10 minute read
The Digital Divide, the Labour Market, and Adult Learning
By Matthias Sturm // PhD Candidate in Education, Simon Fraser University
Most of our days are spent working, learning, relaxing, and interacting in digital spaces – for many of us, it is nearly impossible to imagine not having “anytime, anywhere” access. Even before the pandemic, differences in income, age, education, immigration and migration status, and whether we live in an urban or rural community have meant many have no or limited Internet access.1 The divides between the “have-lots” and the “have-nots” of equitable digital access have been widening because the access and use of digital resources and services have not only reproduced social inequality, but they also have accelerated its development.2 And rapidly expanding and entrenched digitally driven processes and practices at work, at home, and in the community have further contributed to this development during the pandemic.
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The changes in the job market and the skills required to thrive in this changing environment are enormous, especially because more jobs have become digitalized. But digitally intensive sectors were also less impacted by the pandemic than non-digitally intensive sectors.3 Early in the pandemic, the Gross Domestic Product (GDP) declined less in the digitally intensive sectors,4 which were arguably better prepared to pivot to telework. Furthermore, increased labour productivity due to an adoption of digital technology yields additional revenues.5 Digitally enabled small and medium-sized businesses to create more jobs and revenue growth.6 By personal choice, more than three quarters of teleworkers would prefer to work at least half of their hours from home and up to a quarter of working hours could remain remote.7
Because of limitations of in-person interactions with support programs, education providers, government services, and consumer offerings, the challenges that many adults have had in accessing and using online information, resources, and services, have become even more pronounced. Much is only accessible online or “online first”, that is in-person contact is only available after some form of online interaction, such as using online booking systems for in-person appointments and online application portals for a chance at a job interview. Digital access is an ongoing accomplishment that is provisional and contingent for many adults.8 And we are all struggling with so-called basic technology skills.
DIGITAL ACCESS
Adult literacy programs play an important role to provide opportunities for accessing and learning in digital spaces. With regular and reliable access, we are more likely to develop critical thinking and digital literacy skills, known as digital fluency.9 Digital fluency contributes to cultural and social capital10 , that is the way we build and use knowledge and networks to improve our lives, including how we benefit from online interactions.
1 M. Haight, A. Quan-Haase, A., & B.A. Corbett, “Revisiting the digital divide in Canada: The impact of demographic factors on access to the internet, level of online activity, and social networking site usage” Information, Communication & Society, 2014, 17(4), 503–519, https://doi.org/1 0.1080/1369118X.2014.891633. 2 A. Van Deursen & J. Van Dijk, “The digital divide shifts to differences in usage” New Media & Society, 2014, 16, 507–526, https://doi.org/10.1177/1461444813487959 and J. van Dijk, “The Digital Divide” 2020, Polity. 3 N. Abdelaal & S. Andrey, “Overcoming Digital Divides Series: What We Heard” January 2022, https://www.ryersonleadlab.com/overcoming-digital-divides. 4 Statistics Canada. Government of Canada, “Economic performance associated with digitalization in Canada over the past two decades” February 2021, https://www150.statcan.gc.ca/n1/pub/36-280001/2021002/article/00001-eng.htm. 5 The Information and Communications Technology Council, “Skills in the digital economy: where Canada stands and the way forward” 2016, https://www.ictc-ctic.ca/wp-content/uploads/2016/05/ Skills-in-the-Digital-Economy-Where-Canada-Stands-and-the-Way-Forward-.pdf. 6 D. Michael, N. Aggarwal, D. Kennedy, et al., “Ahead of the curve: lessons on technology and growth from small-business leaders” 2013, https://image-src.bcg.com/Images/Ahead_of_the_Curve_ Oct_2013_tcm9-94245.pdf. 7 Statistics Canada. Government of Canada, “Working from home after the COVID-19 pandemic: An estimate of worker preferences” May 2021, https://www150.statcan.gc.ca/n1/pub/36-280001/2021005/article/00001-eng.htm. 8 S. Smythe & S. Breshears, “Complicating access: Digital inequality and adult learning in a public access computing space” Canadian Journal for the Study of Adult Education, 2017, 29(1), 67–81. 9 C. Miller & J. Bartlett, “Digital fluency: Towards young people’s critical use of the internet, in Journal of Information Literacy” 2012, 6(2), 35–55, https://ojs.lboro.ac.uk/JIL/article/view/PRA-V6-I2-2012-3. 10 P. Bourdieu, “The Forms of Capital. In Richardson” “The Handbook of Theory and Research in Sociology of Education” 1986, Greenwood.
Many learning opportunities in LBS programs are capitalenhancing activities,11 which can make a difference in the lives of many adult learners, navigating the increasingly digitized interactions. In Ontario, experiences of adult learners have often been mirrored in some of the LBS programs they turn to for support. Before the pandemic, 39% of programs had connectivity issues, and difficult to obtain or weak service. Over half (52%) needed more training and support to integrate technology into learning programs, and 62% stated there was a need for training to integrate mobile technology, the devices that many adult learners rely on.12 For some LBS organizations, digital capacities were limited at the start of the pandemic in terms of internet access, digital devices, online learning programs. As a result, some were not able to pivot quickly to online delivery when in-person services were closed.
SERVICE PROVIDERS AND TECHNOLOGY INTEGRATION
There are challenges but also opportunities for adult learning as it adapts to digitalization in the workplace and interactions with resources and services. What needs to be put in place to improve basic skills training in a broad sense and how are Francophone LBS centres affected? According to a study in the summer of 202013 after the first wave of the pandemic, 70% of Francophone LBS centres described their technology integration at the start of the pandemic as seamless integration when learners could also access instruction and resources outside of the program using their own devices or as regular integration when digital devices where available on-demand. But 26% of Francophone centres described their situation as limited integration.
What new challenges emerged in addition to those that already existed for LBS programs? During the first wave of the pandemic, 94% of programs in the entire LBS sector but 97% of Francophone LBS programs offered communication services, continued instruction, and new initiatives at a distance. Their main challenges were staying in touch with learners (36%) and continuing a similar learning program as before using new remote learning tools and approaches (36%).14 Many used a variety of outreach methods to communicate with learners, such as paper-based packages, phone calls, emails, and online instruction. Uneven access to professional development and learning technologies were challenges for some programs to pivot to online-only remote delivery.15 Since then LBS programs have pivoted between various in-person and remote modes of delivery because of the ongoing pandemic. How can Francophone LBS providers deal with these challenges? More than 80% of Francophone LBS programs already bought additional digital devices for their staff and clients. The resources most needed to support remote delivery include emails with attachments or embedded text (73%) and with instructions and links to other sites (58%). Online learning (64%) and an online learning management platform to manage communication, content and instruction (33%) are important, as well as a Google site or other platform website (39%) or a page on Facebook (30%). But also needed are printed materials (42%) and ready-made, structured, employment-related content (21%). With respect to communication tools, phone calls (82%) remain essential but videoconferencing by Zoom, Google Meet, Skype, FaceTime and videos in WhatsApp or Facebook Messenger (76%) have become important. Texting (direct or with an app like WhatsApp, and Facebook Messenger) (76%) and communication managed by an online learning management platform (30%) provide written communication in the support of learning a new dimension. Short notes or cards sent by mail (24%) still work for many centres too.16
EQUIPPED TO SUPPORT LEARNING
What do LBS providers need to effectively connect remotely with new learners? One quarter of Francophone programs don’t have any urgent needs but the other three quarters identified specific ones: More professional development to use various digital tools to support learning (50%) and to use an online platform to manage all communication, content and instruction (31%), a streamlined and adapted processes related to registration, intake and milestone assessments, exit and follow-ups that can be done remotely (47%), regular communication with peers to share ideas (41%), online assessments for literacy and numeracy (38%) and digital skills (34%), professional development on transferring routines and activities to a remote environment (38%), and ways to curate open education resources (19%). More funding is also needed for the purchase of licenses
11 N. Zillien & E. Hargittai, “Digital distinction: Status-specific types of internet usage” Social Science Quarterly, 2009, 90(2), 274–291, www.jstor.org/stable/42940587. 12 TrendSpire Consultants, “LBS digital technology capacity and requirements consultation: Final report,” 2018. 13 Results of AlphaPlus survey “The shift to remote delivery in LBS” August 2020. 14 Ibid. 15 M. Sturm & C. Pinsent-Johnson, “The Digital Divide: An Ongoing State of Emergency in Adult Literacy Programs” Teaching in the Post COVID-19 Era, 2021, Springer, https://doi.org/10.1007/978-3-030-740887_72022. 16 Ibid. 17 Ibid.
and programs (34%), devices or data for learners (28%), appropriate ebooks (16%), and devices or data for instructors (9%).17 Are LBS programs better equipped at the beginning of 2022? Do they have a better capacity to support their clients who are facing these same challenges? Kerry Halliday, manager of the Skills Upgrading Program at the Upper Grand District School Board, said that her program was well prepared even before the pandemic. Because many clients could not travel to the centre, instructors already had technology in their hands and were able to pivot to work from home more easily. During the pandemic, they also altered work schedules, dropped off technology devices at learners’ homes, and regularly checked in via phone calls, texts, video calls, and letters or cards of encouragement. When Covid fatigue set in for some, the program developed strategies to serve learners who wished to continue with their learner plans as well as capture new learners and refine processes for future delivery. Kerry also said her clients now demand to participate from home and remote instruction supports many who are juggling jobs, family care, commutes, and pandemic issues.18 Renelle Bélisle, Executive Director of the Cochrane-Iroquois Falls Centre, shared that a plan was put in place at the beginning of the pandemic, ensuring that learners had access to virtual platforms and training. Tablets and computers were provided to learners by way of curbside pick-ups and dropoffs at their homes. The computer instructor’s coordination and knowledge, and her constant support in reassuring and demonstrating how to use virtual platforms were essential elements. Sharing experiences and knowledge about technology between centres was also important. For some learners, the lack of internet access at home was a challenge and there was also fear of accessing online training among a few of them. Renelle highlighted key elements to ensure remote service delivery: Up-to-date technological equipment at programs, a cost-effective way to provide portable internet access for learners, and training in online and blended learning.19
PATHS TO MORE EQUITABLE AND INCLUSIVE SYSTEMS
In October 2021, a preliminary discussion paper outlined broader strategies to “build a more equitable and inclusive LBS system that can provide learners with lifelong and lifewide digital instruction opportunities”:
11. Collaborating to ensure affordable data and devices; 2. Developing an integrated and informative learning framework; 3. Developing a blended learning approach and various models; 4. Sharing diverse knowledge and innovation;
2 3 4
18 Email correspondance, January 27, 2022. 19 Email correspondance, February 8, 2022. 20 AlphaPlus, “Eight strategies for equitable, sustainable and effective digital literacy development in Ontario’s LBS system“ October 2021, https://alphaplus.ca/download/discussing-strategies/ 21 For more information about the LBS Digital Capacity project, visit https://capacity.alphaplus.ca/overview.
5. Making sustainable investments in Ed Tech infrastructure; 6. Building people’s capacity for technology integration; 7. Developing responsive and equitable services, data collection and reporting; and 88. Choosing performance measures (success indicators) that work for everyone.20 Earlier this year, AlphaPlus and Contact North consulted with the LBS community and sector support organizations, as well as individuals in education, tutoring and learning, to create a roadmap to improve LBS system capacity to offer more distance services and expand blended learning opportunities
5 to serve more learners. The results are not known at the time 6 of this article's publication, but a document from a preliminary meeting with online learning and LBS support organizations 7 gives insights into what learners, instructors, and programs need to provide meaningful and quality programming […] significant investment in infrastructure, resources, and capacity is needed.”21 ■
This diagram is excerpted from an interim discussion paper created during the process of developing a roadmap to enhance the remote service delivery capabilities of Ontario's LBS system, led by AlphaPlus and Contact North.22
