This document discusses strategies for training language tutors in new media literacy. It argues that tutors should be trained to use modern technologies like podcasting, video production, and touch screens that students are already familiar with. Initial inclusive training sessions should be followed up with individual support from more experienced peers and examples of best practices. Budgets should allocate more funds to software and support than hardware. Training should encourage peer support, reliable technical assistance, and address motivational barriers through common goals and self-regulated learning.

1. Bridging the Digital Divide: New Media training strategies for language tutors Benoît Guilbaud

2. Digital Divide Social cleavage Information rich / poor

3. Content Language Education Literacy Community Social resources Warschauer, 2003 Digital Divide

4. out-dated still in use modern new Floppy discs Podcasting Video production Touch screen Cassettes CDs Screencasting Cloud computing Digital content Learning Technologies

5. out-dated still in use modern new Cassettes CDs Cloud computing Digital content Learning Technologies

6. Why bother?

8. “ Computer literacy is the third life skill alongside numeracy and literacy.” DfES: 21st Century Skills, 2003 “ Digital media literacy continues its rise in importance as a key skill in every discipline and profession.” Horizon Report, New Media Consortium, 2010

9. How to ensure efficient delivery of New Media Literacy?

10. Warschauer, 2003 “ Literacy, like ICT access, involves a combination of devices, content, skills, understanding, and support in order to engage in meaningful […] practices.”

11. support understanding skills content devices

12. devices hardware + internet connection content software + teaching material skills training understanding practice + feedback support technical support + peer support

16. Any questions?

17. References Colvin Clark, R. & Mayer, R.E., 2008. E-learning and the science of instruction: proven guidelines for consumers and designers of multimedia learning . 2 nd ed. San Francisco: Pfeiffer. Goshtasbpour, F., 2009. Barriers to EFL teachers’ uptake of instructional technology: a case study of an EFL section . M.A. Manchester: Manchester Metropolitan University. Jenkins, H., 2006. Convergence culture: where old and new media collide . New York; London: New York University Press. Levin, T. & Wadmany, R., 2008. Teachers’ view on factors affecting effective integration of information technology in the classroom: developmental scenery . Jl. of Technology and Teacher Education 16(2), pp.233-263. Morino Institute (The), 2001. From access to outcomes: raising the aspirations for technology initiatives in low-income communities . [Online] The Morino Institute. Available at: http://www.morino.org/divides/report.pdf [accessed 15 July 2010]. Reece, I. & Walker, S., 2006. Teaching, training & learning: a practical guide . 6 th ed. Sunderland: Business Education. Servon, L.J., 2002. Bridging the digital divide: Technology, community and public policy . Malden, MA; Oxford, England: Blackwell Publishing. Warschauer, M., 2003. Technology and social inclusion: rethinking the digital divide . Cambridge, Mass.; London, England: MIT Press.