1. ICT and Adult Literacy: Social Context is More Than Rhetoric Queensland Council For Adult Literacy 2005 Conference Reading the Past, Writing the Future: Measuring Progress Professor Joseph Lo Bianco The University of Melbourne

2. ICT and Adult Literacy: Social Context is More Than Rhetoric A Deep Challenge

3.  As literacy practices and the use of ICT are inextricably linked, it makes no sense to continue to think and talk about them as separate enterprises. Endeavours in literacy education are equally and simultaneously endeavours in digital literacy education.

4. A Deep Challenge  To produce learners who are prepared to contribute actively, critically and responsibly to a changing society that is increasingly mediated by the use of ICT, adult literacy educators need to take account of the complex ways in which the use of these technologies influences, shapes, even transforms, literacy practices.

5. A Deep Challenge  The new literacies are multiple and based around the integration of previously separate modes of communication. Understanding how meanings are made with these multimodal texts represents a key challenge for adult literacy educators and learners. Just as important are learning how to operate the technologies efficiently and confidently, and developing a critical awareness of how electronic texts position readers and writers.

6. A Deep Challenge  Effective integration of ICT into teaching and learning should be informed by a commitment to a wide range of social, economic and educational purposes and by the understanding that technology and learning work best together when human interactions are supported not replaced by the application of technologies.

7. A Deep Challenge  Professional development for educators to integrate ICT productively and critically within adult basic education programs is essential. Their needs should be taken into account, even before tackling those of learners.

8. A Deep Challenge  Because the term ‘literacy’ is strongly associated with the world of print, it has come to assume a stigma of failure and inadequacy. We need to rethink not only the work of technology-mediated adult literacy education but also how it is labelled.

9. A Deep Challenge  Policies on ICT need to be extended beyond institutional management, administration, record keeping and information systems to include educational and training activities, designed in consultation with educators and learners.

10. A Deep Challenge  Specific attention is required to ICT needs in the Adult and Community Education sector, which is relatively poorly funded.

11. Report & Documents  The report and support documents are available at:

12. Research Questions  What is the relationship between literacy practices and the use of ICT in adult literacy education?  What are the new literacies required for effective and critical use of ICT in adult literacy education?  What changes to pedagogical practices are associated with the use of ICT in adult literacy programs?  What are the professional development needs of educators when ICT are used for teaching and learning in adult literacy programs?

13. Case-study Sites Type of RTORegional or Metropolitan Sturt Institute of TAFELarge Public RTO Metropolitan Wentworth Institute of TAFE: Adult Basic Literacy and Access Education Large Public RTO Metropolitan Extractive Industries Workplace English Language & Literacy (WELL) Enterprise-based RTO Regional Hume University of Technology Indigenous Learning Centre Community Provider Metropolitan (urban fringe) Mitchell ACECommunity Provider Regional

14. ICT Usage by Case-study Participants Learners Aged under 40 N=32 Learners Aged over 40 N=10 All learners N=42 Educator s N=13 ABS Household data for 2001- 02* Has home computer access 52%90%62%85%61% Has Internet access at home 44%80%54%85%46% Uses text messaging 37%40%38%46% Uses ATM/EFTPO S 4%20%8%38% Uses Internet banking 9%07%38% Source:Australian Bureau of Statistics 2003, 2001-02 8146.0: Household use of information technology, Canberra, Commonwealth of Australia.