Navigating Challenging Digital Literacy Practices: The Settlement Experiences of Adults from Migrant and Refugee Backgrounds

IF 1.5 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Adult Education Quarterly Pub Date : 2023-06-12 DOI:10.1177/07417136231180867

Ekaterina Tour, Edwin Creely, P. Waterhouse, Xuan Pham, Michael Henderson, Mary Wallace

{"title":"Navigating Challenging Digital Literacy Practices: The Settlement Experiences of Adults from Migrant and Refugee Backgrounds","authors":"Ekaterina Tour, Edwin Creely, P. Waterhouse, Xuan Pham, Michael Henderson, Mary Wallace","doi":"10.1177/07417136231180867","DOIUrl":null,"url":null,"abstract":"Digital literacies are critical for adults from migrant and refugee backgrounds as they settle in a new country. However, institutions, leaders, and teachers often feel uncertain about how to teach digital literacies. Using the notions of digital literacy practices and assemblages, this article reports on a qualitative case study and explores how 30 adults from migrant and refugee backgrounds navigated challenging digital literacy practices related to settlement in Australia. This research found that to deal with challenges, the participants brought together different personal, social, material, symbolic, temporal, and spatial resources. However, sometimes the required resources were not available, which constrained the participants’ practices. Some participants were aware of the need to find new solutions but they often did not know how this might be done. In contrast, some participants were reluctant to take a risk. The article concludes with implications for EAL practice by suggesting strengths-based pedagogies for digital literacies.","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.5000,"publicationDate":"2023-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Adult Education Quarterly","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/07417136231180867","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 1

Abstract

Digital literacies are critical for adults from migrant and refugee backgrounds as they settle in a new country. However, institutions, leaders, and teachers often feel uncertain about how to teach digital literacies. Using the notions of digital literacy practices and assemblages, this article reports on a qualitative case study and explores how 30 adults from migrant and refugee backgrounds navigated challenging digital literacy practices related to settlement in Australia. This research found that to deal with challenges, the participants brought together different personal, social, material, symbolic, temporal, and spatial resources. However, sometimes the required resources were not available, which constrained the participants’ practices. Some participants were aware of the need to find new solutions but they often did not know how this might be done. In contrast, some participants were reluctant to take a risk. The article concludes with implications for EAL practice by suggesting strengths-based pedagogies for digital literacies.

查看原文本刊更多论文

应对具有挑战性的数字扫盲实践：来自移民和难民背景的成年人的定居经历

数字文学对于移民和难民背景的成年人在新国家定居至关重要。然而，机构、领导者和教师往往对如何教授数字文学感到不确定。利用数字扫盲实践和组合的概念，本文报告了一个定性案例研究，并探讨了30名来自移民和难民背景的成年人如何应对与澳大利亚定居相关的具有挑战性的数字扫盲实践。这项研究发现，为了应对挑战，参与者汇集了不同的个人、社会、物质、象征、时间和空间资源。然而，有时所需的资源不可用，这限制了参与者的做法。一些参与者意识到需要找到新的解决方案，但他们往往不知道如何做到这一点。相比之下，一些参与者不愿意冒险。文章最后提出了基于优势的数字文学教学法，对EAL实践有启示。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Adult Education Quarterly EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.20

自引率

7.70%

发文量

期刊介绍： The Adult Education Quarterly (AEQ) is a scholarly refereed journal committed to advancing the understanding and practice of adult and continuing education. The journal strives to be inclusive in scope, addressing topics and issues of significance to scholars and practitioners concerned with diverse aspects of adult and continuing education. AEQ publishes research employing a variety of methods and approaches, including (but not limited to) survey research, experimental designs, case studies, ethnographic observations and interviews, grounded theory, phenomenology, historical investigations, and narrative inquiry as well as articles that address theoretical and philosophical issues pertinent to adult and continuing education.