Computer Literacy Needs in a Traditional Library Literacy Program: Results of a Needs Analysis

Autor/inn/en	Cullen, Theresa A.; Cobb, Inger C.
Titel	Computer Literacy Needs in a Traditional Library Literacy Program: Results of a Needs Analysis
Quelle	In: TechTrends: Linking Research and Practice to Improve Learning, 55 (2011) 6, S.25-32 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	8756-3894
DOI	10.1007/s11528-011-0538-0
Schlagwörter	Literacy Education; Counties; Tutors; Adult Literacy; Computer Literacy; Library Networks; Needs Assessment; Rural Areas; English (Second Language); Educational Needs; Second Language Learning; Surveys; Tutorial Programs; Library Services; Public Libraries; Suburbs + Suchen Sie Ihr Suchwort? Förderlehrer; Lehrender; Tutor; Computerkenntnisse; Bedarfsermittlung; Rural area; Ländlicher Raum; English as second language; English; Second Language; Englisch als Zweitsprache; Educational need; Bildungsbedarf; Zweitsprachenerwerb; Survey; Umfrage; Befragung; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Bibliotheksarbeit; Public library; Stadtbücherei; Öffentliche Bibliothek; Einzugsbereich
Abstract	This study reports the results of a needs analysis of literacy programs for a library system serving three rural and suburban counties. It examines the computing skills and needs of literacy tutors as well as native-speaking and English language learner (ELL) literacy tutees enrolled in the programs. Paper surveys were mailed to tutors, who were asked to complete a survey themselves and assist their tutees to complete one. Results of this study offer insights into the incorporation of digital literacy into traditional adult literacy programs focusing on the needs, wants, and support systems of user groups. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10