[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-589118-105":59,"doc-detail-589118-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","the-digital-literacy-action-plan-report-from-the-field","The Digital Literacy Action Plan - Report from the Field","","The Digital Literacy Action Plan (DLAP) presents a differentiation- and learner-agency-focused instructional strategy for integrating digital literacy into adult basic education. Drawing on the author’s experience as an adjunct ESL instructor, the work responds to classroom variability in digital skill development, limited time allocated to computer lab instruction, and persistent digital equity barriers for English learners. Grounded in definitions and frameworks for digital literacy, the plan outlines how adult learners can build technical, civic, communicative, collaborative, computational, investigative, and productive capacities.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-digital-literacy-action-plan-report-from-the-field/589118/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-digital-literacy-action-plan-report-from-the-field/589118.png","ImageObject",300,407,{"name":92,"@type":93},"Nguyễn Văn Học","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the Digital Literacy Action Plan address in adult education classrooms?","Question",{"text":112,"@type":113},"It addresses uneven student progress in digital skills, limited and sometimes random digital lab instruction time, and digital exclusion that affects English learners.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does DLAP aim to improve digital literacy instruction?",{"text":117,"@type":113},"DLAP is designed to differentiate learning objectives and increase learner agency so adults can pursue digital skills that are immediately relevant to their life, work, and education goals.",{"name":119,"@type":110,"acceptedAnswer":120},"Which framework elements are used to define digital literacy in the paper?",{"text":121,"@type":113},"The paper references seven essential elements: technical, civic, communicative, collaborative, computational thinking, investigative, and productive.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589118,1792066586,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":129,"read_time":143,"preview_page_count":4},1374402739827,"https://ap-avatar.wpscdn.com/avatar/14000c97e7351f1a627?x-image-process=image/resize,m_fixed,w_180,h_180&k=1787885694763230660","ADULT LITERACY EDUCATION WINTER 2022  \n| [http://doi.org/10.35847/RRiggs.4.1.36](http://doi.org/10.35847/RRiggs.4.1.36) |  |\n| --- | --- |\n|  | Report from the Field |\n\nThe Digital Literacy Action Plan: A Strategy for Differentiation and Learner Agency in Digital Literacy Instruction  \nRachel Riggs, World Education  \nNote: This paper reflects work that was undertaken while Rachel Riggs was affiliated with Frederick Community College.  \nAbstract  \nWhen I began my career in adult education as an adjunct ESL teacher, I felt well-equipped with an understanding of second language acquisition and evidence-based teaching methods. At the time, I knew nothing about digital literacy. Once I began to understand its importance and the challenges that it posed in the classroom, I developed the Digital Literacy Action Plan, an instructional strategy designed to differentiate, increase learner agency, and address digital equity concerns . This article is written for adult basic education instructors who aim to integrate digital literacy skills into their instruction in a way that is meaningful to each learner and empowers learners to acquire digital skills autonomously.  \nKeywords: digital literacy, instructional strategies, learner agency, differentiation, digital equity  \nWhen I began conceptualizing the Digital Literacy Action Plan (DLAP), there were two students in my Intermediate ESL class who aptly illustrated why differentiation and learner agency are so important in digital literacy. Helena is from Iran and her hand trembled on our first visit to the computer lab as she moved the mouse across the screen to sign in. The second, Michael, is from Côte d’Ivoire. He had recently enlisted in the U.S. Army and was able to convert an Excel spreadsheet into a bar chart sooner than I could sketch the same chart on a whiteboard. Helena wanted to use computers to support her children’s education and Michael wanted to learn how to leverage technology for business management. I knew they  \neach needed a completely personalized plan and asan educator I couldn’t pass up the opportunity to facilitate their growth in this area .  \nUnderstanding the Scope and Urgency of Digital Literacy As defined by the American Library Association, digital literacy is the ability to use information and communication technologies to find, evaluate, create, and communicate information, requiring both cognitive and technical skills (Visser, 2013) . However, when I first heard the term, my understanding was limited. Per the requirements of the program I worked for, digital  \n[Correspondence: mrsrachelriggs@gmail.com](Correspondence: mrsrachelriggs@gmail.com) 36  \nliteracy pedagogy included visiting the computer lab five times per 10-week session, which amounted to about eight out of 60 instructional hours focused on digital skills. Many advised me to get my students set up with accounts on websites that offer free touch-typing practice. The digital literacy instruction I offered at the time was isolated from our work in the classroom and somewhat random as I haphazardly reserved time in the computer lab to fulfill that five-visit requirement. As I chose objectives for the time in the computer lab, I realized that whatever I chose, whether it was creating an email address, using a typing program, or formatting a document, there were students that flew through the activity while others took the entire time just signing in. A learner’s success in these tasks was not predictable based on their reading, writing, listening, or speaking skills, resulting in a group of students whose English proficiency may be similar but whose digital literacy differed greatly, adding to the challenge of defining a set of objectives .  \nBetween class time, lesson planning, and the occasional computer lab visit, I researched digital literacy and participated in professional development around the topic offered by the college and other organizations. At the Maryland TESOL fall conference, I was f","cbCaioiaaSl7E712","https://ap.wps.com/l/cbCaioiaaSl7E712","pdf",132064,"English","# Abstract\n# Understanding the Scope and Urgency of Digital Literacy\n# Origin of the DLAP","[{\"question\":\"What problem does the Digital Literacy Action Plan address in adult education classrooms?\",\"answer\":\"It addresses uneven student progress in digital skills, limited and sometimes random digital lab instruction time, and digital exclusion that affects English learners.\"},{\"question\":\"How does DLAP aim to improve digital literacy instruction?\",\"answer\":\"DLAP is designed to differentiate learning objectives and increase learner agency so adults can pursue digital skills that are immediately relevant to their life, work, and education goals.\"},{\"question\":\"Which framework elements are used to define digital literacy in the paper?\",\"answer\":\"The paper references seven essential elements: technical, civic, communicative, collaborative, computational thinking, investigative, and productive.\"}]","The Digital Literacy Action Plan - Report from the Field | PDF",18]