Peter Waterhouse – författare

Offering a new perspective on adult English language education, this book provides theoretical and practical insights into how digital literacies can be included in the learning programmes for newly arrived adults from migrant and refugee backgrounds.

Enhancing Digital Literacies with Adult English Language Learners takes readers inside Langfield, an adult community-based English language centre that supports the settlement and learning of this vulnerable group. Drawing on a six-month ethnographic study of Langfield’s work, the book explores the approach to teaching digital literacies and presents a range of perspectives, including those of the adult learners, the teachers, and the organisation’s CEO. The chapters present a holistic view of teaching digital literacies in the adult English language context by exploring: adult learners’ digital literacy practices in everyday life and their learning at Langfield; teachers'' beliefs and practices about digital literacies; and the support offered to them through institutional resources, leadership, and professional learning. The book identifies exemplary practices, as well as areas for further development in Langfield’s work and offers a range of implications for practice, policy, and research.

Written in a detailed but accessible manner, this book contributes important insights into the strengths and needs of this unique and complex education sector. Addressing an area of uncertainty for many researchers, practitioners, leaders, and policy makers working within community-based learning contexts in Australia and internationally, this book will be an essential resource.

Offering a new perspective on adult English language education, this book provides theoretical and practical insights into how digital literacies can be included in the learning programmes for newly arrived adults from migrant and refugee backgrounds.

Enhancing Digital Literacies with Adult English Language Learners takes readers inside Langfield, an adult community-based English language centre that supports the settlement and learning of this vulnerable group. Drawing on a six-month ethnographic study of Langfield’s work, the book explores the approach to teaching digital literacies and presents a range of perspectives, including those of the adult learners, the teachers, and the organisation’s CEO. The chapters present a holistic view of teaching digital literacies in the adult English language context by exploring: adult learners’ digital literacy practices in everyday life and their learning at Langfield; teachers'' beliefs and practices about digital literacies; and the support offered to them through institutional resources, leadership, and professional learning. The book identifies exemplary practices, as well as areas for further development in Langfield’s work and offers a range of implications for practice, policy, and research.

Written in a detailed but accessible manner, this book contributes important insights into the strengths and needs of this unique and complex education sector. Addressing an area of uncertainty for many researchers, practitioners, leaders, and policy makers working within community-based learning contexts in Australia and internationally, this book will be an essential resource.

This edited collection focuses on digital empowerment for displaced people from migrant and refugee backgrounds, exploring the intersections of digital technologies, settlement, education, and global migration. This book adopts a strengths-based and inclusive approach to understand what digital empowerment means and how it can be applied in a range of community and educational settings.

The ten chapters bring attention to the need for innovative approaches and educational strategies that promote digital empowerment for people from refugee and migrant backgrounds, with application to finding employment, furthering education, building community, and accessing social support services. The text also considers what is necessary for effective digital empowerment, highlighting how existing personal resources can be utilised, in conjunction with technologies, to build capacity, enhance community networks, and preserve cultural connections. By adopting a strengths-based perspective, the writers highlight how challenges can be transformed into opportunities. Through conceptual understandings, grounded examples, and case studies, each chapter offers clear and actionable takeaways for policy, practice, and research.

Based on cutting-edge theory, this is an essential read for social and educational researchers, teacher educators and their students, policy makers, and educational practitioners.

This edited collection focuses on digital empowerment for displaced people from migrant and refugee backgrounds, exploring the intersections of digital technologies, settlement, education, and global migration. This book adopts a strengths-based and inclusive approach to understand what digital empowerment means and how it can be applied in a range of community and educational settings.

The ten chapters bring attention to the need for innovative approaches and educational strategies that promote digital empowerment for people from refugee and migrant backgrounds, with application to finding employment, furthering education, building community, and accessing social support services. The text also considers what is necessary for effective digital empowerment, highlighting how existing personal resources can be utilised, in conjunction with technologies, to build capacity, enhance community networks, and preserve cultural connections. By adopting a strengths-based perspective, the writers highlight how challenges can be transformed into opportunities. Through conceptual understandings, grounded examples, and case studies, each chapter offers clear and actionable takeaways for policy, practice, and research.

Based on cutting-edge theory, this is an essential read for social and educational researchers, teacher educators and their students, policy makers, and educational practitioners.