Digital inclusion of people with low literacy in Quebec

Transcription

1 Excerpts from: Digital inclusion of people with low literacy in Quebec Communautique Research team January 2012 Funded by the Government of Canada s Office of Literacy and Essential Skills (OLES), Montreal, Employment and QC Social Development Canada (ESDC)

2 Authors Mr. Dominic Dagenais, Research Assistant, INTEGRA-Littératie Québec project and Intech Québec project Ms. Karine Poirier, Director of Research, digital inclusion research program Mr. Sylvain Quidot, PhD, (Information and Communication Sciences), Principal Researcher, INTEGRA-Littératie Québec project and Intech Québec project Research team Mr. Dominic Dagenais, Research Assistant, INTEGRA-Littératie Québec project and Intech Québec project Ms. Audrey Dahl, Research Assistant, INTEGRA-Littératie Québec project Ms. Aleksandra Petroviæ Graoniæ, Research Associate, INTEGRA-Littératie Québec project Ms. Karine Poirier, Director of Research, digital inclusion research program Mr. Sylvain Quidot, PhD, (Information and Communication Sciences), Principal Researcher, INTEGRA-Littératie Québec project and Intech Québec project Acknowledgement This research project could not have been made possible without the invaluable collaboration of the research participants. The INTEGRA-Littératie Québec project was made possible thanks to financial support from the Treasury Board Secretariat (TBS). Communautique wishes to acknowledge the support of the following people: Research collaborators Mr. Roger Charbonneau, Director of Training Ms. Monique Chartrand, Executive Director Ms. Karine Cyr, Research Assistant Ms. Marie Conilh de Beyssac, Research Intern Ms. Céline Desjardins, Associate Researcher, Communautique Mr. Julien Deschamps-Jolin, Provincial Coordinator, Youth Inititative of the Programme d accès communautaire Ms. Marie-Hélène Fortier-Roy, Youth Strategy Coordinator, Youth Inititative of the Programme d accès communautaire Ms. Claudia Gama, PhD, (Educational Technology), Associate Researcher for the Intech project Ms. Stephanie Nichols, Communications Officer Mr. Pierrot Péladeau, Guest Researcher, Communautique Ms. Catherine Valcourt, Webmaster P a g e 1

3 Scientific Committee Ms. Dany Asselin, Société de l assurance automobile du Québec (SAAQ) Ms. Monique Chartrand, Executive Director, Communautique Ms. Julie Crête, Consultant Ms. Ann-Louise Davidson, Associate Professor, Concordia University Ms. Marie-Claude Doucet, Researcher, Société de l assurance automobile du Québec (SAAQ) Ms. Sharon Hackett, Internet Development Officer, Centre de documentation sur l éducation des adultes et la condition féminine (CDÉACF) Mr. Thierry Karsenti, Chair of Information and Communication Technologies, Canada Research, Director of the Centre de recherche interuniversitaire sur la formation et la profession enseignante (CRIFPE), Université de Montréal Mr. Pierre-Alexandre Lapointe, Director of User-experience, Yu Centrik Mr. Warren Linds, Associate Professor, Concordia Univeristy Ms. Claudia-Stéphanie Levasseur, Bell Web Solutions Ms. Carole Maziade, Société de l'assurance automobile du Québec (SAAQ) Ms. Ginette Richard, Responsible for training and development, Regroupement des groupes populaires en alphabétisation du Québec (RGPAQ) Mr. Christian Vaillant, Centre de lecture et d écriture Montréal (CLÉ-Montréal) Communautique thanks the people and organizations who collaborated in the experimental phases of the research project. Ms. Isabelle Bergeron and Mr. François Brassard, Groupe Alpha-Laval, Laval Ms. Danielle Léveillé, Carrefour populaire de St-Michel inc., Montréal Ms. Andrée St-Pierre, Écrit-Tôt, Saint-Hubert Ms. Michèle Plante, Centre d organisation mauricien de services et d éducation populaire (COMSEP), Trois- Rivières Mr. Anthony Bender, L Ardoise du Bas-Richelieu, Sorel-Tracy Ms. Sylvie Lebrun, Centre d éducation populaire (CEP) de l Estrie, Sherbrooke Ms. Lise Brière, Le Tremplin des lecteurs, Gatineau Ms. Nicole Hébert, Alpha Haute-Yamaska, Granby Ms. Marjorie Beaudoin, La Griffe d Alpha, Mont-Laurier Ms. Isabelle Giguère, Aide pédagogique aux adultes et aux jeunes (APAJ), Saint-Hyacinthe Ms. France Laplante, Centre de formation de Huntingdon, Huntingdon Ms. Maya Goodrich, Centre d'activités populaires et éducatives (CAPE), La Tuque Ms. Lucie Harvey, Centre de lecture et d'écriture d'alma, Alma Ms. Marie-France Gauthier and Ms. Martine Dupont, Boîte à lettres de Longueuil, Longueuil Ms. Dominique Lacombe, Groupe en alphabétisation de Montmagny-Nord, Montmagny Ms. Lucille Roy, Formation Clef Mitis/Neigette, Rimouski P a g e 2

4 Is isolation a notable factor? It is difficult to measure the effect of isolation as a factor of digital exclusion because of the diversity of the realities encountered. We have seen many similarities in the situations described by participants living in geographically contrasting areas. In addition, we have not seen any correlations between geographical location and certain factors which influence digital inclusion, such as access to computer courses. Regardless of the accessibility and quality of the training offered, though varied, this did not seem to be associated to isolation. Participants attending a literacy center within a small isolated community seemed to benefit from a better level of training and IT support than other participants from the Greater Montreal area. Furthermore, living further away from urban centers seemed to have very little effect on access to IT materials. We noticed that the great majority of participants had access to high speed internet connection at home. Although some participants mentioned not having a high speed connection due to financial reasons, only three indicated that they could not have a high speed connection because the this service was not accessible in their region. These three cases consisted of restricted areas where service was not available but was offered elsewhere in the same municipality and in surrounding municipalities. Below is the situation one participant is facing in a rural section of the Upper Laurentians: 61-year-old man, Laurentians What s the point of having a computer, in our area we don t even have that thing they call high speed? It would be too slow. Cause some regions have it, but we don t, in our region anyways, in my own region. Finally, in light of the experiences related by the participants we met, their place of residence seems to have virtually no effect on digital inclusion. Other factors, such as family history, family environment, and social network clearly play a much more important role in access and use of computers and the Internet. Schooling Almost none of the participants interviewed completed their secondary education and some had not finished elementary school. Different factors explain these low levels of education. A large number of participants attended special classes right from the start of elementary school because of significant learning disabilities. 47-year-old man, Montérégie Always special classes. I was always in special classes, from kindergarten until I left, I was always in special classes [ ] And my parents were also themselves half literate. And in those days, adult classes didn t exist. So that s it, put it all together and it makes this. P a g e 3

5 Other (often older) participants had a regular education that ended early because of academic difficulties. 57-year-old man, Montérégie When I was younger, I had a lot of difficulty with spelling. Then I went on until grade seven and I had lots of difficulty. I studied a lot at night and then the next morning, I couldn t remember anything. That s my problem. What do you want? If I didn t have that, I would have stayed in school longer. I enjoyed it but that was my problem. Many participants also told us they were victims of bullying, which was often linked to their learning disabilities. For many of them, the teasing and the aggression they suffered led them to end their studies, as in the case of the following woman: 35-year-old woman, Montérégie When I went to regular school, I was teased because I went to a special class. [ ] At school, the others laughed at me because I was in a special class with the handicapped, not just handicapped people, but other people like me, and I didn t like it. So, I quit school twice and then I decided to come here to learn how to read better and to write better. For others, the low levels of schooling were mainly explained by environmental factors. Difficult family situations had dire consequences on the schooling of some of the participants we interviewed which led to significant delays in learning and often resulted in them dropping out of school. The following participant, who lived in an isolated aboriginal community, shared with us how her parents alcohol and drug abuse impacted her studies: 45-year-old woman, Mauricie When I was young, things didn t go well because we always ended up in the woods, and when we were in the village, my parents were using. And I didn t feel like I wasn t able to focus on my work at school, I (my mind) was always somewhere else, I was thinking of my parents. Or this case of a young man who told us how a difficult family situation led him to fall behind at school: Literacy level 18-year-old man, Montérégie I dropped out of school when I was 17. [What level was I at by then?] Special class, third grade. [...] I often moved because of my mom. She would find herself a boyfriend here or there. That s it, so I didn t go much to school in the last few years. [...] I went to school every day but when I moved it took time to register and so on, and so on, so like it or not the delays were there, and on top of that, the teachers had to read my file and they didn t quite know what level I was at, and so on, so it s long. It is impossible for us to assess the literacy level of the learners we interviewed. Our research did not allow us to accurately evaluate the skills required to measure literacy skills. It is also important to note that a person s literacy level can vary depending on the skill which is being considered. A person can then rank at level 1 in prose literacy but at level 3 in numeracy. The literacy level is even more relative when we are talking about digital practice, a field that is not considered a field of competency in the different literacy surveys. Furthermore, the participants themselves and the literacy centers staff who we P a g e 4

6 interviewed could not accurately indicate the literacy levels of the participants surveyed. However, we were able to ensure that our sample was made up of adults with reading and writing difficulties by interviewing people attending literacy centers who were chosen by the staff members of the literacy centers we contacted. Consequently, we can say that the majority of the participants interviewed were ranked at a literacy level lower than level Results Qualitative insight into the digital inclusion of people who possess a low level of literacy Synopsis: explanatory notes of the priority needs and the solutions considered The overall picture points to surprising and more contrasting practices than are generally accepted. Some practices are quite limited and often go hand in hand with the absence of Internet connection. It involves turning on the computer without error, and navigating through a simple activity, usually to a game included with the computer. In this case, reading is reduced to a strict minimum. These people often access known programs by trial and error and do not venture beyond them. There are other possible activities but little or nothing is known about them. The notion of the Internet or of a website, for example, is relatively abstract. A task of involvement is necessary and the role of information is essential. Awareness campaigns could be used to encourage the practice of ICTs. It is a question of informing without stigmatizing or scaring. The majority of participants interviewed have an Internet connection at home and many have access to one or more computers. In the families of the participants, it is not uncommon to notice that every member of the family has his/her own computer. However, the equipment is often second-hand and aging, and in most cases, was given to the participant by a family member who did not need it anymore. Family members are an invaluable help in the involvement process, which is the first step towards digital inclusion. This process is often accompanied by knowledge building through learning. This knowledge is mostly acquired at literacy centers. Priorities can be found at different levels and with many nuances. However, globally we can determine with confidence the importance of providing solutions in matters of equipment and learning. Equipment / Solutions First of all, overall low income does not allow for the purchase of equipment. Individual-level solutions can be explored, for example by providing financial aid for the purchase of computer equipment which would make practicing easier. The same can be said for an Internet connection, the cost of which is too high for those with low incomes. A possible solution would be to introduce a subsidized rate which would allow individuals to obtain a connection at a lower cost. P a g e 5

7 Learning / Learning Solutions / Solutions The involvement of people who possess a low level of literacy in digital practices is linked to technological knowledge. Literacy levels cannot be perceived as the only obstacle to digital inclusion, as sustained practices can be considered even with relatively low levels of literacy and reading comprehension. However, social, educational, and psychological barriers do exist and point to preexisting inequalities which go beyond technologies and this must be taken into consideration. Accessing solutions for digital inclusion is mainly linked to effective support for learning. Solutions should be implemented in order to encourage the practices in public places such as libraries, Service Canada centers and health care centers. More specifically, it is important to support the remarkable action taken by Quebec s literacy centers. With regards to digital inclusion, these centres are an invaluable link to information and to learning. Often with very limited equipment and resources, these literacy centers provide ICT teaching which plays a pivotal role for people who possess low literacy levels. It is essential that we provide financial support to these organizations so that they can purchase equipment and hire additional staff. The development of specific training sessions for ICT trainers could be considered. Synopsis: explanatory note The societal balance of the survey s report confirms that most people who possess low levels of literacy evolve within difficult financial, social, and family contexts. The participants schooling was often characterized by dropping out and in part this explains certain delays in literacy learning. It is therefore essential that we consider these pre-existing social inequalities as factors inextricably linked to digital exclusion. Therefore, in order to evaluate these individuals practices, a contextual insight is needed to inform organizations and institutions that more attention should be directed to social and human solutions than technical ones. The conditions needed for digital inclusion of people who possess low levels of literacy requires support for social integration Conclusion This project demonstrates a qualitative picture based on reliable data and fills a gap in the absence of studies that consider the digital inclusion of people who possess low levels of literacy in Quebec. The results of this survey indicate that the digital inclusion of people who possess low levels of literacy can only be understood within a broader context. ICT practices are closely linked to the social background of the participants we interviewed. Consequently, the solutions proposed in the previous synopses should be centered on the human being, through support for social integration instead of simply focusing on technical or software aspects. Moreover, even if ICTs offer true potential for social integration, their use does not always translate in this manner. Techno-dependency, cyber-dependency, and cognitive overload, as well as the frustration caused by the inability to make use of the content, pose risks for the most vulnerable during their initiation to computers and the Internet. These questions may be an area for future research consideration. P a g e 6