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Conference IMCL2006 April 19 -21, 2006 Amman, Jordan
Determining the Feasibility of Utilizing Mobile Devices for the
Enhanced Acquisition of Primary Literacy Skills
Mark A.M. Kramer
University of Salzburg: ICT&S Center for Advanced Studies and Research in
Information and Communications Technology & Society.
Key words: basic skills, blended learning, computer aided instruction,
e-learning, handheld learning device, HCI, ICTs, illiteracy, literacy, mobile
learning, m-learning, Tablet PC.
Abstract:
This paper examines existing approaches of mobile learning to help ascertain whether
ICT-supported mobile learning will effectively enhance the teaching of reading and
writing skills for functionally illiterate adults. Furthermore, this paper will reflect on
the preliminary findings of the Enhanced Literacy Network (eLitNet), a research
project that is making an attempt to create a mobile learning network for functionally
illiterate adults in Austria to acquire and develop primary literacy skills.
1 Introduction
The purpose of this paper is to investigate the practicability of utilizing ICTs within a mobile
learning context to help functionally illiterate adults to re-learn primary literacy skills such as
reading and writing. This research can be viewed as a feasibility study utilizing the findings of
relevant literature within the field of ICT research and literacy instruction. The intended
outcome of this paper is to help ascertain whether ICT-supported mobile learning will
effectively enhance the teaching of reading and writing skills.
1.1 Research Question
The motivation for writing this paper is to increase the awareness of the potentialities latent
within information communication technologies (ICTs) in relation to the emerging field of
mobile learning. The central question behind this research is the following: Is it possible to
effectively use ICT-supported mobile learning to enhance the teaching of reading and writing
skills for functionally illiterate adults?
Upon immediate reaction to the above research question one may ask the following: if a
person cannot read or write how can they use ICTs to help them acquire these skills? This
paper will attempt to answer this question, as well as stimulate a discussion and encourage
further research regarding how to effectively harness ICTs that enhance the instruction of
primary literacy skills for functionally illiterate adults.
1.2 Paper Structure
This paper consists of the two sections. The first section, entitled Mobile Learning for
Functionally Illiterate Adults, is primarily a literature survey to determine the feasibility of
ICT enhanced mobile learning for functionally illiterate adults. The second section follows
with a presentation of some research reflections on the preliminary findings of the Enhanced
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Literacy Network (eLitNet), a research project that is attempting to create a mobile learning
network for functionally illiterate adults in Austria.
It is important to point out that this paper will not delve into a detailed analysis of which
specific technologies can or should be utilized for mobile learning among functionally
illiterates. Rather, this paper will focus on the core research question stated above and
present literature that either supports the notion that ICT-supported mobile learning can
effectively enhance the teaching of reading and writing skills for functionally illiterate adults.
2 Mobile Learning for Functionally Illiterate Adults
2.1 Working definitions
Within the framework of this paper it is important to take into consideration the working
definitions used within the relevant literature. The following definitions have been
extrapolated from the literature surveyed and also from several key research studies
conducted within the fields of ICT and literacy research.
Literacy: Many researchers define literacy as a condition that an individual either has or
hasn’t. The National Assessment of Adult Literacy (NAAL) defined literacy as "using printed
and written information to function in society, to achieve one's goals and to develop one's
knowledge and potential" (White 2003). According to the International Adult Literacy Survey
(IALS) to be literate one must possess the ability to understand and employ printed
information in daily activities, at home, at work and in the community – to achieve one’s
goals, and to develop one’s knowledge and potential (Statistics Canada, OECD).
Furthermore, literacy can be viewed as a set of “proficiency levels along a continuum” which
“denote how well adults use information to function in society and the economy” (Statistics
Canada, OECD). To expand on this definition further, one can understand that in order to be
literate one must have the capacity to utilize the knowledge and skills ones possess to
understand and use information from text and other written formats.
Functional literacy: Within the context of this paper the term functional literacy will be used.
This is a term that denotes the condition in which an individual has the “ability to function
effectively as a member of the community and to be able to use language skills for personal
and community development” (Greaney 1994).
Functionally illiterate: A person is functionally illiterate when they are not able to operate
effectively within society through the use of their personal communication skills. Usually
these persons have developed a social support network and unique abilities to help them get
through their daily tasks without the need or reading or writing.
Enhanced acquisition: The term enhanced acquisition is used to refer to the utilization of
ICTs to support learning and skills attainment. In other words, ICT enhanced acquisition is a
form of learning that uses technology as a medium to deliver and support formalized
instruction.
Mobile learning: Mobile learning is an emerging trend within formal and in-formal
educational settings. This term can be understood as a method of learning using any portable
information & communication technology (ICT). The portable devices this paper refers to
are: mobile-phones, smart phones, (hybrid mobile phone) Multimedia Digital Assistants,
(MDAs) personal digital assistants, (PDAs) notebook computers and Tablet PCs (TPCs). It is
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Conference IMCL2006 April 19 -21, 2006 Amman, Jordan
also possible to include portable radios, portable televisions, portable DVD players, and
portable audio devices (mp3, iPod) as devices used in mobile learning.
2.2 Mobile Learning and Literacy: Literature Search
Information and Communication Technologies (ICTs) are becoming increasingly more
omnipresent within our societies and are widely regarded as a fundamental characteristic in
social, economic and educational change (Castells, 1996, 2001). The field of education and
the very nature in which people learn is directly affected by the ubiquitous nature of ICTs. It
can be observed that through the convergence of mobile communications and handheld
computer devices many opportunities are arising to develop technology that will assist
individuals and groups to learn anytime, anywhere (Sharples & Westmancott 2002). The
ability to learn anytime, anywhere, has tremendous implications within the field of adult
literacy and basic skills education. This flexibility of learning can be the key to opening the
doors for millions of functionally illiterate adults to acquire the basic skills needed to function
within our communities.
Mobile learning (m-learning) is an emerging field of research and practice. Due to the fact
that mobile learning is such an innovative and pioneering field there is currently not a
substantial repository of research which specifically deals with mobile learning and basic
primary literacy skills acquisition. M-learning is truly unique in that it allows for learning to
take place anywhere, anytime and can be a form of highly personalized learning. It can be
used to enrich, enliven or add variety to conventional lessons or courses. (Attewell 2005)
The literature examined came primarily from the broad subject field of technology and
literacy. Although the literature that was examined for this study was limited the results of
the search was very promising in supporting the suggestion that mobile learning can
effectively enhance the teaching of reading and writing skills for functionally illiterate adults.
In reference to Bruce (1997) current literature shows that there are a variety of stances taken
toward the integration of literacy instruction and technology found within existing literature.
These stances toward using ICTs in literacy instruction are as follows:
•Neutral (sees no advantages or disadvantages to integration);
•Oppositional (integration causes problems);
•Utilitarian (technology is a useful tool);
•Skeptical (technology may be useful but its usefulness is unproven);
•Transformational (integration transforms the very nature of literacy);
•Aesthetic (technology provides opportunities for creativity), and
•Transactional (there is a transaction between literacy and technology).
Overwhelmingly, the literature demonstrated a very positive stance for the integration of ICTs
within literacy instruction. Findings from several key studies and relevant literature within the
field of ICT research and literacy instruction help support an argument for utilizing ICTs to
enhance the acquisition of primary literacy skills for functionally illiterate adults.
One of the most poignant observations revealed in the literature search came from Daniel
Wagner and Robert Kozma, in which they assert that: “literacy and technology are becoming
inter-dependent and can be seen as ‘tools’ that have much in common. Neither is an end to
itself, but each can amplify human intelligence and human capability. Literacy education will
need to take advantage of the power of technology” (2003).
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2.2.1 Mobile Learning Harnesses the Power of Technology
We come to a point in which it is appropriate to examine specific literature that gives
examples of how literacy education is taking advantage of the power of technology.
Helen Steele, the project manager for the Workplace Basic Skills Network, based at Lancaster
University, reveals that a perceived stigma is attached to learning basic skills that it deters
many adult learners from attending literacy courses (M2 Presswire 2003). She goes on further
to say, “[that] for many people - particularly older workers who have been made redundant -
ICT skills are a high priority. But it becomes clear that what they really need is tuition in
reading, writing and numeracy, so we (the Workplace Basic Skills Network) use computer
skills as a [way] to get them [to attend these courses]. They are happier to acknowledge these
needs (to learn basic skills) once they have signed up for computer training” (M2 Presswire
2003).
The above example from the Workplace Basic Skills Network shows how the power and
attractiveness of using technology sparks the interest of adult learners. But, how can mobile
learning directly help learners attending these literacy courses?
2.2.2 The Advantage of Mobile Learning for Learners
It can be observed that through the convergence of mobile communications and handheld
computer devices many opportunities are arising to develop technology that will assist
individuals and groups to learn anytime, anywhere (Sharples & Westmancott 2002). The
ability to learn anytime, anywhere, has tremendous implications within the field of adult
literacy and basic skills education.
According to the Enhanced Learning Research Centre (Attewell 2005) Mobile learning has
the capacity to help learners:
•to improve their literacy and numeracy skills;
•to become self-aware of their own existing abilities;
•to encourage both independent and collaborative learning experiences;
•to assist in identifying areas where they need assistance and support;
•to counter resistance to the use of ICTs and can help bridge the gap
between mobile phone literacy and ICT literacy;
•eliminate some of the formality from the learning experience;
•be more engaged in learning;
•remain more focused for longer periods;
•raise their self-esteem;
•raise their self-confidence.
According to Jill Attewell, one of the coordinators of the European M-Learning Project and
manager at the UK's Learning and Skills Development Agency, mobile learning “is not to
replace normal education, but to re-engage those who have dropped out of learning and help
them find out that learning is fun and can be a help in life rather than just something they are
forced to do." (BBC News 2003)
2.3 Related Research
Currently there very few literacy projects that utilize mobile devices and learning software
that is specifically designed for assisting functional illiterates to acquire basic skills. In
examination of the 29 World Bank funded literacy projects between the years 1990 – 2002 not
one of these projects are specifically configure as a mobile learning literacy project (Abadzi
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2003). Traditionally, literacy projects have used classroom instruction and personal tutelage
as the primary means for literacy training. This form of instruction is being challenged by
innovative projects that are able to enhance the literacy acquisition of adults through the use
of ICTs.
The following projects have been identified as examples of innovative efforts to enhance
adult literacy program with mobile devices:
•Computer-Based Functional Literacy (CBFL): Tata Consultancy Services has
initiated a computer-based functional literacy (CBFL) program to enhance adult
literacy in India. The CBFL program consists of an interactive multimedia- learning
package, which focuses more on reading than on arithmetic and writing. Reading
skills are taught through cognition of words, syllables and letters. Upon completion of
the 40-45 hours of the CBFL learning program, the learners are reported to be able to
read report cards, ration cards, loan documents, posters and bus routes. (Financial
times 2003)
•The Enhanced Literacy Network (eLitNet): The Enhanced Literacy Network
(eLitNet) is an interdisciplinary research project conducted by the University of
Salzburg. The aim of the eLitNet project is to evaluate, develop, and implement a
didactically sound mobile ICT enhanced, blended e-learning course structure to help
functionally analphabetic adults (secondary analphabetism) in Austria to re-learn to
read and write. This project is in its early stages.
•LiteracyLink: The United States Department of Education initiated a project that
supported the Adult Learning Service of the Public Broadcasting System (PBS), the
National Center on Adult Literacy at the University of Pennsylvania, and Kentucky
Educational Television to develop an Internet-based instructional system which
employed television video-broadcast supplemented by on-line, internet based courses
to help adults receive literacy and adult basic education instruction (Wagner and
Hopey, 1999). As a learning system the LiteracyLink program incorporates Internet
based hypermedia technologies (digitized audio and video, interactive multimedia),
with broadcast video technologies (digital, closed-circuit, broadcast, satellite).
Although this project in not explicitly a mobile learning project the technologies
employed in this project could be easily be adapted to mobile devices.
•M-Learning Project: The M-learning is a European funded project headed by the
Learning and Skills Development Agency in the United Kingdom. The objective of
this project is to investigate how mobile communications technologies can be used by
young adult learners to help develop their literacy and numeracy skills. Some of the
key observations made within an international study conducted by the m-Learning
project of the demonstrate that mobile learning is a truly viable method to enhance the
acquisition of basic skills.
Given that this is an emerging field of research, and that there is a limited source of literature
to draw any definitive conclusion, the overwhelming impression is that there is a truly a future
in adapting mobile devices within a mobile learning context for the enhanced acquisition of
primary literacy skills. The most convincing evidence to support the hypothesis that it is
feasible to effectively use ICT-supported mobile learning for functionally illiterate adults
comes from the findings of the M-Learning Project and the preliminary findings of the
Enhanced Literacy Network Project (eLitNet) Project.
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3 Research Reflections
The following research reflections will highlight the current work of The Enhanced Literacy
Network Project (eLitNet), a project conducted at the University of Salzburg which is
attempting to create a truly unique literacy course that is a blended online and face-to-face
course structure enhanced by mobile learning devices. The eLitNet project is supporting by
the University and is lead by Professor Jean-Luc Patry and Professor Wolfgang L. Pree with
support from Dr. Ursula Maier-Rabler of the ICT&S Center at the University of Salzburg.
3.1 Introduction / Project Context
The aim of The eLitNet Project is to evaluate, develop, and implement a didactically sound
computer-based program and mobile learning course structure to help functionally illiterate
adults in Austria improve and acquire reading and writing skills. It is likely to presume that
the eLitNet project is the first of its kind within the German speaking Nations.
The research conducted thus far has focused on evaluating the present status of adult literacy
programs and training in Austria and determining which ICT-support is available for teaching
literacy and which curricula are used. The outcome of this pre-phase research has allowed for
an estimation of which ICT-support could effectively enhance the teaching of reading and
writing skills and to help develop innovative and practical ideas to ensure an original
approach to literacy acquisition. The research conducted during this pre-phase helped to
determine the practicability of establishing a pioneering mobile learning literacy project and
to help guarantee the success of the eLitNet Project.
3.2 Project Goals
The principal aim of the eLitNet project is to adapt information and communication
technologies [ICTs] to enhance the literacy instruction conducted by practitioners in the field
of literacy and to assist overall in reducing adult functional illiteracy in Austria.
The eLitNet project is determined to:
•significantly extend the capacity of currently existing teaching centers by providing the
communication infrastructure for blended learning;
•develop an innovative curriculum and content, that is learning software, that relies on an
appropriate mix of constructivist and instructionist didactical approaches, to teach both
reading and writing to functional illiterates;
•develop a highly accessible and intuitive user interface design that is adequate for teaching
reading and writing using tablet personal computers (TPCs), and mobile devices such as
Multimedia Digital Assistants MDAs and Personal Digital Assistants PDAs.
•increase the awareness and understanding of new uses of ICTs in the field of literacy and adult
education.
3.3 Initial Findings
Currently there are four literacy centers within Austria that engage in activities to help reduce
adult functional illiteracy. These centers are located in Vienna, Graz, Linz and Salzburg, and
they collectively form the Netzwerk Alphabetisierung1 [eng. transl., Literacy Network] which
represents an Austrian-wide initiative to reduce adult functional illiteracy, which, by recent
conservative estimates, has reached the level of 300.000 adults (Rath 2003). To serve this
cross-section of Austrian Society, these four centers primarily use conventional teaching
1 For more information about the Netzwerk Alphabetisierung please visit: http://www.alphabetisierung.at
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Conference IMCL2006 April 19 -21, 2006 Amman, Jordan
methods and have a limited capacity for those seeking assistance. Mobile learning methods
are not currently utilized for the acquisition of literacy skills within Austria.
3.3.1 More teaching capacity required.
In the preliminary phase of our research we found that the capacity for teaching functionally
illiterate adults does not meet the demand. Many functionally illiterate adults have to be
turned away as not enough capacity and resources are available currently at the existing
teaching centers of the Netzwerk Alphabetisierung.
3.3.2 Inadequate (re)design of current eLearning software.
We regard the appropriate design and implementation of ICT-enhanced learning within
literacy instruction as one means to increase the capacity of these literacy centers. Our
preliminary findings corroborate that the potential of ICTs for supporting literacy teaching is
largely untapped.
Just to highlight the findings of our current preliminary study, we have discovered that most
software used for literacy courses is badly designed from a human-computer-interaction
perspective. Sometimes, we have found that even the basic expectations are not met, as one
would need to be able to read and write fairly well to use most of the software.
On the other hand, most ICT-based means to achieve a higher level of literacy are not
designed for adults. It seems that the software that is designed for teaching children to read
and write is not, or only slightly, adapted for adults. There are several implications that can be
derived from these findings:
•Above all, many students using the currently available software say it is not fun at all. None
of the motivational elements such as attracting attention of the students, providing relevant
information, taking into account competence attributions, and providing a sense of
satisfaction are taken into account (Astleitner 1995).
•The approaches are designed for teaching people with primary reading/writing deficits
(learning to read and write to people who never were able to do so), whereas we need teaching
materials for secondary illiterates.
•The software does not take into account the situations which the functionally illiterates may
have to cope with, for this reason transfer is very unlikely.
We expect that the software can be significantly improved. One means is to take
constructivist teaching approaches into consideration with regards to software development.
Another aspect that points in favor of an ICT-enhanced literacy curriculum is that we have
discovered in our research that many functionally illiterate adults prefer to engage in an
anonymous teaching setting. This helps avoid the embarrassment associated with being
functionally illiterate. We believe that an adequate set up of ICTs could satisfy this
requirement of anonymity very well.
3.4 Technical Description
Figure 3. describes the components that constitute the project framework of eLitNet, which
consists of the following entities:
•Hardware platform: we have chosen a tablet PC (with an optional keyboard) as pen-based
computers allow the recognition of handwritten input.
•Internet-based communication infrastructure that heavily relies on voice and gestures so that
teachers and functionally illiterate students can exchange information
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•Learning modules (software for students) that is motivating and resembles real-life problems
that students face in their daily lives and include evaluations and tests
•Software for teachers: that allow the guidance of students through the curriculum and contains
evaluations
•Teaching-learning arrangements with blended learning.
Figure 3: The eLitNet components.
3.5 Initial Prototype
During the pre-phase of our research we have developed a basic prototype of the software
used for the acquisition of writing skills. This was accomplished by employing rapid
prototyping methods. The initial software has been installed and tested using a Tablet PC,
which has been chosen for this research because of the multimodal input options Tablet PCs
afford, such as pen, voice, or keyboard. It is foreseeable that our software delivery platform
will migrate to smaller, more portable handheld devices such as MDAs and PDAs.
3.6 Research Areas
The following disciplines: Computer Science and Pedagogy – Educational Science are the
primary research areas involved within the eLitNet Project. Due to the inherent
nterdisciplinary nature of the eLitNet project we anticipate that our research will broaden and
encompass collaboration with the fields of behavioral psychology, cognitive psychology,
linguistics, psycholinguistics, sociolinguistics and semiotics; as these fields have particular
methods and approaches which can improve our research and the implementation of our
project framework and learning network.
3.6.1 Computer Science
From a computer science perspective the main areas of research required for the eLitNet
project are:
•Software engineering: in which the design and prototypical implementation of the eLitNet
components, in other words, the communication infrastructure and the software for students
and teachers requires a sound software engineering background.
•Human-computer interaction (HCI) & usability: in which the adequate and optimal user-
interface design of a platform for mobile-learning for functionally illiterate persons represents
a formidable challenge that requires adaptive user interfaces which integrate voice and pen-
based gestures.
3.6.2 Pedagogy - Educational Science
From a pedagogical and educational perspective the main areas of research required for the
eLitNet project are:
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Conference IMCL2006 April 19 -21, 2006 Amman, Jordan
•Identifying the particular needs of the functionally illiterates: The software to be designed
must take into account the particular motivational background of the participants
•Developing an adequate curriculum: This is based on the curricula for functionally illiterates,
not on those for first reading and writing learning of elementary school children.
•Formulating appropriate didactical approaches: The basic didactical framework is
constructivism comprising as central element what we call "viability check" as developed at
the Department of Education at the University of Salzburg;
•The application of an appropriate evaluation design according to the principles in practice at
the Department of Education, particularly based on the approach of "critical multiplism"
(Cook 1985) also further refined at the Department of Education which has a particular
strength in the domain of evaluation and evaluation designs.
3.7 Expected Results
A successful eLitNet project contributes to overcoming the problems summarized above. As
a target group we have selected those functionally illiterate persons who can barely read and
write at all, that is, those who are at the lowest level of literacy. The eLitNet project results
should raise their literacy proficiency to a level where they become socially inconspicuous
and to acquire the capacity to adequately function within society.
4 Conclusions
The purpose of this paper was to help determine the feasibility of effectively using ICT-
supported mobile learning to enhance the teaching of reading and writing skills for
functionally illiterate adults. Given that this is an emerging field of research, and that there is
a limited source of literature to draw any definitive conclusion, the overwhelming impression
is that there is a truly a future in adapting mobile devices within a mobile learning context for
the enhanced acquisition of primary literacy skills. It is clear however that the literature
supports the observation that mobile communications and handheld computers are converging
and that these devices open the doors to many opportunities in which technology is able to
assist individuals and groups to learn. The unique feature of mobile learning is the ability to
learn anytime, anywhere. This flexibility of learning can be the key to opening the doors for
millions of functionally illiterate adults to acquire the basic skills needed to function within
our communities.
It can be argued that mobile learning represents the next stage in a long tradition of
technology mediated learning. It can be anticipated that mobile learning will naturally become
an accepted form of learning adopted by literacy programs and individuals who are trying to
acquire the basic skills to allow them to function more full within our societies.
The Enhanced Literacy Network Project highlighted in the research reflections has has the
ability to make an impact within the field of adult literacy and basic skills education. By
making mobile learning a part of a blended learning strategy the eLitNet project has a
tremendous potential for adults seeking to acquire or re-acquire basic skills.
It is the hope of this researcher that this paper as well as the work of the eLitNet Project will
prompt further discussion and encourage additional research to aid in the development of
innovative and practical ideas to ensure an original approach to literacy acquisition and
development using mobile devices. This approach will truly enhance the instruction of
primary literacy skills for functionally illiterate adults throughout the world.
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Author:
Mark A.M. Kramer, M.A
Research & Teaching Assistant / Doctoral Candidate
University of Salzburg, ICT&S Center
Sigmund-Haffner-Gasse 18
5020 Salzburg
Austria
mark.kramer@sbg.ac.at
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