1.1 Introduction
Adult literacy programme is an integral part of adult education which offers stack illiterate adults access to the three basic literacy skills of reading, writing and arithmetic. It involves the skills of teaching, writing, and learning, is the bedrock of any meaningful development of any country, Nigeria inclusive. Digital literacy is an individual's ability to produce clear information through writing and other forms of communication on various digital platforms. Digitally literacy showcases an individual's grammar, computer, writing, and typing skills on platforms, such as, social media sites and blog sites. Digital Literacy also includes other devices, such as, smartphones, tablets, laptops and desktop PCs. While digital literacy initially focused on digital skills and stand-alone computers, its focus has shifted to network devices including the Internet and use of social media. No society can develop beyond its literacy level. Literacy is popularly understood as an ability to read and write in at least one method of writing, an understanding reflected by mainstream dictionaries. In this view, illiteracy would be considered to be the inability to read and write (Réka et al., 2019).
As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Research hypothesis and questions, Limitations of the Study and Definition of technical terms.
1.2 Background of Study
The integration of adult digital literacy programme could assist in equipping the adult learners with employable skills. The adult learners on graduation could then open up digital business centres for income generation. Society is transforming so fast into one which is based on information, requiring its citizens to be familiar with and at ease with information based resources and manipulations. Digital literacy program opportunities can play a crucial role as a first step for understanding technology literacy needs and for leveraging this information to better target a starting point for developing a learner's technology literacy. As this is an emerging area of teaching and learning in Adult Education, it is not fully evident which digital literacy program options are useful for the diverse populations Adult Education serves.
The Digital Literacy Program at their own pace. The assignments require learners to demonstrate computer and online tasks hands- on and in real-time as opposed to only abstractly learning these skills (Vanek, 2013). These two projects complement each other and are showing promise in furthering digital competence and literacy goals. Though the digital and Learner Web programs were developed by Adult Education educators, researchers, and others who work closely with Adult Education populations, these are suited for addressing literacy needs of this learning audience.
According to Adebola (2008) for a Nigerian learner not to be left out in what is happening in the world, he/she has to key into the use and application of internet and this has to start from the foundation of education. Technology is therefore changing in a way that has never happened before and without proper machinery in place; one stands the risk of being left behind. Adebola further stated that people no longer necessarily go to library to obtain information or knowledge because internet are now available to the user at their home, office and cybercafé centres.
Bello et al. (2014) in Bakare (2012) commented that the computer revolution and information technology have transformed systems in areas of communication, teaching, storage and retrieval of data. All modern technologies open new doors and various opportunities for teaching and learning at every level (Bakare, 2012). Adult Education (AE) has been increasingly impacted by technology in recent years as educational institutions, workplaces, and government programs in Nigeria have shifted more of their information and services into digital spaces. These services, which used to require filling out a paper form or a telephone call have shifted into online spaces and now require technology tools to access and use.
Citizens require technology access then in addition to knowledge and the skills necessary for working in digital spaces in order to be self sufficient and participate fully in today's society. This study addresses some of the emerging concerns and possibilities with Adult Education and technology literacy efforts for adults in Nigeria. While ongoing technology infrastructure improvements over the past few years is making it increasingly possible for many to have limited free access to computers and the use of the Internet, these opportunities address only part of digital divide concerns. Broadly, digital divide refers to one’s access to and use of technology. Disparities for our citizens who lack the literacy and digital competencies necessary to make effective use of digital options remains an ongoing challenge of the digital divide.
Therefore, in Nigeria where the research was carried out, the activities that was conducted is to know the Influence of Adult Education Programmes in Promoting Digital Literacy among Adult Learners.
1.3 Statement of Problems
Investigation revealed that regardless of the global recognition of the importance of literacy skills to both individual and the nation at large, a substantial number of people are still illiterate. Many people are inadequately literate because they lack the reading and writing skills that can enable them functional and improve their daily lives. Some lack literacy skills because they have not had the opportunity or the means to attend school and some others because their schooling was cut short or was of poor quality. All these set of people are almost all poor, most are older and a vast majority is from the developing countries mostly from a linguistic and minority groups (Dighe, 2008).
While significant progress has been made towards achieving universal literacy over the past six decades, the poorest and most marginalized set of people have yet to be reached. However, with the rapid expansion and growth of ICTs, there is now an exceptional opportunities for achieving a wider educational access and reach with considerable improvement in the quality of education provided.
As such, it becomes imperative to explore this new trend in the andragogical shift if reasonable progress in terms of ICT use is to be made in adult literacy programmes (Dighe, 2008; Adeyemo et al., 2010). This paper addresses adult learning in an attempt to outline a general framework of digital and ICT literacy in adult education programs from the educators’ perspective.
1.4 Aim and Objectives of Study
The aim of the study is to investigate the Influence of Adult Education Programmes in Promoting Digital Literacy among Adult Learners in Nigeria. In achieving this aim, the following specific objectives were laid out as follows:
- To determine the digital competency assessment and possibilities in adult literacy;
- To examine the influence of adult education programmes in promoting digital literacy among adult learners;
- To investigate the factors that will enhance effective utilization of digital tools for learning in the literacy class;
- To examine the relationship between adult education programmes and promotion of digital literacy among adult learners;
- To assess the perceptions of adult learners regarding digital tools for learning; and
- To evaluate the challenges that adult educators faced in the course of exposing adult learners to the use of digital tools in adult literacy programmes.
1.5 Research Questions
The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:
- Are there challenges that adult educators faced in the course of exposing adult learners to the use of digital tools in adult literacy programmes?
- Is there relationship between adult education programmes and promotion of digital literacy among adult learners?
- How is the digital competency assessment and possibilities in adult literacy?
- What are the perceptions of adult learners regarding digital tools for learning?
- What are the influences of adult education programmes in promoting digital literacy among adult learners?
- What are the factors that will enhance effective utilization of digital tools for learning in the literacy class?
1.6 Research Hypothesis
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
Hypothesis One
- H0: There is no significant influence of adult education programmes in promoting digital literacy among adult learners in Nigeria.
- H1: There is significant influence of adult education programmes in promoting digital literacy among adult learners in Nigeria.
Hypothesis Two
- H0: There is no significant relationship between adult education programmes and promotion of digital literacy among adult learners in Nigeria.
- H1: There is significant relationship between adult education programmes and promotion of digital literacy among adult learners in Nigeria.
1.7 Significance of Study
The study may provide useful information to policy makers as it will hopefully shed more light on the reasons behind low participation in adult literacy in the area of study. Education managers may be better placed to implement literacy programmes that are relevant to learners needs and to guide instructors appropriately. The literacy instructors maybe equipped with appropriate skills for managing literacy programmes at centre level leading to increased participation and eventually contribute to a rise in the country’s literacy rate.
Adult learners will be equipped with relevant skills to enable them improve on their ICT skills and quality of life hence contributing to digital literacy in their environment and the country in general. It is therefore anticipated that the discoveries of this study will assist, government, agencies and organisations which offer educational programmes for adults to better understand what factors are important when selecting an educational programme and to improve on the use of new technologies strategies of increasing adults’ persistence in learning programmes.
This study will be of immense benefit to other researchers who intend to know more on this study and can also be used by non-researchers to build more on their research work. This study contributes to knowledge and could serve as a guide for other study.
1.8 Scope of Study
The scope of the research is focused on the Influence of Adult Education Programmes in Promoting Digital Literacy among Adult Learners in Nigeria.
1.9 Limitations of the Study
During the course of this study, many things militated against its completion, some of which are:
- Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
- Research material: availability of research material is a major setback to the scope of the study.
- Frequent power failure: This made the researcher append more money on fuel to ensure sustainable power.
- Financial Constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
1.10 Definition of Terms
Adult Learner: An adult person is defined differently in different countries. Therefore, an adult learner is defined as any mature individual who participate in a learning situation that will bring about changes.
Literacy Programmes: Literacy Programmes refers to systematic and planned activities intended to equip individual participants to become skilful in the ability to read, write and compute to an appreciable level.
Digital Literacy: Refers to an individual's ability to produce clear information through writing and other forms of communication on various digital platforms. Digitally literacy showcases an individual's grammar, computer, writing, and typing skills on platforms, such as, social media sites and blog sites.
