Creating Lesson Plans for Digital Literacy Instruction

 

Digital literacy is a foundational skill set crucial for adult learners to thrive in today's digital-driven workplace. Teaching digital literacy is challenging because it encompasses a wide variety of competencies and skills essential for navigating today's interconnected society.

Digital literacy extends far beyond basic computer proficiency and requires individuals to:

• acquire a detailed understanding of information retrieval, evaluation, and synthesis in online environments
• harness various digital tools and technologies effectively for communication, collaboration, and problem-solving across diverse contexts
• use critical thinking to distinguish credible sources from misinformation and fake news on digital platforms
• cultivate cybersecurity awareness to safeguard personal data and privacy due to the proliferation of cyber threats.

This blog post describes the Integrating Digital Literacy into Lesson Plan Model (Figure 1) and provides a sample lesson. By following a structured approach, people teaching adult learners can enable them to develop the essential skills needed to navigate the digital workplace. 

Figure 1. Integrating Digital Literacy Into Lesson Plans Model

1. Identify Core Digital Competencies

Choose a digital literacy framework that clearly specifies digital literacy competencies and that describes specific skills for each competency. There are many frameworks to choose from including Digital Competence Framework for Citizens, Digital Literacy Framework for Adult Learners, College and Career Readiness for Adult Education, and UNESCO’s Digital Literacy Global Framework. Using a digital competence framework will support you in using a structured approach to understanding digital skills and how they can empower adult learners to navigate the digital world with confidence.

2. Define and Map Workplace Skills Competency Areas

Identify competencies within the chosen framework, including basic computer operations, internet navigation, email communication, online safety, and digital document management. Then, explore the relevance of each competency for the workplace and identify how mastering these skills can support your learners’ personal and professional growth.

3. Develop Lesson Plans and Instructional Strategies

Break down common digital tasks into simple step-by-step instructions tailored to adult learners' comprehension levels. Decide how to demonstrate how tasks are performed such as turning on/off a computer, navigating websites, conducting online searches, creating and sending emails, downloading files, and recognizing online scams and threats. Provide ample opportunities for guided practice and reinforcement to ensure mastery of essential digital skills.

4. Implement Lesson Plans and Strategies

Now that you have planned your lessons and instructional strategies, it is time to implement them with your learners. That involves explaining the objectives to your learners, having the needed technologies and handouts ready, employing the activities, and conducting assessments of your learners’ progress. Make sure that you have determined what technology and resources you need to implement the lessons ahead of time.

5. Evaluate Lessons and Update Curriculum

Once you have implemented your lessons plans, you need to evaluate how well they worked and if necessary, update the lessons for the next time you teach the lessons.

Using the Model to Develop Lessons

Using this model, lessons for digital literacy competencies can be developed. For example, in the Maryland Digital Literacy Framework for Adult Learners 7 categories of competencies are explicated: Technical, Civic, Communicative, Collaborative, Computational Thinking, Investigative, and Productive. Each of the competence areas contain specific competencies which you can review in the framework.

Sample Lessons

We used the Maryland Digital Literacy Framework for Adult Learners to identify specific competency areas a person would need for an occupation. We present three lessons below that explain digital literacy skills a food service worker would be expected to use on the job. Each lesson contains objectives, required material and technology resources, specific activities, and assessment methods. 

 

Step 1. We begin with step 1 of the model: Identify core competencies from a digital literacy framework. We are using the Maryland Digital Literacy Framework for Adult Learners (Figure 2).  

Figure 2. Maryland Digital Literacy Framework for Adult Learners

Step 2. In step 2, we identified core competencies a food service workers would use and matched them with four of the framework’s digital literacy competencies: technical, communicative, computational, and productive.

Technical

• Use digital ordering systems or meal management software to process meal orders.
• Access digital inventory systems to track food supplies, manage stock levels, and order supplies as needed.

Communicative

• Use email to communicate with wait staff regarding meal preparation, delivery schedules, and special requests.
  

Computational Thinking

• Utilize handheld devices or tablets to receive and acknowledge meal orders

Productive

• Create and curate new menu items in digital format.

Step 3. We develop lesson plans and instructional strategies. The lessons contain: (1) an objective, (2) required materials and technologies, (3) four activities including an introduction, hands-on tutorial, practical exercise, and a review, and (4) an assessment activity. Below are examples of three lesson plans.

LESSON PLAN 1: Using Digital Ordering Systems or Meal Management Software.

 

Objective: Process patient meal orders and manage dietary restrictions using digital ordering systems or meal management software.

 

Materials Needed: Access to a digital ordering system or meal management software, computers/tablets.

 

Activities:

• Introduction to Digital Ordering Systems: Overview of the chosen system, highlighting its importance in ensuring dietary needs are met accurately and efficiently.
• Hands-on Tutorial: Walkthrough of the software interface, focusing on how to enter, modify, and confirm meal orders. Include practice on entering dietary restrictions/preferences.
• Practical Exercise: Enter mock orders into the system, ensuring to note any dietary restrictions.
• Review and Q&A: Discuss common scenarios/issues that might arise and how to address them using the system. Encourage questions and share troubleshooting tips.

Assessment: Practical test to correctly process a series of meal orders within a set timeframe.

 

LESSON PLAN 2: Accessing Digital Inventory Systems.

Objective: Use digital inventory systems to track food supplies, manage stock levels, and order supplies.

Materials Needed: Access to a digital inventory system, computers/ tablets, and inventory management guidelines.

Activities:

• Overview of Inventory Systems: Explain the system's features and role in efficient kitchen management.
• Interactive Demonstration: Show how to check stock levels, update inventory after deliveries, and input data related to usage.
• Simulation Exercise: Simulate a week's inventory management, including responding to low-stock alerts and deciding when to reorder supplies.
• Group Discussion: Strategies for minimizing waste and ensuring accuracy in stock management.

Assessment: Complete a mock inventory check and create an order for supplies based on given scenarios. 

LESSON PLAN 3: Utilizing Email or Internal Communication Platforms. 

Objective: Use email to coordinate with kitchen staff regarding meal preparations, delivery schedules, and special requests.

Materials Needed: Access to email, guidelines for professional communication, and sample communication scenarios.

 

Activities:

• Communication Best Practices: Overview of effective digital communication, including clarity, tone, and urgency.
• Platform Walkthrough: Introduce email features, focusing on creating messages, attaching files, and using communication threads or channels.
• Role-playing Exercise: Participate in an email scenario to resolve a communication challenge, such as a last-minute meal change.
• Feedback Session: Share experiences and discuss the importance of timely and clear communication in the kitchen environment.

Assessment: Draft an email responding to a hypothetical situation that requires coordination with kitchen staff, demonstrating clarity, professionalism, and adherence to communication guidelines.

Step 4. This step involves implementing the planned lessons. You will gather the technology resources and materials you need, and use the instructional strategies and assessments planned.

 

Step 5. This step requires evaluating and updating the curriculum. You always learn something when you teach and you can use this information to improve the lessons and curriculum you planned. This process is iterative so that you are always reviewing and updating the lessons and curriculum.

 

References

Conceição, S. C. O., & Hill, L. H. (2024). Digital Literacy Skills for ABE/GED Learners' Entry and Participation in the Workplace. Webinar.

Dweck, C. S. (2007). Mindset: The new psychology of success. Ballantine Books.

Law, N. W. Y., Woo, D. J., de la Torre, J., & Wong, K. W. G. (2018). A global framework of reference on digital literacy skills for indicator 4.4. 2. Available https://uis.unesco.org/sites/default/files/documents/ip51-global-framework-reference-digital-literacy-skills-2018-en.pdf

Maryland Department of Labor’s Adult Education. (2021). Digital Literacy Framework for Adult Learners. http://labor.maryland.gov/employment/dwdalfederalprogramfunding.shtml

Pimentel, S. (2013). College and Career Readiness for Adult Education. Available https://lincs.ed.gov/publications/pdf/CCRStandardsAdultEd.pdf

Promoting Digital Literacy for Adult Learners: A Resource Guide. (2022). https://www.barbarabush.org/wp-content/uploads/2022/04/Digital-Literacy-Resource-Guide-for-Adult-Learners-.pdf

VuorikariRina, R., Kluzer, S., & Punie, Y. (2022). DigComp 2.2: The Digital Competence Framework for Citizens-With new examples of knowledge, skills and attitudes (No. JRC128415). Joint Research Centre (Seville site).