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New LINCS Course on Integrating Digital Literacy

There is now an online course available in the LINCS Learning PortalIntegrating Digital Literacy into Adult English Language Instruction, an interactive, self-paced online module that explains how to incorporate digital literacy skills into learning activities for ELL students. The course was developed through the ESL Pro project and is listed now under ESL Pro in the LINCS Learning Portal.

Marian Thacher, American Institutes for Research

Comments

Marian Thacher's picture
Ten

Reply to this comment to share your thoughts from unit 1 of Integrating Digital Literacy into Adult English Language Instruction.

Share a description of the lesson you created using a digital form, or a lesson on email. Did you have the opportunity to teach this lesson? If so, what went well, what were the challenges, and what tips do you have to share?

Marian Thacher's picture
Ten

Reply to this comment to share your thoughts from unit 2 of Integrating Digital Literacy into Adult English Language Instruction on listening. Think about the listening resources that you explored in the unit and respond to these questions:

  1. What units did you identify that would benefit from additional listening practice?

  2. What listening resources might fit well with each of your identified units?

  3. For each of the units, what is the purpose for listening?

  4. What vocabulary items would you need to work into your units?  

  5. What listening strategies could you model and help students learn to use?

  6. What language elements (e.g., level of formality, sentence structures, forms to request information, etc.) will you bring to the students’ attention?

Marian Thacher's picture
Ten

Reply to this comment to share your thoughts from unit 2 of Integrating Digital Literacy into Adult English Language Instruction on Internet reading. Think about the reading resource(s) that you have explored and respond to these questions:

  1. What Internet readings might fit well with each of your curriculum units?  
  2. What supports would your students need in order to read each Internet selection?
  3. What are the ways that you would help your students select the appropriate links to follow, focus on appropriate images or videos, and evaluate the information?
  4. How can you support your students’ increasingly independent Internet reading in a way that is appropriate to their level?
  5. What is the best way to support a mindset of “make mistakes and learn from them” in your class?
  6. Describe the activity that you have designed.
Don Dutton's picture
First

I like myplate.gov as a general lesson to read, explore new vocabulary and discuss and critique the government's opinion about healthy eating.

With an intermediate group, I would support learners with a warm up activity talking about favorite foods, home and restaurant favorites, snacks, sweets, healthy and not-healthy eating.  Eating habits and caloric intake.

With any website, we would discuss methods to determine facts on a site.  We would talk about corroborating information.

My lesson plan would begin with the above-mentioned warm-up followed by a general discussion of guidelines. We would define words: guidelines, BMI, calorie, calculator, diet, overweight, obese, eating disorders, habits.  I would then present the site and ask students to log on with me.  We would explore the site and find information for adults and then refine the search if necessary.  Students read aloud parts of the site as we move through the search.

An activity would be use the BMI calculator.  This should be fun and funny.  In my classes, there is usually a lot of laughter as I make fun of myself and we laugh at each other's mispronunciations or wrong responses.  We would predict BMI and at weight or over weight and then calculate some students BMI.

As an assessment, students are asked to find a part of the site they find interesting and write a short review of the section. This can be done in pairs or alone. 

Further discussion would focus on a critique of the site. Do they believe it? Do they want to follow the suggestions? Do they want to change?  Is this the same in your country?

 

Susan Finn Miller's picture
One hundred

Hi Don, It's good to see how you are applying what you are learning in the ESL Pro course on Integrating Digital Literacy into ESL Instruction.Thanks for sharing this lesson idea for using the myplate.gov website. I want to affirm your engaging learners in a critique of this (or any) site. We know that Body Mass Index (BMI) is usually an important indicator of health. Of course, we all know this can be a sensitive topic, too.

Best of luck with this lesson!

Cheers, Susan Finn Miller

Moderator, English Language Acquisition

 

Marian Thacher's picture
Ten

Reply to this comment to share your thoughts from unit 3 of Integrating Digital Literacy into Adult English Language Instruction on Internet searching. Think about the Internet search lesson activities that you have explored and respond to these questions:

  1. Identify a class into which you would like to integrate an Internet search activity.
  2. List three to four lessons or units that you can add the Internet search activity to.
  3. For each lesson or unit, what is the topic of the search? (For example: On a vacation to Vancouver, BC, find three sightseeing locations that your family or friends would like.)
  4. Briefly describe each element in SEARCH that you would include in the Internet activity for this class.
  5. How will you ensure that each Internet search activity will give the students increasing independence?
Marian Thacher's picture
Ten

In Unit 4 you learned about problem solving in a technology-rich environment. Did you create an activity for your students (or for your teachers if you are an administrator) to help them become good problem solvers making use of the technology they have access to? Respond to this post to share the lesson activity you created and your experience with it here. (Unit 4, Part 3)