Influence Of Adult Education Programmes In Promoting Digital Literacy Among Adult Learners

1.1. BACKGROUND OF THE STUDY

Society is transforming so fast into one which is based on information, requiring its citizens to be familiar with and at ease with information-based resources and manipulations. According to Adebola (2008) for a Nigerian learner not to be left out in what is happening in the world, he/she has to key into the use and application of internet and this has to start from the foundation of education. Technology is therefore changing in a way that has never happened before and without proper machinery in place; one stands the risk of being left behind. Adebola further stated that people no longer necessarily go to library to obtain information or knowledge because internet are now available to the user at his/her home, office and cybercafé centres. This is because technology is advancing rapidly and making inroads into personal, business, academic and social life. 

Bello et al. (2014) in Bakare (2012) commented that the computer revolution and information technology have transformed systems in areas of communication, teaching, storage and retrieval of data. All modern technologies open new doors and various opportunities for teaching and learning at every level (Bakare, 2012). Adult Education (AE) has been increasingly impacted by technology in recent years as educational institutions, workplaces, and government programs in Nigeria have shifted more of their information and services into digital spaces. These services, which used to require filling out a paper form or a telephone call have shifted into online spaces and now require technology tools to access and use. Citizens require technology access then in addition to knowledge and the skills necessary for working in digital spaces in order to be self sufficient and participate fully in today's society. This study addresses some of the emerging concerns and possibilities with Adult Education and technology literacy efforts for adults in Nigeria. While ongoing technology infrastructure improvements over the past few years is making it increasingly possible for many to have limited free access to computers and the use of the Internet, these opportunities address only part of digital divide concerns. 

Broadly, digital divide refers to one’s access to and use of technology. Disparities for our citizens who lack the literacy and digital competencies necessary to make effective use of digital options remains an ongoing challenge of the digital divide. Two areas of digital competencies are of specific interest for this paper: basic technology competence - such as being able to fill out a form online or navigate a web page or website, and cognitive technology competence - such as the ability to apply critical thinking and one's reading comprehension skills to strategically use technology for seeking out and understanding information. Filling out an online form and having the reading comprehension skills necessary to understand information may be beyond the reach of adults who do not meet the U.S. Congress definition of literacy from 1991, “an individual’s ability to read, write, and speak in English, and compute and solve problems at levels of proficiency necessary to function on the job and in society, to achieve one’s goals, and develop one’s knowledge and potential” (National Literacy Act of 1991).

Literature indicates that many lower-literate adults lack even the most basic of technology skills, let alone have the literacy proficiency necessary to realize the Internet’s full potential. We will highlight several of these studies later. In 2012, a digital assessment project and, in 2012, a web-based software system was developed to address several recognized education gaps. Both are in use at regional sites in Minnesota to target digital competency and literacy education for adults. These are the Digital Literacy Program and the Learner Web system. 

The Digital Literacy Program at their own pace. The assignments require learners to demonstrate computer and online tasks hands- on and in real-time as opposed to only abstractly learning these skills (Vanek, 2013). These two projects complement each other and are showing promise in furthering digital competence and literacy goals. Though the digital and Learner Web programs were developed by Adult Education educators, researchers, and others who work closely with Adult Education populations, these are suited for addressing literacy needs of this learning audience. Digital literacy program opportunities can play a crucial role as a first step for understanding technology literacy needs and for leveraging this information to better target a starting point for developing a learner's technology literacy. As this is an emerging area of teaching and learning in Adult Education, it is not fully evident which digital literacy program options are useful for the diverse populations Adult Education serves.