These are emphasised as dialogic processes, and implicate professional learning communities. Salient characteristics of the literacies practices relate to reading and talking for ideas and evaluative feedback talking about learner profiles, contexts and evidence writing to generate and process ideas, evidence and evaluative feedback. Findings are strongly indicative that literacies practices associated with research-engaged andragogy improve learning outcomes, and educators’ professional well-being. E-survey and e-interview instruments combine statistical and thematic analyses undertaken with a broadly representative sample of post-compulsory educators, who demonstrate a positive bias towards higher education levels and greater experience in research and literacies andragogy. Foundation skills, digital literacies as well as social and emotional skills are crucial to enable effective use of digital technologies by all individuals in their daily lives.Īs a nascent interdisciplinary field, this study triangulates a pragmatic mixed methods approach exploring the role of educators’ literacies practices in research-engaged andragogy, aimed at improving learning outcomes. Increasing use of digital technologies at work is raising the demand for new skills along three lines: ICT specialist skills to programme, develop applications and manage networks ICT generic skills to use such technologies for professional purposes and ICT complementary skills to perform new tasks associated to the use of ICTs at work, e.g.: information-processing, self-direction, problem-solving and communication. More fundamentally, in order to seize the new opportunities that digital technologies are opening in many areas, individuals have to develop the right set of skills to make a meaningful use of these technologies.
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They also have to continuously update their skills to match rapid technical change at the workplace. Individuals have to process complex information, think systematically and take decisions weighting different forms of evidence. The pervasiveness of digital technologies in daily life is fundamentally changing the way individuals access and elaborate knowledge. Further research will also explore the presentation ofself in online learning environments through reflective practice (Bolton, 2014) with consideration of theatrical masks as metaphor (Ross, 2011), including masks of protection, disguise, performance, discipline, trace, and transformation.Keywords: Social presence, community of inquiry, thirdspace, small story, sense of belonging, emotions in adult learning.
Prospective research will include an inquiry into the effects of emotion-laden experiences upon the self (Dirkx, 2018), and potentially the Buddhist notion of non-self or “anatta” in adult learning.
In this sense, storied presence may serve as a form of experiential learning that draws upon lesser known aspects of adult education with attention, for instance, to emotions, relationships,and spirituality in learning, as well as a sense of belonging among graduate students. Storied presence, as small story applied to social presence, is explored within this framework with the intention to use small story as a way to help graduate students come to terms with challenges experienced, for example, through differences in culture, race, and gender. Attention is given to the theoretical development and history of social presence research, including social presence within the framework of online communities of inquiry (Garrison, 2009) as a model of online learning. Social presence in online learning, particularly through graduate programs in adult education, is considered through the use of “small story” (Georgakopoulou, 2015) and Bhabha’s (1994) thirdspace.
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