EDDFPX8040_Assessment 5_Annotated Bibliography Qualitative Study 1

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Capella University *

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8040

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Sociology

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Jan 9, 2024

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Qualitative Study 1 Tour, E., Creely, E., Waterhouse, P., Pham, X., Henderson, M., & Wallace, M. (2023). Navigating challenging digital literacy practices: The settlement experiences of adults from migrant and refugee backgrounds. Adult Education Quarterly (American Association for Adult and Continuing Education), 73 (4), 422-441. https://doi.org/10.1177/07417136231180867 Purpose and Main Findings Tour et al. (2023) conducted a qualitative case study to explore how 30 migrants and refugees navigated digital platforms they encountered in their daily lives as they settled in Australia. The purpose of this study was to uncover factors that helped the participants overcome challenges and those that hindered their success in specific situations to inform adult English programs in improving instructional practices with digital skills. Tour et al. (2023) found that the participants' digital difficulties stemmed from language barriers, lack of digital skills, and cultural unfamiliarity. The participants were resourceful in gathering assemblages to find solutions to address challenges. They reported that the participants found singular and multiple assemblages to achieve satisfaction and foster autonomy in developing digital literacy. However, the pandemic impeded participants from accessing their personnel resources. Tour et al. (2023) also discovered that some participants resisted risk-taking and struggled to envision alternatives or transition to new assemblages. Evaluation Tour et al. (2023) employed a case study approach to get detailed perspectives of migrants' digital skill practices in their new settlements. The thirty participants were well-

represented in diverse demographics and levels of English proficiency. The semi-structured interviews in the participants' first languages were appropriate to reduce language barriers and accurately reflect their perspectives. As with any case study with a relatively small sample size, in this case 30, the generalizability of findings may be limited to apply the findings to a broader population. However, the first-hand recount of the participant's responses to the interview questions provided rich data to inform the researchers of their personal experiences with challenges using digital platforms. The pandemic hit hard on ESL learners' access to education, especially in the case of the AIP. The sudden shift to online learning and heavy reliance on digital skills in life, in general, exacerbated the marginalization of ESL learners. Since the low persistence rate was due to opportunity gaps in which noncredit ESL students had to choose their familial and work obligations over attending school, online learning would be an ideal alternative to keep them engaged in the coursework. Therefore, this study is applicable and useful to get insights of ESL learners' autonomous solutions in overcoming obstacles while navigating online platforms. Aligning with other related research urging institutions to provide adequate student learning support to noncredit ESL students, a pursuit of a comprehensive understanding of noncredit ESL students' opportunity gaps and challenges when they are present at school will be valuable to inform solutions in the AIP.

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