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Driver Education for the Information Superhighway. Literacy Leader Fellowship Program Reports. Volume II, Number 2.

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Title: Driver Education for the Information Superhighway. Literacy Leader Fellowship Program Reports. Volume II, Number 2.
Language: English
Authors: Rosen, David J., National Inst. for Literacy, Washington, DC.
Source: Literacy Leader Fellowship Program Reports. Feb 1998 2(2).
Availability: ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398; Tel: 877-433-7827 (Toll Free).
Peer Reviewed: N
Page Count: 92
Publication Date: 1998
Document Type: Collected Works - Serials
Reports - Research
Descriptors: Access to Information, Adult Basic Education, Adult Educators, Adult Literacy, Computer Attitudes, Computer Literacy, Educational Research, English (Second Language), Information Literacy, Internet, Literacy Education, Models, Staff Development, Use Studies, User Friendly Interface, User Satisfaction (Information), Users (Information)
Geographic Terms: U.S.; District of Columbia
Abstract: This document provides reports of projects related to Internet use by adult learners and practitioners. Chapter 1 reports findings of an online survey of 113 adult literacy practitioners actively using the Internet, including difficulties encountered in learning to use the Internet; training or supports that helped; Internet features used by priority; and how the Internet was used for adult education activities. Chapter 2 presents similar findings from a companion research project that used focus groups with 40 practitioners that explored the following topics: motivation for nonusers to use the Internet; new and experienced users' motivation; difficulties encountered; training or supports that helped; and Internet resources/features/sites practitioners felt were useful. Chapter 3 is a summary of results of from focus groups with 21 learners examining how adult literacy/basic education/English for speakers of other languages (ESOL) students in Northern and Southern California and Southern Ohio use the Internet. Findings are grouped as follows: where students get access; why students without access want it; why student Internet users go online; difficulties students encounter; training or supports that help; and Internet resources/sites/features students would like to find. Chapter 4 is a staff development model designed to help adult literacy/basic education/ESOL practitioners with little or no experience using the Internet or computers. Chapter 5 lists literacy World Wide Web directories and search tools. Chapter 6 is a collection of 53 Website reviews. Chapter 7 lists professional purposes for using the Internet identified by focus group participants. (YLB)
Notes: For other reports in this monographic series, see ED 400 426, ED 402 444, and CE 077 718-721.
Journal Code: RIEMAY1999
Entry Date: 1999
Accession Number: ED425338
Database: ERIC
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  Data: Driver Education for the Information Superhighway. Literacy Leader Fellowship Program Reports. Volume II, Number 2.
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  Data: <searchLink fieldCode="AR" term="%22Rosen%2C+David+J%2E%22">Rosen, David J.</searchLink><br /><searchLink fieldCode="AR" term="%22National+Inst%2E+for+Literacy%2C+Washington%2C+DC%2E%22">National Inst. for Literacy, Washington, DC.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Literacy+Leader+Fellowship+Program+Reports%22"><i>Literacy Leader Fellowship Program Reports</i></searchLink>. Feb 1998 2(2).
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  Data: ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398; Tel: 877-433-7827 (Toll Free).
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  Data: 92
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  Data: 1998
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  Data: Collected Works - Serials<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Access+to+Information%22">Access to Information</searchLink><br /><searchLink fieldCode="DE" term="%22Adult+Basic+Education%22">Adult Basic Education</searchLink><br /><searchLink fieldCode="DE" term="%22Adult+Educators%22">Adult Educators</searchLink><br /><searchLink fieldCode="DE" term="%22Adult+Literacy%22">Adult Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Attitudes%22">Computer Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Literacy%22">Computer Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Research%22">Educational Research</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Information+Literacy%22">Information Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Internet%22">Internet</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy+Education%22">Literacy Education</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink><br /><searchLink fieldCode="DE" term="%22Staff+Development%22">Staff Development</searchLink><br /><searchLink fieldCode="DE" term="%22Use+Studies%22">Use Studies</searchLink><br /><searchLink fieldCode="DE" term="%22User+Friendly+Interface%22">User Friendly Interface</searchLink><br /><searchLink fieldCode="DE" term="%22User+Satisfaction+%28Information%29%22">User Satisfaction (Information)</searchLink><br /><searchLink fieldCode="DE" term="%22Users+%28Information%29%22">Users (Information)</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22U%2ES%2E%3B+District+of+Columbia%22">U.S.; District of Columbia</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: This document provides reports of projects related to Internet use by adult learners and practitioners. Chapter 1 reports findings of an online survey of 113 adult literacy practitioners actively using the Internet, including difficulties encountered in learning to use the Internet; training or supports that helped; Internet features used by priority; and how the Internet was used for adult education activities. Chapter 2 presents similar findings from a companion research project that used focus groups with 40 practitioners that explored the following topics: motivation for nonusers to use the Internet; new and experienced users' motivation; difficulties encountered; training or supports that helped; and Internet resources/features/sites practitioners felt were useful. Chapter 3 is a summary of results of from focus groups with 21 learners examining how adult literacy/basic education/English for speakers of other languages (ESOL) students in Northern and Southern California and Southern Ohio use the Internet. Findings are grouped as follows: where students get access; why students without access want it; why student Internet users go online; difficulties students encounter; training or supports that help; and Internet resources/sites/features students would like to find. Chapter 4 is a staff development model designed to help adult literacy/basic education/ESOL practitioners with little or no experience using the Internet or computers. Chapter 5 lists literacy World Wide Web directories and search tools. Chapter 6 is a collection of 53 Website reviews. Chapter 7 lists professional purposes for using the Internet identified by focus group participants. (YLB)
– Name: Note
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  Data: For other reports in this monographic series, see ED 400 426, ED 402 444, and CE 077 718-721.
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  Data: 1999
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      – Text: English
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      – SubjectFull: Access to Information
        Type: general
      – SubjectFull: Adult Basic Education
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      – SubjectFull: Adult Educators
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      – SubjectFull: Adult Literacy
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      – SubjectFull: Computer Attitudes
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      – SubjectFull: English (Second Language)
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      – SubjectFull: Information Literacy
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      – SubjectFull: Internet
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      – SubjectFull: Literacy Education
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      – SubjectFull: Models
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      – SubjectFull: U.S.; District of Columbia
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