39 e- Literacy

P. Jaisridhar

epgp books

 

 

 

 

1. INTRODUCTION

 

e-Literacy as defined by the United Nations Educational Scientific and Cultural organization (UNESCO) refers to the awareness, skills, understanding and reflective approaches necessary for an individual to operate comfortably in information-rich and IT enabled environments. Most definitions of e-literacy or digital literacy covers three abilities

  • The ability to use digital technology, communication tools or networks to locate, evaluate, use and create information
  • The ability to understand and use information in multiple formats from a wide range of sources when it is presented via computers
  • The ability to perform tasks effectively in a digital environment

  To promote e-literacy, every state in India has initiated a project in their own names. For example, in Kerala the e-literacy is promoted in the name of Project Akshaya. Initially, this project was started with a noble intention of making at least one member in each of 64 lakh families e-literate. The pilot project started in Malappuram, and was inaugurated y His Excellency Dr. A.P.J. Abdul Kalam, former President of India on 18th November 2002. 100% eLiteracy was achieved in eight districts in Phase 1 and the project has been roaring success. Nowhere has such a feat been attempted or accomplished. The vision and scope of the project is beyond comparison. The operations of Akshaya as unfolded so far consist of three distinct phases. The first phase is that of enabling the masses by imparting basic skill in computer operations and making them familiar with internet. This phase is the period of eLiteracy training. In the initial phase, the Akshaya ecentre imparts basic training that not only familiarizes people with the basics and the scope of IT, but also ensures hands-on-skill in operating a computer, using the Internet etc to at least one person in the 64 lakh families in the state that makes it the largest rural eliteracy training project worldwide. Malappuram is declared as the first eliterate district in India. Malappuram and Kannur districts were already declared 100% eliterate. Kollam, Kozhikode, Thrissur and Kasaragod districts achieved eliteracy above 90%. So far around 33 lakhs beneficiaries were trained.

 

There is a growing documentation on how computer based technologies are impacting on communicative practices in school and many are suggesting that this requires new understanding about literacy (Unsworth, 2001). Some suggest that teachers need to use technologies as more than tools; they have to ensure that working with these technologies goes beyond simply locating and retrieving information. User need to develop strategies that enable them to critically evaluate information and be able to work across semiotic systems in designing multimodal representations. It has been argued that literacy not only exist on screen or on paper but also in practices that surround it and the situation in which literacy is carried out. Many studies investigating changes in multimedia argue that the form of representation (viz., visual, text or combinations) make significant cognitive demands on the user. Multimedia instructions can be more effective to empower teachers and learners and enhance learning outcomes. If digital literacy involves the ability to use computer presented information in multiple formats from a wide range of sources, then use of multimedia in science will also require digital literacy. Though the concept of digital literacy is still developing, it is considered to be an ability to apply information technology in a complex sustained situation and helps us understand the consequences of the action.

 

Digital literacy in science education can be viewed as relationship between process / skill based component and concept based components that are particular to the science classroom. The process / skill based component include computer skills (technical computer related competence) and information processing skills and information processing skills (a competence that requires recognition of information need, retrieve, evaluate, use and disseminate information). The concept based component includes traditional literacy (language competence) and subject literacy (science competence).

 

1.1. Does e- literacy programs creates digital divide???

 

Despite the fact that Internet usage amongst older adults is low compared with other age groups, recent research in the US also indicates that people aged 65 and over are currently the fastest growing segment of the Internet community (Burwell 2001, p.40; Fox 2004; Laurich 2002, p.174; Mates 2002), bringing the proportion of those over 65 who use the Internet in the States to approximately 22 per cent (Fox, 2004). This is higher than that reported in the UK, India and other Asian countries that puts usage of the Internet by olderusers at 15 per cent. Surveys conducted by many researchers around the globe provide evidence that there are growing number of over 60 in using digital platform to acquire or learn something. However, this growth comes from a very low starting point. There remain many people who do not use the Internet and much further growth is needed before older adults are adequately represented online.

 

The inequality of access to the Internet, which is correlated not only to the age of the user but also by their level of income and education attainment, is frequently referred to as the “digital divide” (Dutton et al 2005; Hargittai 2002; Loges and Jung 2001; Millward 2003; Timms 2003, p.38; Wellman and Haythornthwaite 2002, p.17). More specifically, Millward has described the low use of the Internet by older people as a “grey digital divide”. There are also strong correlation between non-users of the Internet and social exclusion and disadvantage. This is hardly surprising because age is correlated with non-use and older people are often regarded as being socially excluded because they tend to have lower incomes and participate less in social and economic activities.

 

The existence of this divide may be unsurprising given that this generation of older people have lived the majority of their lives without the Internet and that older retirees are unlikely to have experienced using computer technology during employment (Loges and Jung 2001, p.542). While it is possible that this “grey digital divide” is simply a generational phenomenon that will disappear over time as the next generation of seniors spend more of their working lives surrounded by computers and the World Wide Web, the immediate future of the divide remains unclear. Loges and Jung warns that, certain patterns of Internet behaviour may survive this generation of seniors. They suggest that older people in the future may continue to be wary of guarding their privacy and finances which would mean that they would be less likely to purchase products or services online than younger people (Loges and Jung 2001, p.559). Timms (2003) even predicts that the digital divide could actually worsen in the developing countries before it improves.

 

The Internet has enormous potential to benefit the lives of older people. Online services such as e-mail, banking, discussion lists, general interest websites and chat rooms can facilitate in the learning and socialising of this age group and can help older adults preserve their independence. The Internet can also enable people to take an active part insocial and political processes. It is essential therefore, that, as the population ages and society becomes increasingly dependent on computer technology and the Internet, the disadvantaged and the over 50s must be actively encouraged to get online, otherwise they will miss out (Timms 2003, p.38). We live in a society where information and knowledge is power. Hence those without Internet access are increasingly being recognised as the “information poor”.

 

2. Factors affecting old age group in accessing internet for e-learning

 

Older people are a heterogeneous group; indeed, they vary dramatically from fit, independent-living retirees to the frail elderly in nursing homes with multiple disabilities. They also vary enormously in their interests, education, fitness levels, lifestyles, levels of income and ages. Despite this, it is worthwhile to distinguish a number of common features and factors that affect the old people from using internet.

 

2.1. Poverty

 

Although older people belong to a heterogeneous group there remains a strong association between age and poverty. Age Concern for example, found that approximately one in five pensioners live in low-income households and are more likely to live in houses that are substandard and difficult to heat. Help the Aged have also showed that females, ethnic minorities and older pensioners are those groups most liable to be impoverished. Consequently, it is possible that older people might find the cost of purchasing computers and telecommunication access prohibitive even if some of these costs could be offset against savings that might be obtained from taking advantage of discounted products offered online.

 

2.2. Health

 

Health problems become more common with age. Common health problems include: musculoskeletal disorders like arthritis, heart and circulatory problems like hypertension, strokes, dementia and Parkinson’s disease. Changes in hearing and vision are a normal part of ageing, and some people suffer severe hearing difficulties or visual impairment. Many of these conditions affect the ease in which older people can access computers and the Internet. Many tools are available, however, to help older people with health problems and these are discussed later in the paper.

 

2.3. Retirement

 

Retirement is an aspect of life shared by the majority of people over 60. For many older people, the spare time associated with retirement provides an opportunity to explore new horizons and to develop their interests. However, by the same token, retirees without a job can experience a lack of purpose and structure to their daily routine and reduced social contact. Research has found that use of the Internet can be beneficial to retirees. ICM Research found, for example, that two thirds of the computer users aged 55 years and above surveyed thought the Internet had had a positive impact on their lives (ICM Research 2002).

 

3. e-literacy in agriculture

 

The importance of famers’ information literacy and awareness towards agricultural produce and food security cannot be over-emphasized. Sokoya, Onifade and Alabi (2012), observed that interpersonal connectivity between farmers and agricultural extension agents will enhance farmers’ information literacy, knowledge and awareness of current trend in farming that will boost stages of farming and abundance food supply. The importance of farmers’ information literacy cannot be over emphasised as they produce what the nation need to feed her populace all year round. Farmers’ information literacy is seen as the farmers’ ability to critically think and determine the extent of his information need and be able to access available information effectively and efficiently and evaluate the information to accomplish a specific purpose in farming. Different definitions are given to information literacy depending on the concept of the study, American Library Association (1995) expressed that “To be information literate, a person must be able to recognise when information is needed and have the ability to locate, evaluate, and use effectively the needed information’’ Therefore information literate people are those who have learned how to learn, having the ability and skilled in critical thinking; to be information literate is a lifelong learning.

 

Eamin Ali (2012) observed that an information literate individual is able to:

  • Determine the extent of information needed
  • Access the needed information effectively and efficiently
  • Evaluate information and its sources critically
  • Incorporate selected information into one’s knowledge base
  • Use information effectively to accomplish a specific purpose, and
  • Understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally.

 

The necessary information could be useful to farmer at different stages of faming; harvesting, marketing and food storage. According to Oladeji (2011), storage of farm produce is not the soul duty of farmers but other stakeholders like investors who though do not have knowledge of farming but have the scientific knowledge of storage and financial capability to buy farm produce in large quantity at the peak of harvest season. Therefore farmer need to know and plant more of such farm produce that investors are yearning for and be able to link the investor through different media; such media expressed the strategic ways of marketing farm produce after harvesting. Farmers can get needed information through different channels; majorly through agricultural extension agents, mass media, folk tales, social networking, and interpersonal relationship with fellow farmers and relations and agricultural project administrators like Agricultural Technology Management Agency (ATMA) and District Rural Development Agency (DRDA) officials.

 

Different channels can be used in getting to identify types of information needs of farmers in rural Manipur in India. The use of communication channels or media is of great importance because the knowledge of it will provide keys for understanding and predicting outcomes of communication process. It is common knowledge that the practical visual transfer of knowledge will give better understanding to farmers especially the rural farmers who are seen to be less literate. Farmers in rural areas are predominantly not lettered as reading printed media was way far from use by rural farmers from whom majority of farm produce come. Therefore it is asserted that exposure to various communication channels in farmers local language is the wish of farmers. Developing an understanding of extension sources and channels used by clients to obtain information is a pre-requisite for efficient educational programming because messages that go unheard or unseen cannot lead to change. There is much ado to better the agricultural extension agents in delivering information to enhance farmers’ information literacy to better future steps in farming. This shows that available information should be delivered in farmers’ local language to give the best knowledge and understanding of practical examples. Librarians as information provider could organised this awareness program through the use mass media channels like the use of projectors in showing films, organise plays and talks to farmers group in different communities. Lack of awareness of the importance of digital library and its role compound the problems of limited manpower in disseminating necessary information and teaching farmers on better use of current information that can improve experience of last planting season.

 

CONCLUSION

 

The influence of computer competence, information processing skills, traditional language proficiency and science understanding levels in e-science learning environment should not be underestimated. In terms of traditional and subject literacy, people have to make sense of linguistically complex information, use high order information processing skills when using common science simulations. Understanding the subject, being confident and competent with respect to using available technology and have language skills that enable them to establish links between the microscopic, macroscopic and symbolic components of science. Digital literacy needs to be taught more explicitly if the available technology is to do more than simply provide increased amounts of better presented data. Links should be established between visual text, symbols and icons and variety of media should be used in order to support viewers understanding. Oral narration and text information related to science is always best explained when merged on screen. Learner need to be taught to read screens for informing and for learning. They need to be taught how to retrieve information from any given screen shot. Learners must be taught in such a way that, before they reach to a conclusion, they must be in a position to verify and confirm their interpretation of key information.

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Web links

 

  1. Burwell, Lisa, A. (2001) Too old to surf? No way! An Internet course for seniors. American Libraries, 32 (10), 40-42.
  2. Dutton, W. H., di Gennaro, C, and Hargrave, A. M. (2005) The Internet in Britain: The Oxford Internet Survey (OxIS). http://www.oii.ox.ac.uk/research/?rq=oxis/index (Retrieved 14 November 2005).
  3. Eamin, Ali Akanda A.K.M. Md. Roknuzzaman, (2012,May).Agricultural Information Literacy of Farmers in the Northern Region of Bangladesh [journal of information and knowledge management vol. 2 (6)]
  4. Fox, S. (2004) Older Americans and the Internet. http://www.pewinternet.org/PPF/r/117/report_display.asp, (Retrieved 14 November 2005).
  5. Hargittai, E. (2002). Second-level digital divide: differences in people’s online skills.
  6. First Monday (online), 7 (4). http://www.firstmonday.org/issues7_4/hargittai/index.html, (Retrieved 26 May 2004).
  7. http://juno.emeraldinsight.com/vl=233556/cl=72/nw=1/fm=html/rpsv/cw/mcb/07419 058/v19n9/s7004/p4l, (Retrieved 26 January 2004).
  8. ICM Research (2002) IT, the Internet and older people. http://www.icmresearch.co.uk/reviews/2002/it-internet-old-people.htm, (Retrieved 14 November 2005).
  9. Laurich, R. (2002) The platinum web: sites dedicated to senior citizens on the Internet. Collection Building (online), 21 (4), 174-182. http://puck.emeraldinsight.com/vl=6143455/cl=31/nw=1/fm=html/rpsv/cw/mcb/0160 4953/v21n4/s6/p174 (Retrieved 14 November 2005).
  10. Loges, W. E. and Joo-Young Jung (2001) Exploring the digital divide: Internet connectedness and age. Communication Research, 28 (4), 536-562.
  11. Mates, B. (2002) Targeting the fastest growing patron group – seniors. Library Hi Tech News (online), 19 (9).
  12. Millward, P. (2003) The “grey digital divide”: perception, exclusion and barriers of access to the Internet for older people. First Monday (online), 8 (7). http://www.firstmonday.org/issues/issue8_7/millward/index.html, (Retrieved 14 November 2005).
  13. Oladeji,J.O(2011, March).Farmers’  perception  of  agricultural  advertisements  in Nigerian newspapers in Ibadan municipality, Oyo State,Nigeria Journal of Media and Communication Studies Vol. 3(3), pp. 97-101,[ Available online http://www.academicjournals.org/jmcs ]
  14. Sokoya, A.A ,Onifade, F .N and Alabi, A.O,(2012, Aug) Establishing Connections and Networking: The Role of Social Media in Agricultural Research in Nigeria.[ Available athttp://conference.ifla.org/ifla78, Date submitted: 24 May 2012]
  15. Timms, D. (2003) New media: how will the other half live? The Guardian, 3 November 2003, p. 38.
  16. Unsworth, L. (2001). Teaching multiliteracies across the curriculum. Buckingham: Open University Press
  17. Wellman, B. and Haythornthwaite, C. eds. (2002) The Internet in everyday life. Oxford: Blackwell.