1. Presenting the Project
Digital Literacy 2.0
LINQ 2013
Session: Learning Innovations and Quality: The Future of Digital Resources
17 May 2013
FAO Headquarters – Rome, Italy
Barbara Blum
Stiftung Digitale Chancen
bblum@digitale-chancen.de

2.  Founded: January 2002
 Public-Private-Partnership located in Berlin and Bremen
under the patronage of the German Federal Ministry of
Economics and Technology and the Federal Ministry of
Family Affairs
Digital Opportunities Foundation
 Founder: Universität Bremen, AOL Deutschland
 Co-Founder: E-Plus-Gruppe, Accenture GmbH, Burda
Stiftung
 Our goal is to make people interested in the Internet and to support them with
their first steps.
 We want them to become aware of the opportunities digital media
offer and to make use of them.

3. 3
Digital Literacy 2.0
 international project funded in the European Lifelong Learning
Programme
 conducted by 8 organisations in 7 European countries, coordinated
by Stiftung Digitale Chancen (Digital Opportunities Foundation,
Berlin)
 aims to empower socially and educationally disadvantaged adults to
make use of web 2.0 applications…
 … in order to help them organise their daily lives and participate
in society more strongly…
 … by qualifying staff in non-formal learning settings as
multipliers of ICT skills

4. 4
Overview
1. The Approach:
How can Web 2.0 skills empower disadvantaged adults?
2. The Project Partners:
Which organisations are collaborating in order to achieve that goal?
3. The Training Campaign:
What does the two-step campaign „train the trainer & qualify the user“
involve?
4. The Course of the Project:
What happens when?
5. The Training Material:
What material is used in the training?

5. 5
The Approach
Infografic: Telecentre Europe & WeAreWhatWeDo (2012)
Statistic Data: Eurostat (Information Society Indicators)
Disadvantaged Adults & the Internet

6. 6
Infografic: Telecentre Europe & WeAreWhatWeDo (2012)
Statistic Data: Eurostat (Information Society Indicators)
The Approach
Disadvantaged Adults & the Internet

7. 7
Infografic: Telecentre Europe & WeAreWhatWeDo (2012)
Statistic Data: Eurostat (Information Society Indicators)
The Approach
Disadvantaged Adults & the Internet

8. 8
Eurostat: Statistics in
Focus, 66/2011
→ strong correlation between
the Social Gap & the Digital Gap
The Approach
Disadvantaged Adults & the Internet

9. 9
So Far:
 by teaching them basic internet & computer skills
Digital Literacy 2.0:
 by starting with web 2.0 applications directly
How do you turn Nonliners into ONLINERS?
The Approach
The 2.0 Solution

10. 10
 passive role → active role
(do instead of just consume)
 professional skills → basic skills
(for doing more you need less skills)
 applications simplify many aspects of daily life
Web 2.0:
Web Administrator Entrepreneur
Active Citizen
Online Banking Online Tax Payment Online Petitions
The Approach
The 2.0 Solution
Image: greyweed, flickr.com, Creative Commons Licence

11. 11
 Web 2.0 applications can help approach socially and educationally
disadvantaged adults because they offer easy solutions to everyday
problems
 Web 2.0 applications are more accessible than many other channels of
social participation
 Web 2.0 applications are easy to handle, if there is someone who can
show you how, which will generate a sense of achievement
 Successful participation via web 2.0 can lower the threshold to more
participation in general, as well as improve the attitude towards
education
The Approach
The 2.0 Solution

12. 12
Organisation Type of Organisation Country
Aga Khan Foundation
Social institution working with socially disadvantaged
people (urban community support)
Portugal
Bibliothèque publique
d'information
Library France
Biblioteka Publiczna im. W.J.
Grabskiego w Dzielnicy Ursus
Library Poland
Bibnet
Institution for empowerment of local libraries in the
digital age (technologies & new media)
Belgium
National Institute for Adult
Continuing Education
non-formal adult education institution UK
Public Library Cologne Library Germany
Regionalna biblioteka
“Pencho Slaveykov”
Library Bulgaria
Stiftung Digitale Chancen
Foundation working on digital inclusion with different
target groups
Germany
The Project Partners

13. 13
 Step 1 of the training campaign: Staff in non-formal learning settings
are qualified as ICT trainers who can teach web 2.0 skills to their target
groups using the „Digital Literacy 2.0“ method and material
 These non-formal learning settings are, a) libraries, and b) welfare and
social organisations in all seven partner countries
 In total, more than 500 staff will be trained.
 Step 2 of the training campaign: The trained staff will impart their
web 2.0 skills to disadvantaged adults among their clientele
The Training Campaign
Train the Trainer & Qualify the User

14. 1. stock-taking & analysis of the situation in the partner countries:
 of staff training campaigns and learning offers for disadvantaged adults
that have already taken place
 of the internet use of the population and media offers in libraries
2. development of a training curriculum for adult learners and all
accompanying training material for both “train the trainer” and “qualify
the user” sessions in seven European languages
3. staff trainings (train the trainer) = step 1 of training campaign
4. web 2.0 learning sessions for disadvantaged adults (qualify the user)
= step 2 of training campaign
5. evaluation of the staff trainings
6. dissemination of the project's strategy and approach
7. final project conference in January 2014 in Berlin
8. exploitation of the project’s outcomes throughout Europe
The Course of the Project

15. 15
 at the centre of the DLit2.0 training material: the Learner-Based Curriculum
 consists of 4 thematic blocks: E-Citizenship, Collaboration, Social Networking
and Communication
 Each block is further divided into sub-blocks (e.g. E-Citizenship →
E-Democracy, E-Government, E-Commerce), and two extra blocks for basic
skills (hardware/systems & internet skills).
 Each sub-block contains small modules or tasks which can be worked at by
the learner(s) in counselled self or group learning situations (e.g. module 1: set
up a Facebook account, module 2: add a friend, module 3: create a photo
album).
 Each sub-block also contains a simple self-evaluation instrument.
The Training Material

16. 16
 allows curriculum to be adapted to learners‘ individual needs and
interests (and also to specific requirements in different countries)
 gives learners high level of control of own learning progress
 is low-threshold: because many modules are small and easy to do,
learners will quickly develop a sense of achievement and willing to try
more modules
The Modular Structure of the Curriculum:
The Training Material

21. For further information please visit:
www.digital-literacy2020.eu
or contact:
Stiftung Digitale Chancen
Katrin Schuberth
kschuberth@digitale-chancen.de
http://www.digitale-chancen.de

22. Thank you very much
for your attention!
Barbara Blum
bblum@digitale-chancen.de