1. #Uptake_ICT2life-cycle
This project is funded with support from the European Union
#Uptake_ICT2life-cycle
Digital literacy and inclusion to learners with disadvantaged background
Dr. Cristina Costa
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Case studies

2. Digital literacies for older people
#Uptake_ICT2life-cycle Digital literacy and inclusion to learners with disadvantaged background
Digital literacies for older people
Case study
European UPTAKE ICT project

3. #Uptake_ICT2life-cycle Digital literacy and inclusion to learners with disadvantaged background
Digital literacies Reconsidering the technologies of intellectual inquiry (Costa and Harris, Forthcoming)
DISCUSS may give reason for learning, but the project does not deliver learning.

4. #Uptake_ICT2life-cycle Digital literacy and inclusion to learners with disadvantaged background
Conceptualisation
Digital Technologies (the web in particular) is affecting not only the way individuals live, but also work and learn (JISC, 2013)
Digital Culture is cemented by low barriers to engagement and a strong support for the sharing of knowledge creations (Jenkins et al, 2009); artefacts representing individuals’ experiences, views and learning.
Digital practices are strongly associated with forms of knowledge working, including the practices of congregating online with and in relevant knowledge networks as instances of collective meaning-making. The adoption of such approaches to learning become literacies essential to cope in a world where knowledge is widely available, but accessibility to it is determined and dependent on individuals’ ability to interact with it (Costa and Harris, forthcoming)
Digital Capital: Digital capital emphasises not only access to the digital infrastructure (tools), but also highlights the importance of skills and literacies required to navigating the online world Roberts and Towsend (2016).
Learning design relying both on technological innovation and lifelong and life-wide learning approaches (Jackson, 2011)

5. Older adults interested in learning more about the digital
#Uptake_ICT2life-cycle Digital literacy and inclusion to learners with disadvantaged background
Context
Older adults interested in learning more about the digital

6. 5 face-to-face training sessions (more in 2017) in Glasgow
#Uptake_ICT2life-cycle Digital literacy and inclusion to learners with disadvantaged background
Training Sessions
5 face-to-face training sessions (more in 2017) in Glasgow
4 older adult trainiers

7. Sessions Web Page Design for Beginners
#Uptake_ICT2life-cycle Digital literacy and inclusion to learners with disadvantaged background
Sessions
Web Page Design for Beginners
Getting Started with Facebook (Social Networking)
Cloud Computing for Beginners

8. Focus group 1 (October 2016) Motivations and expectations
#Uptake_ICT2life-cycle Digital literacy and inclusion to learners with disadvantaged background
Focus group 1 (October 2016)
Motivations and expectations
To learn the basic skills and feel more comfortable on the web
To become more confident with new digital developments
To avoid having to constantly ask younger family and friends for help
To keep up with the younger generation
To be able to keep in touch and view family and friend’s photographs on Facebook
To help to be able to improve a society website as part of a volunteer role

9. Focus group 1 (October 2016) To be self sufficient
#Uptake_ICT2life-cycle Digital literacy and inclusion to learners with disadvantaged background
Focus group 1 (October 2016)
Motivations and expectations
To be self sufficient
Often in working life you have staff who support you and present you with information, however when you retire you need to become more self-sufficient and be able to do things independently
Before retirement, when you are working in a busy environment with a lot of colleagues there are a lot of people around you to ask for help. However when you retire there is often no-one to ask so you need to learn to be able to access IT and social media by yourself

10. #Uptake_ICT2life-cycle Digital literacy and inclusion to learners with disadvantaged background
Focus group 1 (October 2016)
Participants also raised concerns about anxiety around the developments in social media and the intrusiveness of it. They often found a lot of the language used very daunting and hoped that by attending the sessions they would feel more at ease with the web in the future.

11. Focus group 1 (October 2016) Application of skills Participants felt
#Uptake_ICT2life-cycle Digital literacy and inclusion to learners with disadvantaged background
Focus group 1 (October 2016)
Application of skills
Participants felt
they had a better grasp of how to ‚be‘ on the web
Vulnerable about security, losing information (back up)
They need more personalised support

12. Focus group 1 (October 2016) Anxiety about online security
#Uptake_ICT2life-cycle Digital literacy and inclusion to learners with disadvantaged background
Focus group 1 (October 2016)
Application of skills
Participants most used applications/services
Facebook
Online shopping – Amazon particularly
Travel bookings
Cinema bookings
Online banking – particularly for ease of access, flexibility
Anxiety about online security

13. Focus group 1 (October 2016) Ideas for future classes
#Uptake_ICT2life-cycle Digital literacy and inclusion to learners with disadvantaged background
Focus group 1 (October 2016)
Ideas for future classes
Computer maintenance – how to update your memory capacity, how to manage your storage, how to clean out files using anti-virus software etc.
Online security – who owns your information? How to deal with scams, financial fraud etc.
Using mobile applications
Using new shopping applications
Other social media tools – Twitter, Instagram and FaceTime.
Understanding what these applications can do, the terminology used and how to restrict who can access your information