Aleksandra Michałowska-Kubś
Apr 25
The publication was prepared as a part of the American Spaces Digital Literacy and Training Program. This is a program of the U.S. Department of State, administered by PH International and its partners the Georgian Centre for Strategy and Development and Debunk.org. Read more about the project here.
When designing a digital literacy program, it is important to tailor the materials and methods to the specific needs and characteristics of the target audience. Whether the program is aimed at adults, children, or elderly individuals, understanding their unique learning styles, preferences, and technological proficiency is paramount.
Andragogy is the practice of teaching adults, distinct from pedagogy, which focuses on teaching children. The methods employed for adult education differ from those used for children, recognizing that adults often have established careers and need specialized instruction to enhance specific skills. Six principles guide andragogy, which are: emphasizing the “why” of learning, acknowledging the significance of experience, recognizing self-concept and autonomy, ensuring readiness for workforce applicability, maintaining a problem-oriented focus, and fostering intrinsic motivation.
Adult education prioritizes assisting them in developing new competencies, acquiring skills, and gaining knowledge relevant to their current or future careers and needs. Such education often emphasizes creating a supportive and engaging learning environment tailored to the unique needs of adult learners. This involves incorporating interactive and experiential educational activities, as well as real-world examples and case studies relevant to their experiences and interests.
Typically, it can be asserted that an instructor or teacher doesn't merely “teach” adults; instead, they facilitate and support their learning process.
Creating a digital literacy program is not an easy task. Implementing effective methodologies to create digital literacy programs is critical to supporting optimal learning outcomes. Effective methods not only empower learners with the competence to navigate the vast online landscape but also cultivate their ability to discern credible sources, evaluate information reliability, and engage in responsible digital citizenship. Moreover, these methodologies stimulate motivation and engagement, as learners can benefit from multimedia formats that cater to diverse learning styles, enhancing comprehension and retention.
Among learning theories and curriculum models, as well as a very large number of teaching strategies, methods and techniques used in education, several stand out as particularly noteworthy for the course on disinformation and FIMI being developed.
A combination of the modular curriculum, where each module focuses on specific topics to ensure precise learning outcomes, and the spiral model is advisable. Disinformation is a multifaceted topic, and a spiral curriculum enables learners to revisit and deepen their understanding of key concepts over time. This approach ensures that the topic is not forgotten soon after the lesson is over, as it returns in further material.
In terms of learning theories, constructivist learning appears to be the most fitting. Disinformation often requires critical thinking and the interpretation of information, making constructivist learning, where learners actively construct their knowledge through exploration and reflection, a valuable strategy for developing skills in analyzing and understanding disinformation.
Also, integrating transformative learning into a course holds significant value. Transformative learning involves the critical questioning and internal transformation of previously assimilated assumptions, beliefs, values, and perspectives. The emphasis on critical reflection encourages learners to reevaluate their assumptions, fostering increased self-awareness and a nuanced comprehension of complex issues.
It is also worth considering using scaffolding, an instructional method that supports students until they are independent in a given topic, skills etc. This concept mirrors the training wheels on a bicycle, assisting until learners achieve autonomy. Positive reinforcement as well is advised throughout the course, as it serves as a good practice for maintaining learner motivation.
Adapting the approaches mentioned above involves using further methods, strategies and techniques in teaching, an important element of which is to involve participants in practical activities or real-life problems. Among them are:
Alongside the above, the inclusion of reflective activities in the course would provide opportunities for learners to reflect on their evolving thoughts about disinformation, fostering metacognition and self-awareness. Such reflective practice could be seamlessly integrated as part of the feedback mechanism for each lecture, encouraging students to reflect on questions such as: What did you learn? What was new? What was most surprising?
In the quest for a methodology, educators must weigh the balance of cost, time, and quality within their program, with a focus on achieving accessibility, engagement, and relevance. Attention should be given to factors like the frequency, duration, and intensity of the program, and strategies should be devised to ensure continuous feedback and support. As mentioned, it is important to combine an interactive, experiential and reflective approach, as well as to adopt learner-centred approaches, tailoring interventions to students' experiences, motivations, and interests, thereby fostering autonomous learning experiences.
A carefully selected mix of methodologies is important in developing effective educational approaches to disinformation and media literacy. Initial selection includes a modular and spiral curriculum ensuring precision and repeatability. Constructivist learning takes centre stage, engaging students in critical thinking and knowledge construction. Transformative learning facilitates detailed understanding by encouraging re-evaluation of assumptions.
Scaffolding and positive reinforcement provide support and motivation, while active learning strategies – problem-based learning, action learning and inquiry-based learning – offer hands-on engagement. Interactive modules and gamification increase the dynamics of learning. The microlearning and flipped classroom approach breaks down complex concepts, making them easier to remember and apply. Blended learning seamlessly integrates different learning methods, and reflective activities encourage metacognition.
The overarching emphasis is on a student-centred approach, tailoring interventions to individual needs. However, it is essential to remember that there is no one-size-fits-all recipe for success, stressing the importance of tailoring curricula to specific circumstances and needs, facilitating the acquisition of the knowledge necessary to navigate the complex landscape of disinformation.