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We support students, educators and families to build essential digital skills to develop a generation of safe and strong digital citizens.

For adults who lack familiarity with computers, life in the modern age can be a challenge. That’s because technology is involved in almost every aspect of our lives: we need it for work, school, keeping in touch, day-to-day task management, remote education and even online shopping.

Interesting article from UK Website –

Teaching literacy skills to adults

Cyber and Digital Literacy Resources

7 Ways to Teach Digital Literacy

Digital literacy is a hot topic these days, and it is important for today’s students and what teachers need to know about helping them use technology effectively to enhance modern communication.

But although the need for digital literacy is clear, teaching and using technology in educational settings can still be a bit of a puzzle. Of course, most students are already comfortable using a wide range of digital tools, but this doesn’t necessarily mean they know how to use these same tools for learning purposes.

“It’s easier [for teachers] to use pre-made pencil and paper resources that they know will meet the requirements of the assignment and earn a good grade,”

“But exposure to technology, opportunities for problem solving, and trial and error are what make someone an expert in technology. If we can get students developing these skills, they’ll continue to learn as the field progresses and their career opportunities will increase astronomically.”

Technology shouldn’t be viewed as a substitute for traditional learning activities, because although this might keep students engaged, it doesn’t help them develop 21st century problem solving skills. Instead, students should be given opportunities to use technology to solve problems and be creative. Then, because of their love of learning and being challenged, using technology in their field will become an obvious continuation of their passion.

“Even if your students don’t go into the technology industries, being able to use it and continue their own self-directed learning can benefit them in ways we cannot presently foresee”.

Unfortunately, because digital literacy is still one of those buzzwords that tend to get thrown around without specifics, it can be difficult to envision what it means to be digitally literate. We’ve rounded up some examples of what digital literacy in education looks like.

1. Emphasise the importance of critical thinking

The majority of media we consume today comes from online sources, some of which are more credible than others. Of course, the fact that so much information is readily available to anyone with an internet connection is a decidedly positive thing. But it also means that today’s students are more susceptible to subliminal messages, misinformation, and fake news.

With this in mind, a huge part of teaching digital literacy is helping students become critical consumers of information. Start by encouraging students to ask questions and then find answers by going straight to the source and checking for objectivity.

2. Use social media for learning and collaborating

Today’s students are already active on social media, and in many cases, they may already be more adept at using it than their teachers. So, the focus shouldn’t be on introducing students to the ins and outs of social media, but on demonstrating how it can be used in an educational context.

For example, Pinterest boards can be used for providing and receiving feedback during group projects, Twitter can be used create polls for research purposes or find expert sources, and Facebook or LinkedIn groups can be used to connect and collaborate with their peers.

3. Provide guidance on how to avoid plagiarism

Although the Internet hasn’t necessarily made plagiarism easier, it has changed the way it happens, and students may now be at risk of plagiarising even without meaning to. A study published in the journal Higher Education, found that many students don’t understand plagiarism, but they do want more information on what it is and how to avoid it.

For example, students often ‘borrow’ ideas or use phrases they find online without properly citing the original work and are later surprised to learn that this constitutes plagiarism. So another important aspect of becoming digitally literate is learning how to avoid plagiarism by taking good notes, using citations and quotes, and properly supporting a discussion with references.

4. Teach students to manage their online identity

Regardless of whether we consciously manage it or not, we all leave a digital footprint and have an online identity. Students who have grown up using social media are more likely to take it for granted that their data is stored online, and as a result, may not give as much thought to safeguarding their privacy by managing their privacy settings, reading privacy policies, and being as respectful in their online interactions as they would be in person.

But in the same way that not managing an online identity can have negative implications, taking steps to build a positive one can be hugely beneficial to students’ career prospects. Learning how to safeguard privacy online but also how to share the right information and content are important aspects of a well-rounded digital literacy education.

5. Help students manage digital distractions

Digital tools and online resources have made learning more effective in many ways, but they’ve also brought new distractions with them. Research shows that many of us struggle with digital distraction, which can make us feel distant and drained, and even reduce our enjoyment of experiences. Juggling multiple media streams can also lead students to multi-task, which isn’t a good thing considering that research shows that students who multi-task tend to have lower grades.

So, the ability to manage distractions while utilising digital tools for learning and professional purposes is another digital literacy skill that shouldn’t be overlooked. Some examples of distraction-management strategies include taking tech breaks throughout the day, muting notifications while studying, using productivity tools, and setting goals around technology use.

6. Provide authentic contexts for practice

Another important part of teaching digital literacy is finding ways for students to practice using technology in ways that mirror its real world uses, whether this means giving students opportunities to practice building their own websites and apps, or respectfully engage in online discussions.

For example, when teaching students about the important of managing their online identity, you could have them research themselves online to find out what a potential employer would see. You could follow this up with a discussion about their findings and have them list some of the things they were proud of as well as some of the things they’d like to change.

7. Guide students out of their comfort zone

We all have a comfort zone when it comes to technology, but if we want students to become innovative and well-rounded users of technology, it’s important to guide them out of their comfort zone whenever possible. Of course, this will mean something different for each student.

For example, some students may already be adept at communicating in short and distinct paragraphs and hashtags on Twitter or Instagram, so moving out of their comfort zone might mean sharing their opinion through a more in-depth blog post. In other cases, students might already have experience with blogging, in which case they might be interested in trying something a bit more out-of-the-box such as video journals or podcasts.

Whatever the case may be, giving students more freedom of choice and encouraging them to use technology in new and creative ways is one of the best ways to help them hit the ground running once they enter the workforce.

Computer basics for adults

There are two areas educators typically focus on when teaching technology to adult learners: one is developing familiarity with the hardware of a computer – monitor, mouse, keyboard, USB memory stick etc. – and the other is building an understanding of how different types of software work – including using Microsoft Windows or a Mac Operating System to navigate Word, Excel and PowerPoint.

Accessing email, using search engines, joining social media platforms (e.g. LinkedIn, Facebook and Twitter), and data management will also likely be covered in a typical course, along with any specific programs that the person requires for work or school.

Once an adult learner feels comfortable with the basics, they may want to understand more about sharing files, avoiding viruses, dealing with crashes, using shortcuts, backing up their data and how to perform regular maintenance to keep computers running efficiently.

Teaching adults about computers

If a family member or a friend needs help using a computer you may consider providing some instruction yourself.

Just remember that it can sometimes be a challenge, especially if you grew up using computers and have forgotten what it was like to be a total beginner.

Nonetheless, with a step-by-step approach and plenty of patience, you’ll be able to impart some useful knowledge.

Try these tips to get started:

Find out how much they know. It’s pretty hard to avoid computers altogether so find out how much the individual knows. Have they ever had to use a computer? Have they seen other people using them? Do they have their own device or have access to a shared computer on which to learn? Are they thinking of getting one?
Ask them about their goals. While you’re at it you might also want to learn more about the individual’s goals. It’s helpful to know why someone wants to improve their tech skills so you can better focus your instruction once the basics have been presented. It could be a learner would like to get on Facebook to connect with old friends, or they may want to run Skype calls to talk to grandkids. In some cases computer skills are just the first step in opening up access to home education software that can be used to improve language and literacy skills or enroll in a distance education program.
Talk through the hardware. While children are naturally inclined to learn through experimentation, adults may want things explained before they are comfortable enough trying it for themselves. Go over the physical parts of a computer and point out important buttons in familiar language. This will help make the machine itself less intimidating.
Introduce new vocabulary terms. You may not realize it but computer vocabulary can be quite intimidating if you aren’t familiar with it – consider words like window, tab, cursor, desktop, menu, link, URL, spreadsheet etc. They are part of everyday language but have entirely different meanings in a computer driven context. Encourage adult learners to keep a journal in which they write down any words they are uncertain about and remember to think twice about the language you use when you provide definitions. If possible avoid definitions that contain additional jargon.
Ensure a safe workstation. Explain correct posture for typing and ensure the workstation is properly set up based on the user’s height. In some cases you may want to explore specialized keyboards, for example for individuals with large hands, motor-skills difficulties, or visual impairment. Learn more in our posts on how to avoid wrist injury when typing and the best alternative keyboards.
Adjust the display and audio settings. It’s important that the individual can see the screen properly before you begin. Review font/display size, brightness and color to ensure maximum readability. If hearing impairment is an issue, adjust speakers or headphone settings. Tip: Some fonts are better than others for individuals who struggle with a language based learning difficulty like dyslexia.
Encourage practice with the mouse or touchpad. Have the person practice using the mouse or touchpad, selecting various objects on the desktop and dragging and dropping. Be there to support them as they explore different clicks. You might explain left and right clicking, scrolling, zooming in and out, etc. though this depends on the device they are learning on.
Go over the keyboard. Show them a few commands and important keys, such as the delete key, using shift for capital letters, and control shortcuts for copy and paste.
Teach them how to use a word processor. This includes opening up a new document, typing some text and saving it. Have them take a closer look at the blinking cursor and practice moving it to different places. Copy and paste words, change the font and font size, and add in some formatting such as bolding, underlining and italics.
Guide them in good practice for file naming and organization. Have you ever met a person who keeps all their files on the desktop? Over time this can slow the computer software down. Teach your learner how to create basic folder structures and save files in a more organized way. You may also point out the various ways to sort and view files inside a folder.
Explain file types. Make a list of the most common file types a person is likely to encounter (.doc, .xls, .pdf, .jpeg, .png, .wav, etc.) and explain more about which file formats can be opened by which programs and software.
Provide plenty of reassurance, encouragement, praise and opportunities to reinforce learning. The more comfortable a learner feels, the more likely they are to take risks and explore the computer environment. Also, keep in mind adults learn through repetition, such as typing a combination of keys or moving the mouse in a particular way. The more they repeat an action, the more likely they register it in long-term memory. You may first want to model a basic manoeuvre and then hand the computer over for them to have a go. Try this once while guiding them with voice instructions and a second time just observing as they do it on their own. Tech skills will develop faster the more they practice so try assigning homework too!
Be patient. The worst thing that can happen is your learner becomes tired and frustrated and feels like giving up. You can’t teach it all at once and they can’t learn it all in one day. Break learning down into sessions and remember to end each lesson on a high note.

Learning how to type

One of the best ways to help an adult learner practice using the computer on a regular basis is to enroll them in a typing course. That’s because they will be working inside a specific software program while also improving their skills.

The Internet, email, and social media

Computers are one thing but learning about the Internet and how to use a computer to get online and navigate the web is another challenge entirely. Begin by ensuring your learner has mastered the basics and is connected to the Internet, then explain and model the difference between Google and typing a URL directly into a browser.

Social media platforms offer surprisingly little guidance on how to use them so you will also want to define key language – e.g. status update, tweet, wall, liking, emojis etc. – and then create an account and help the person set up their profile.

To do this it may also be necessary to open a basic email account first and perhaps practice sending and receiving emails. Lastly, be sure to explain logging in, logging out and passwords – especially the importance of writing them down somewhere in case they are forgotten!

Essential Digital Skills Framework

Digital Foundation Skills

Adults will need to have the following foundation skills which underpin all essential digital skills:

Digital foundation skills

I can:

turn on a device
use the available controls on my device
make use of accessibility tools on my device to make it easier to use
interact with the home screen on my device
understand that the internet allows me to access information and content and that I can connect to it through Wi-Fi
connect my device to a safe and secure Wi-Fi network
connect to the internet and open a browser to find and use websites
understand that my passwords and personal information need to be kept safely as they have value to others
update and change my password when prompted to do so

Digital foundation skills examples

I can:

turn on the device and enter any account information as required
use a mouse and keyboard on a computer, use a touch screen on a smart phone or tablet
use settings menus to change device display to make content easier to read
find applications by choosing the correct icons on the home screen
connect a device to the internet using the Wi-Fi settings, and insert the password when required
locate the browser icon on a device and find a website
keep login information for a device and any websites secure, not shared with anyone or written down and left prominently near my device

Communicating

The skills required to communicate, collaborate, and share information.

Skills for life

I can:

understand the importance of communicating securely
set up an email account
communicate with others digitally using email and other messaging apps
use word processing applications to create documents
share documents with others by attaching them to an email
communicate with friends and family using video tools
post messages, photographs, videos or blogs on social media platforms

Skills for life examples

I can:

set up a group on messaging platforms, such as WhatsApp or Messenger, to talk to friends or family members
use word processing software to create a CV or a letter
send photographs and other documents to friends and family as an email attachment
set up and use video-telephony products such as Facetime or Skype for video communications with friends and family
be a member of and manage personal networking sites, such as Facebook
post appropriately on social media, visit and post to forums such as Mumsnet or Reddit

Additional skills for work

I can:

understand and conform with my organisation’s IT and social media policies
comply with my organisation’s security protocols when accessing my email or working remotely
communicate in an appropriate way for my organisation by using email, online and collaborative digital tools
use digital collaboration tools to meet with, share and collaborate with colleagues
use professional online networks and communities

Additional skills for work examples

I can:

use the email address book of my organisation to send emails to colleagues and use the ‘cc’ option when requested
work remotely using a virtual private network when provided by my employer, and use the requested authentication to connect
use different document formats such as PDF to make it easier to share documents with colleagues
use document sharing though web based applications such as Google Docs to work on a document in collaboration with colleagues
use video-conferencing products such as Skype and Facetime to communicate with colleagues on conferences and calls
be a member of and manage my account on professional networking sites, such as LinkedIn

Handling information and content

The skills required to find, manage and store digital information and content securely.

Skills for life

I can:

understand that not all online information and content that I see is reliable
evaluate what information or content may, or may not, be reliable
use search engines to find information and make use of search terms to generate better results
use bookmarks to save and retrieve information on my web browser
access information and content from different devices
understand that the cloud is a way that I can store information and content in a remote location.
organise my information and content using files and folders on my device or on the cloud
use the internet to legally access content for entertainment including films, music, games and books

Skills for life examples

I can:

understand that not all entries in online encyclopaedias, such as Wikipedia, are true or reliable
search for news using a browser such as Chrome, Internet Explorer or Safari
use a cloud storage account for a music or photo collection (from legal sources such as Apple iCloud, Instagram) and access the collections from different devices, such as a laptop or a smartphone
stream music from legal sites such as Spotify or Apple Music, or watch streamed movies from legal sources such as Netflix or Amazon Prime

Additional skills for work

I can:

understand and conform with my organisation’s policy for IT use
synchronise and share information across different devices including computers, tablets and mobile phones

Additional skills for work examples

I can:

search for information requested by a supervisor using browsers such as Chrome, Internet Explorer or Safari
manage a calendar or appointments system on multiple devices, including work computer and phone or tablet

Transacting

The skills required to register and apply for services, buy and sell goods and services, and administer and manage transactions online.

Skills for life

I can:

set up an account online, using appropriate websites or Apps, that enables me to buy goods or services
access and use public services online, including filling in forms
use different payment systems, such as credit/debit card, direct bank transfer, and phone accounts, to make payments for goods or services online
upload documents and photographs when this is required to complete an online transaction
fill in online forms when required to complete an online transaction
manage my money and transactions online and securely, such as my bank, through the use of websites or apps

Skills for life examples

I can:

set up online accounts for public services such as with your local council or a government department
set up online accounts with retailers to order and pay for goods online such as through Amazon or eBay
use travel websites and apps to book tickets and make reservations
make a GP appointment online
complete online forms to apply for a television license or road tax
set up and use online and telephone banking through websites or apps, keeping access information secure
upload a CV to an online recruitment site
complete an online application form, for example for a job

Additional skills for work

I can:

complete digital records for absence, holidays or expenses online
access salary and expenses information digitally including password protected payslips

Additional skills for work examples

I can:

submit requests for annual leave, record absence from work or submit expenses claims online
review own payslip and salary payments when received digitally

Problem solving

The skills required to find solutions to problems using digital tools and online services.

Skills for life

I can:

use the internet to find information that helps me solve problems
use the internet to find sources of help for a range of activities
use chat facilities (where available) on websites to help me solve problems
use online tutorials, FAQs and advice forums to solve problems and improve my skills in using devices, software and applications

Skills for life examples

I can:

use the internet to find specific information related to Life tasks that need to be carried out, for example finding a recipe, or finding information that helps plan travel
use the help, FAQ section or chat facility of a manufacturer’s website or other related content to work out how to fix an issue with a device
find out how to do something by using a tutorial video such as those found on YouTube

Additional skills for work

I can:

use the internet to find information that helps me solve problems at work
use appropriate software to present information to others
use appropriate software, including a spreadsheet, to manipulate and analyse data to help solve problems at work
understand that different digital tools can improve my own and the organisation’s productivity

Additional skills for work examples

I can:

use the internet to identify alternative ways of resolving a problem encountered at work such as checking out a business competitor
use spreadsheets to plan the cost of a project.
use analytic tools to monitor website usage and spot trends that enable decisions to be made about marketing tactics

Being safe and legal online

The skills required to stay safe, legal and confident online.

Skills for life and work

I can:

respond to requests for authentication for my online accounts and email
keep the information I use to access my online accounts secure, using different and secure passwords for websites and accounts
set privacy settings on my social media and other accounts
identify secure websites by looking for the padlock and https in the address bar
recognise suspicious links in email, websites, social media messages and pop ups and know that clicking on these links or downloading unfamiliar attachments could put me and my computer at risk *make sure that any information or content is backed up frequently by making a copy and storing it separately either in the cloud or on an external storage device

I understand:

the risks and threats involved in carrying out activities online and the importance of working securely
that viruses can damage my computer and that security software should be used to prevent this
that my online activity produces a permanent record which could be accessed by others and used both now and in the future
that others can capture and use my data and that I can protect and secure my personal data against such threats through privacy settings
that I must not share other people’s data online without their consent
why it is important to keep my computer systems and security software up to date and I allow them to be updated when prompted
why I cannot take and use content (images and documents from the web) that belongs to others without their permission because I know that online material is subject to copyright and intellectual property legislation

Skills for life examples

I can:

make sure that online login information is not shared with anyone
ensure your posts on social media are not offensive or inappropriate
ensure that nothing is posted on social media about others, including children, without their permission
use a second device to receive codes when a website provides dual factor authentication and input the code to access the associated account
create passwords using three random words or with at least 8 characters, using lower- and upper-case letters, numbers and symbols
apply privacy settings to Facebook to ensure only friends can see posts and shared content
activate pop-up blockers on my web browser to reduce the threat from malicious sites
set automatic updates in the settings menu for the computer operating system and security software
use search tools to find and access images and other online content that can be used by others
use an external storage drive and copy any new documents on to it at the end of the day

Skills for work examples

I can:

follow organisational guidelines and policies for choosing login information including choosing secure passwords and changing them when prompted
know whether your organisation has IT use and social media policies and be able to apply them
know and use specific procedures to report suspicious emails to IT support staff in your organisation
follow specific organisational guidelines to allow updates of software
know that open source sites are available for content that can be used in the workplace and make use of them
follow specific organisational guidelines to allow backing up of content from work-based devices