Digital Literacy Acquisition and the School to Prison Pipeline

Submitted by David Rosen on Tue, 01/03/2017 - 07:11
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Correctional Education Colleagues,

As you may know, Portland State University's Learner Web project has had at least two sites that were in county jails, in Syracuse New York and in New Orleans, Louisiana.

Those who may be interested in how an online or blended learning model can operate in a jail may find this Digital Literacy Acquisition and Equity Research Hub article of interest:

We are honored to have been able to contribute a chapter to the newly released book Understanding, Dismantling, and Disrupting the School-to-Prison Pipeline edited by Kenneth J. Fasching-Varner, Lori Latrice Martin, Roland W. Mitchell, Karen P. Bennett-Haron, and Arash Daneshzadeh.  This important volume contains chapters from scholars who dig deeply and thoughtfully into the relationships between schools and prisons and how vulnerable populations, and people of color in particular are set on a destructive and seemingly inescapable path by the school-to-prison pipeline.  Our chapter adds a slightly different spin on our previously shared work into the role of digital literacy acquisition among and incarcerated population being prepared for reentry.  We draw from the same data and theoretical framework, but in the chapter we argue forcibly that the systems in place that keep access to the internet away [from] individuals preparing for reentry serve to keep people in the pipeline.  We suggest that changes to policy that allow for digital literacy acquisition within the structure of a reentry program may provide an exit from the pipeline.  We hope you're able to get your hands on a copy of this book. Let us know what you think!

Gloria E. Jacobs | December 22, 2016 at 11:31 am | Categories: Uncategorized | URL: http://wp.me/p7sPaK-65

 

David J. Rosen

djrosen123@gmail.com

 

 

 

 

Comments

Thank you, David, for sharing this report, and specifically this chapter, with us.  I'm curious what you, and others, make of the statement in the report that reads, "While attention should certainly be given to hard skills such as job skills and resume and cover letter writing, program administrators should remain cognizant of the affective needs of learners".  Certainly, digital literacy is a much broader skill set than work readiness and job training.  However, if we think about providing digital literacy instruction in a contextualized way, how else, other than through the lens of work, is that being done with a prison population?  I'm curious to hear what other contexts are being used to help inmates develop these digital literacy skills, in preparation for re-entry into society.   Best, Mike Cruse Career Pathways Moderator michaelcruse74@gmail.com

Mike, 

Thanks for your comments and inquiry. I work for a Chicago-based social enterprise called Edovo, which aims to reduce recidivism and improve opportunities for those affected by incarceration through tech-enabled education. We offer a tablet-based, digital learning platform in jails and prisons in 12 states, and growing. Edovo is a platform, and we strive to be much more than a single-purpose tool -- users have access to over 10,000 hours of educational and entertainment content, with more exciting services to come.  

To your question, "how else, other than through the lens of work, is [contextualized digital literacy instruction] being done with a prison population?" I would answer (open-ended), digital education (ed-tech) on the inside is a relatively new innovation, and gaining traction quickly. Folks with access to offline technology like Edovo are gaining digital literacy skills simply by engaging an ed-tech tool designed for a corrections audience and navigating a simple digital interface on a regular basis.

That said, we also aim to provide targeted courses to improve tech skills needed -- and/or desirable -- for 21st century careers. However, learning-by-doing on digital platforms is a huge step for some folks behind bars, who may have never touched something like a tablet -- or wouldn't get the chance to otherwise. 

Regards,

Anna Fechtor

anna.fechtor@edovo.com

Thanks for the information. You should submit to present at our CEA Forum in April in Cleveland or the National Conference in San Antonio end of July/first of August!

The non-profit I work for has experience in deploying computer-based High School Equivalency solutions in county jails. Our product is called i-Pathways Oasis and it uses no internet to deliver the full i-Pathways curriculum. We currently have this solution deployed in the following counties in Illinois: McDonough, Knox, Livingston, Peoria (2), and soon to be in Perry. We also have this solution in Lincoln County Nevada.

Our solution places our nationally used i-Pathways curriculum on a device that emits in own wireless network, a network that does not have internet access. The jails we have worked with have purchased Chromebooks to connect to our device so they can access the content.

The solution is really easy to setup and requires no real IT expertise. We have had success with these deployments, including students completing portions of their High School Equivalency Exams. This solution fulfills a need that has not really been addressed in the county jail environment.

We have internet options and have deployed that version of i-Pathways throughout the Illinois Department of Corrections and in Howard County Maryland with huge success. The i-Pathways Oasis is a solution for facilities that do not allow Internet connections. These solutions allow for users to build digital literacy skills in a manner that is cost effective and fits with the needs and regulations of the facilities.