Class Reflection

Learning about the many theories on adult learning allowed me to better understand how adults perceive their education, as well as the motivators that influence them. This is particularly important for instructors who guide adult classrooms. As a non-traditional student, my life experience and situation, played a major role in my academic endeavors. Prior to this class I had never considered this a factor of teaching or that it could potentially be reflective in the structuring of a curriculum. More so, it allowed me to recognize that true education is not solely the memorization of terms, but a critical understanding of ideas and topics. Instructors should guide students through a learning process, creating an environment that promotes the development of their own ideas. 

This draws me to our discussions of how environment plays a key role in the academic success of students. Unfortunately, the scale is not always in every student's favor. This has created major imbalances in education, and the erroneous categorization of students. Mike Rose does a phenomenal job in presenting this issue in his work. The restrictions that students face can impede their academic growth, limiting their opportunities down the line. 

As for our class, I am once again grateful for our rich classroom discussions. They were especially helpful in analyzing texts and in generating new ideas. What a wonderful semester!

Review: Literate Lives in the Information Age: Narratives of Literacy From the United States

Review: Literate Lives in the Information Age: Narratives of Literacy From the United States

Selfe, Cynthia L., and Gail E. Hawisher. Literate Lives in the Information Age: Narratives of 

Literacy from the United States. Mahwah, NJ: Lawrence Erlbaum Associates, 2004. Print.

In Literate Lives in the Information Age: Narratives of Literacy from the United States Cynthia Selfie and Gail Hawisher provide a detailed cultural ecology  to demonstrate the causes of why some groups of individuals over the last 25 years were able to acquire digital literacy, and why others groups were not in a position to. It is written for educators and policymakers, who at the time the book was published had little information on the topic despite their continuous decisions on education policies. The authors, who were influenced by Deborah Brandt, consider economic, social, cultural and political factors, to be of great influence in shaping the acquisition of digital literacy. They also present the idea that digital literacy is, and will continue to be shaped by the people who participate in that type of literacy. Individuals contribute to the technological market, therefore perpetuating its growth, which in turn impacts the definition of literacy. The book is composed of 20 case studies, conducted through interviews, questionnaires and personal narratives. The participants were of diverse socio-economic, educational, cultural and gender backgrounds. Parallel to the case studies, Selfie and Hawisher provide historical contexts for the time period of each case. This allows the reader to better understand the external barriers or factors that fostered digital literacy in the lives of those individuals. The chapters each demonstrate a particular cultural ecology and the multi-dimensional functions of technology in relation to the acquisition of digital literacy. 
The growing technological era has repositioned the value of certain literacies, altering the definition of literacy to include digital requirements. The workforce has become more and more dependent on technology, affecting the prospects of those individuals who may not be literate in digital practices. There has been a severe imbalance in how technological resources have been allocated, reinforcing illiteracy and poverty. Selfie and Hawisher bring this inconsistency to light when discussing the uneven development of digital literacy in the 1980’s and 1990’s.
Indeed, for the remainder of the 20th century, in U.S schools and in the cultural ecology in which these schools existed, computers continued to redistributed differentially along the related axes of race and socioeconomic status. Moreover, this distribution continued to contribute to intergenerational patterns of racism, poverty, and illiteracy. (Selfie and Hawisher, 57)
In other words, although advances in technology were prominent around this time, those with limited or no access to these technological materials, continued to be left in the dark. The effects of this unequal distribution affected educational and economic settings. As the book highlights, digital literacy was not made available to all, and is often congruent to socio-economic circumstances. 
Societal conditions for women, was another cultural factor explored in connection to digital literacy. The women in this particular part of the case studies, which took place in late 1970’s and early 1980’s, were exposed to technology initially though video games, and later on through computer programs. This exposure led them to expand upon their computer skills, a feature that helped them in their careers. Although computer knowledge was considered more of a man’s skill, these women chipped away at such notions, allowing them to shape their identity through digital literacy. In addition, regardless of not being trained in school for such practices, the women took it upon themselves to become more efficient in technology, and therefore literate in digital practices. The accessibility of technology is continually analyzed in the concept of technology gateways. According to Selfie and Hawisher, technology gateways are the conditions that promote the access to computers, so that individuals can practice digital literacy. Environments that cultivate the digital growth of individuals can be self-made or found in the workplace, as the case studies in this section point out. Certain environments however, are often limiting for learners, and may protract the acquisition of digital illiteracies to some degree. This places tremendous weight on individuals to research and learn about digital practices, despite not having a strong support system that encourages this. 
Support can be found in cultural practices. The book presents the cases of two individuals whose cultural values, hindered and fostered their digital literacy. This section also introduced the topic of interpersonal relations that are frequently considered to be lost due to the increasing dependency on technology. For one of the men interviewed, computing technology was a tool for writing, and not a necessary factor in reading and teaching skills. His belief placed a definite worth on past literacy practices, as it was congruent to his culture, which was heavily seeped in personal communication. This opposed the view of the second individual, who deemed technology as the bridge to communities, meaningful relations and cultural growth. Her encounter with academic culture transformed her thinking, and resulted in an acceptance of technology. Her experience was similar to the women mentioned earlier, who shaped their identity through digital literacy. Both these individuals have reinstated their identity under the influence of their culture and the culture of technology. Their case raises an important question on the public perception of technology and the continuous demand of digital literacy on the population. Keeping to the importance of culture, the book crosses over to generational lines and the patterns of literacy practices that are part of family structures. The cases in this segment focused on family guidance and modeled behaviors, which in many ways encouraged the acceptance of digital literacy.
Rather, they understood computers as literacy machines, and they valued these machines because they offered new environments for reading, writing and communicating. All three women, for instance, mentioned that computers offered spaces within which they could continue to practice reading and writing skills that they already valued. (Selfie and Hawisher, 159)
Despite having to face economic hardships, and encountering racial discrimination; literacy and the value of education, was monumental in the upbringing of these women. This ideology carried over to family practices, which transcended though the generations of women. For the younger women, technology was a tool that strengthened their views on literacy and allowed them to remain active participants in a digital world. Continuing on the topic of technologies influence on women, the following chapter explores digital literacy within the context of feminist social movements. The cases that are discussed reflect back on the power individuals have in shaping the cultural ecology, that either enforcers or obstructs their digital literacy. Although each case is different and circumstances are diverse, the women in this section illustrate the personal actions that individuals can take to acquire the literacies that are significant during that given time. Their resourcefulness and motivations, parallel the behaviors that continue to be seen in the growing technological era. 
The last chapter of the book touches upon the future of literacy within online and technological platforms. Literacy is continuously changing, and the requirements that are needed for individuals to remain functional, are under frequent modifications. The authors make suggestions to educators on how to properly utilize new technological material to enhance learning in the classroom.
Teachers armed with these resources can then work collaboratively with students to develop meaningful assignments that will bring new literacies into composition classrooms in ways that both engage and challenge contemporary learners. (Selfie and Hawisher, 209)
In this technological era, students are often more equipped with digital knowledge than adults. Teachers can instruct classrooms concurrently learning from students, thus creating environments of constant learning. Digital literacy promotes this type of reciprocal learning, a consideration educators should take into account. 
Literate Lives in the Information Age: Narratives of Literacy from the United States certainly provides a deep analysis on the cultural ecology that has affected the acquisition of digital literacy. Educators or anyone interested in this subject, who wants to further investigate or become acquainted with the topic, should incorporate this book as part of their research material. Each chapter can be utilized as independent articles, in given historical contexts that range from the Civil Rights movement to the economic situation of the United States. The book fluctuates between different time periods which made the reading a bit difficult, in terms of cohesiveness and repetitiveness. Large sections of the chapters detailed historical facts excessively, which took away from the implications posed by the narratives. However, this may be beneficial for readers who are approaching this issue from a historical lens.
Although the authors interviewed a diverse group of individuals, they mainly focused on middle class white women. The book failed to include second language learners not born in the United States. This is rather a significant population to exclude, as immigrant students compose a large percentage of students in US schools. More so, immigrants comprise a large portion of the workforce. How have these individuals acquired digital literacy? Are the barriers they have encountered similar to those from low socio-economic backgrounds presented in the book? This is a topic that could be further explored by the authors perhaps in a follow up article to the book. 
The last chapter of the book truly highlights the impact of technology in the classroom, and therefore the magnitude of digital literacy. The authors emphasize the necessity of technology in education and the positive outcomes that will result in its implementation. Furthermore, the dichotomy between students and teachers is examined within a technological context. Technology affords a mutual learning environment of communication where digital literacy can flourish. The value the authors place in the acquisition of digital literacy resonates throughout book, but particularly in this chapter that discusses the future of education. This topic connects to the unequal distribution of technology in certain education sectors and the harmful repercussions it has in specific communities. If individuals hope to raise their prospects of better employment, then they must be able to access technology and acquire digital literacy. 
Touching further on this topic, the authors do provide hopeful accounts of how some individuals were able to acquire digital literacy, despite restrictions within their cultural ecology. 
“Thus, personal motivation and interests, individual actions and decisions, we believe, can play a substantial role in the development of electronic literacies”. (Selfie and Hawisher, 209) This point reasserts the agency that can be obtained through digital literacy, as well as the clear advantages it provides. However, this is not the case for all, an issue that policymakers should consider. As we are now further rooted in a digital world, digital literacy has developed into an important aspect of our culture.  It is embedded in the economic market, by the means of technological products that will continually undergo modifications. It is present in the workforce, as a number of jobs require some type of digital literacy. It is a growing characteristic of education, a helpful tool in learning. The book truly does a remarkable job at demonstrating the progression of technology and the transformation of digital literacy in the United States. 

Awareness through Learning for Adult Learners

It is evident that the population of students entering colleges and adult courses in the United States has changed dramatically over the years. The evolution of the workforce, which has shifted from unskilled to more skilled workers, has contributed to this. Adults comprise a large population of learners; these students enter academic programs for various reasons, opportunities for better employment, personal advancement or to gain skills through education. Adult learners are often nontraditional students whose motivations and current life situation are contributing factors to their learning process. Therefore, the relevancy of subject matter is crucial in adult education. For the women of the College of the Bahamas, learning resulted in their agency as writers with a communal goal. The process that unfolded prompted a shift in awareness of the social ideologies that governed their lives, as well as providing the means to address those issues. Their case highlights the various aspects of transformative learning and of Freire’s educational theory. 

Adult Experience in Transformative Learning
Understanding the characteristics of an adult learner is essential in comprehending how students perceive learning, what is pertinent to their lives, and how instructors can effectively direct classrooms. Although certain generalizations should not be reached when addressing all adult learners, one characteristic listed by Malcolm Knowles reflects greatly on the theory of transformative learning, “They accumulate a growing reservoir of experience that becomes an increasingly rich source of learning.” (Knowles, 45) It is those experiences that have shaped adult learners’ frame of thinking, their overall perspective and set of values which structure their lives. For adults, experiences are not merely situations that have occurred to them, but are the situations that have constructed their identity. Transformative learning creates new outcomes and allows the learner to undergo an analytical transformation.  “It is transformative learning theory that explains this learning process of constructing and appropriating new and revised interpretations of the meaning of an experience in the world.” (Taylor, 5) Students are asked to critically reflect on ideas and subjects in relation to their lives and their existing beliefs.  This can raise contradictory ideas, a significant issue in transformative learning. Take for example a health assignment that deals with the disadvantages and benefits of certain foods. This subject may cause the learner to confront his or her own eating habits in light of new information. Classroom discussions may provoke a reevaluation of the dietary practices of the learner, which may result in a lifestyle change. 
In transformative learning, the responsibility of the instructor is in guiding learners in ultimately reaching new interpretations as well as acquiring the required information in the process. Narratives, journal keeping and case study analysis are methods that can be incorporated by teachers. “The teacher, in the role of a learning coach or facilitator, simply provides the venue and the conditions for learners to engage in their own introspective processes, examine their own assumptions, and arrive at new implications of thought or action.” (Fleming and Garner, 25) Adults have major contributions to impart in the classroom as they are fountains of knowledge and experience. This experience should be acknowledged and capitalized upon within classroom pedagogy. Such was the case for the women that were part of the experiential curriculum in the Bahamas.

The Women of the Bahamas 
The experiential class that took place in the College of the Bahamas was composed entirely of women. Most of the women had families and worked full time. As classes commenced, the instructor informed them that classes would be taught through an experimental approach; an approach that would require a strong collaborative effort on their part. This communication between teacher and student is of significant value, particularly in adult classrooms. “Their self-concept becomes that of a self-directing personality. They see themselves being able to make their own decisions and face the consequences, to manage their own lives.” (Knowles 45-46)  Adult learners are interested in participating in the learning process and knowing to some degree, what they will come across. During the following weeks the class worked on word association exercises. Based off the theory of inner speech by Lev Vygotsky, the women began making connections between the words and the various aspects of their lives. This exercise developed into a writing project of what one needs to know to live in the Bahamas. The project induced more abstract thinking on the subject, in addition to group discussions. Throughout this period the women worked on written assignments, reediting drafts and critiquing each other’s work. The next topic, marriage, was divided into subtopics. The women focused their work on the areas they wished to further investigate. Choosing topics that are contingent to the lives of student’s, allows for students to draw upon their experiences. Furthermore, it raises consciousness of their environment and places it in a scope of analysis, one of the features of transformative learning.

Transformative Learning Shines Through
The experiential program of the Bahamas had a number of elements found in transformative learning. During the first few assignments the women examined the materials through a subjective approach. This soon evolved into a more complicated exploration of ideas. For example, when discussing articles they began to consider the issues within a marriage, in a larger social construct rather than an exclusive independent experience. Their progression was also evident in their writing, which was initially succinct and individualistic. This original perspective correlates with the psycho-analytic view of transformative learning. The psycho-analytic view is a process of self-discovery and empowerment; its focus is on individual growth. This view differs greatly from the social-emancipatory view, which emphasizes the reflection of the individual as the means for social change. Over time, through discussions, challenging readings and group revisions the women expanded upon their existing notions. In addition, they began to analyze the writing process noting the areas with the most errors, for example pronoun agreement.
Then one woman comments she has no trouble writing in the third person. However, she says when she illustrates these points or gives advice, she starts mentally addressing a particular person and slips into a second-person referent. Examining several essays, classmates confirm her observation; as a result, they begin to catch and correct these errors. (Elasser and Fiore, 123)
The women became inspired through literacy, altering their view of social and cultural factors; as well as improving upon literary practices. Working towards a common goal, they stepped away from individual experiences and entered a larger discourse. The result was their literary development as thinkers and writers. The open dialogue prompted new ideas, while the role of the instructor was to assist the women in developing their own implications to a broader issue. In transformative learning, the instructor is more of a facilitator and should not impart or impose his or her philosophies in the classroom. The outcome is of a newfound awareness that often influences the individual in playing a more active role in their environment, a major factor in Paulo Freiere’s work. 

Freire’s Work
Freire’s view of emancipatory education was the foundation for the experiential program in the College of the Bahamas. Freire considered the education of the oppressed crucial in their liberation.
Believing that education was the purpose of education was for the purpose of liberation, Freire had students discuss and reflect on relevant life issues such as inadequate pay they received as rural workers. Through this process, workers recognized the larger societal structures that oppressed them, and how they could overcome these barriers. (Baumgartner, 16) 
According to Freire, critical reflection by the oppressed is a necessary facet in restructuring the very system that not only limits their freedom, but revokes it entirely. The oppressed have the consciousness of the oppressed and the oppressor, which makes the reshaping of their beliefs fundamental in their struggle for freedom. However, to better understand Freire’s theory we must understand the concepts which underlie it.
The oppressors are the privileged, elite or a system that unjustly diminishes the freedom of the oppressed; those whose rights have been violently exterminated through dehumanization. The quest of the oppressed is to critically acknowledge his or her current state of living which has been unfairly created by the oppressors. Freire argues that Brazilian peasants collectively learn and apply their own perspective to their situation. He refutes what he labels the banking method, education as an act of depositing information into students. “Knowledge emerges only through invention and re-invention, through the restless, impatient, continuing, hopeful inquiry human beings pursue in the world, with the world, and with each other.” (Freire, 72)  The banking method has no real substance and is merely a repetition of the same ideas and concepts that are stated by the instructor who has sole power over the classroom. The students are not critically analyzing the ideas that are being presented, but simply regurgitate what is being deposited. For a real change to occur, there should be no power structures as those are the very systems that have established these imbalances. Furthermore, those who wish to help the oppressed must believe in their capabilities, “To achieve this praxis, however, it is necessary to trust in the oppressed and their ability to reason.” (Freire, 66) Open discussions are a part of praxis which allow for the restructuring of the oppressed consciousness. Therefore, the oppressed must be allowed to rationalize their circumstances instead of entrusting that awareness to the hands of those who are more “privileged”. 

Freire’s Influence
For the women in the experiential program, dialogue was a key factor in their literary and social evolution. Through dialogue the women became conscious beings who were no longer passive participants in a social sphere. Although, they originally struggled to step outside their immediate realities, the use of generative themes perpetuated their interest for change. The topic of marriage was identified as a societal institution, a viewpoint that was incongruous to the women’s beliefs. This is what Freire labels “problem-posing education”, which draws upon the consciousness of the student by introducing questions and new ideas, instead of “filling” them with information. “Liberating education consists in acts of cognition, not transferrals of information.” (Freire, 79) Problem-posing education allows the student to critically reflect and scrutinize their current situation. This mode of education is possible only if the instructor sheds their “depositor” role and acknowledges the student’s capability in undergoing such a transformation. Freire’s work accentuates the magnitude of dialogue in building cohesive relationships between teachers and students. “Only dialogue, which requires critical thinking. Without dialogue there is no communication, and without communication there can be no true education.” (Freire, 92-93) Communication stimulates the growth of ideas; students can provide individual assessments on a subject which may introduce new concepts to other learners, as well as instructors. Freire deems dialogue influential in catapulting the change that will eliminate the limitations imposed on the oppressed.
The women in the case study were oppressed by the demarcated roles within their marriages, roles that generated unfair treatment by the oppressors, the men. This treatment was addressed by the women in their letter to Bahamian men, which discussed the issues within the institution of marriage. Utilizing their new scope of inquiry and literary tools, the women took action -through dialogue- against the societal rules that limited their freedom. Praxis became action. 
Transformative learning modifies the way we view the world. It is the outcome of a cognitive transformation. This was the case of the women in the College of the Bahamas, who discovered their agency through literacy. Claiming their power over societal restrictions, the women critically analyzed their environment and sought to change it. Their success parallels Friere’s view of emancipatory education, which raises awareness of the social restrictions and blocks that limit growth in the lives of the oppressed. Engaging students in dialogue will result in collective action, to reach collective solutions. Education is an element of social advancement, a potential for social mobility, which is one of the many reasons adult learners pursue an education.

Works Cited

Baumgartner, Lisa M. "An Update on Transformational Learning." The New Update on
Adult Learning Theory. Ed. Sharan B. Merriam. Hoboken, NJ: John Wiley and Sons, 2001.
15-24. Print. New Directions for Adult and Continuing Education #89.

Fiore, Kyle, and Nan Elsasser. “‘Strangers No More’: A Liberatory Literacy Curriculum.” College English 44.2 (1982): 115–28.  Print

Fleming, Cheryl Torok, and Gamer, J. Bradley. Brief Guide for Teaching Adult Learners.
Marion, Indiana: Triangle, 2009. Print.

Freire, Paulo. Pedagogy of the Oppressed, 30th Anniversary Edition. Trans. Myra Bergman
Ramos. New York: The Continuum International Publishing Group, 2003. Print.

Knowles, Malcom. The Modern Practice of Adult Education From Pedagogy to Androgogy. Englewood: Cambirdge, 1980. Print

Taylor, Edward. "Transformative Learning." Third Update on Adult Learning Theory. Ed.
Merriam, Sharan B.  Hoboken NJ: John Wiley & Sons, 2008, 5-15. Print. New Directions
for Adult and Continuing Education #119.