Hello LIRT community,
In 2023-2024, the LIRT Adult Learners Committee hosted four discussion groups about various articles that we read relating to the topic of digital literacies for adult learners. Below is an annotated bibliography of what we learned from our discussion group!
Annotated Bibliography: Digital Literacies for Adult Learners
By the LIRT Adult Learners Committee: Liya Deng, Alissa Droog, Stan Trembach, Carl Andrews, Nan Carmack, Piper Cumbo, Sarah Schmidt, Daniel Smith, and Deborah Michelle Williams
Aguilera, E., & Pandya, J. Z. (2021). Critical literacies in a digital age: current and future issues. Pedagogies: An International Journal, 16(2), 103-110. https://drive.google.com/file/d/1Wuiv1_1QhHE_L1pZ97Joob8NOfRc3EAR/view?usp=drive_link
A small group of public librarians began meeting during the pandemic to plan for online instruction using critical Freirian methods to inform their pedagogy and praxis. They then took this critical approach into the digital realm, using Darvin's critical digital literacy construct. This resulted in the creation of three distinct programs where their patrons engaged in online learning using social media. In the end, they found that this approach worked well for the pandemic and wondered if it would transfer well into post-pandemic times.
Ciampa, K., Wolfe, Z. M., & Bronstein, B. (2023). ChatGPT in Education: Transforming Digital Literacy Practices. Journal of Adolescent & Adult Literacy, 67(3), 186–195. https://ila.onlinelibrary.wiley.com/doi/pdfdirect/10.1002/jaal.1310
In the article "ChatGPT in Education: Transforming Digital Literacy Practices," published in 2023 in the Journal of Adolescent & Adult Literacy, the major themes addressed speak to: the advantages of Artificial Intelligence (AI) integration in literacy education, potential biases in AI algorithms and their impact on literacy instruction; the idea of "overdependence" on AI tools in literacy education, and the risks that may be associated with it; and potential future developments in AI technology that could further enhance literacy education. The authors offer suggestions on how educators can stay informed about the latest advancements and best practices in AI-enhanced literacy instruction. There is also a discussion on what ethical considerations educators and learners should keep in mind when using AI tools in education.
Flores, L., González, D., DeLeon, C., & McGowan, M. (2021). Critical Digital Literacy in a Public Library in the Time of Covid-19. Texas Library Journal, 97(2), 171-173. https://drive.google.com/file/d/1hcnTke-F3jc6eCBOCtn1QCje23Q8OY13/view?usp=drive_link
In this introductory article, the authors, who are both academics, explore the ways that critical digital literacy practices can inform approaches to pedagogy. More specifically, they are concerned with the ways critical digital literacy could transform volatility and uncertainty, while promoting connection and creativity. The article introduces some guiding questions for this work and names some relevant examples from K-12 and higher education. As they find, the possibilities for this approach are quite broad, and they all can help interrogate the ways that power and bias infiltrate the sociocultural context of technology writ large. In the end, this is one approach for addressing these issues but is insufficient by itself.
IFLA, 2020. Statement on Libraries and Artificial Intelligence. https://repository.ifla.org/bitstream/123456789/1646/1/ifla_statement_on_libraries_and_artificial_intelligence-full-text.pdf
The IFLA Statement on Libraries and Artificial Intelligence (FLA, 2020) outlines guidelines for libraries to navigate AI's challenges. It urges an alignment between AI and library values like equity and privacy. Libraries must engage in AI development while promoting digital literacy and critical assessment of AI-driven information. Transparent governance is also advocated to prevent biases. The statement can serve as a global guide for libraries to harness AI's potential while upholding ethical standards and user rights.
Jimoyiannis, A. (2015). Digital literacy and adult learners. In J. Michael Spector (Ed.), The SAGE encyclopaedia of educational technology (vol. 1, pp. 212-215). SAGE Publications. https://doi.org/10.4135/9781483346397
The article "Digital Literacy and Adult Learners" in the SAGE Encyclopedia of Educational Technology published in 2015 examines the significance of digital literacy in the context of adult education. The author defines digital literacy as the ability to access, evaluate, and use digital information effectively and responsibly to achieve personal, academic, and professional goals. The author also discusses the evolving nature of digital literacy and its implications for adult learners in today's technology-driven society. The article underscores the importance of integrating digital literacy initiatives into adult education programs to empower learners to participate in the digital society.
Morgan, A., Sibson, R., & Jackson, D. (2022). Digital demand and digital deficit: Conceptualising digital literacy and gauging proficiency among higher education students. Journal of Higher Education Policy & Management, 44(3), 258–275.
Morgan, Sibson, and Jackson (2022) explore the concept of digital literacy and assess the proficiency levels of higher education students. The focus is on the increasing importance of digital skills in today's educational landscape in terms of bridging the gap between the demand for digital literacy and students' actual proficiency. Drawing on empirical research, the article highlights the need for a nuanced understanding of digital literacy and proposes strategies for enhancing students' digital skills. The implication of this research is an urge for educators and policymakers to address the digital deficit to ensure students are adequately prepared for the demands of the digital age
Robert, Jenay. 2024 EDUCAUSE AI Landscape Study. Research report. Boulder, CO: ECAR, February 2024. https://www.educause.edu/ecar/research-publications/2024/2024-educause-ai-landscape-study/introduction-and-key-findings
Jenay, et al report finding that most institutions are approaching AI from a perspective of workforce preparation and improving learning and teaching practices. However, institutions are finding their efforts siloed across departments and great concern for privacy and academic integrity are mingled with cautious optimism about the results. Responsibility for policy-making is also mixed, furthering the siloing for practice.
Cheers,
Outgoing co-chairs: Liya Deng, Alissa Droog, and Stan Trembach
LIRT Adult Learners Committee
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Alissa Droog
Assistant Professor, Education & Social Sciences Librarian
Northern Illinois University
She/Her/Hers
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