think in the comments section. What have you experienced in the area of using self-paced learning to support learners as they acquire digital literacy skills? How might the findings we set forth in this brief help you continue thinking about ways to serve your population of learners?

Executive Summary

In addition to the research briefs, the policy brief, and the case studies, we have provided you with an executive summary of our research.  The executive summary contains an overview of the research, our methodology, a summary of the findings, and a discussion of the conclusions, implications, and recommendations we’ve drawn from this research.

We invite you to respond to the executive summary with questions about any aspect of the research. We also would love to hear about your experiences working with underserved learners in the area of digital literacy acquisition.

Case Study Series

Along with the research briefs that focus on specific findings, we have three case studies that provide in-depth insight into specific settings and situations.

We invite you to read these case studies, even if the specific context doesn’t exactly match your own setting.  You may find something in these that provide some new insight into your situation!  If you do, we would love to hear about it in the comments.

The Research Brief Series

The Research Briefs series highlight key findings about how underserved adults acquire digital literacy skills, and include quotes from participants and practitioners. The 17 different briefs are designed to be accessible by practitioners, program administrators, and policy makers to inform and enhance digital literacy programs. We will be highlighting each brief in the weeks to come. We welcome your comments, questions, and insights into these different findings.