Louise Couceiro
Last month we had the opportunity to meet with the LALco (Language and Literacy: Communication, collaboration, co-production) network in Scotland. LALco brings together a broad range of stakeholders from research and practice including teachers, researchers, parents, policy makers, third-sector organisations and librarians, who have a shared interest in language and literacy. We were pleased to share some of the project’s findings on digital literacy and the use of educational technologies (EdTech) for literacy learning, and to engage in broader discussions about these issues in relation to the Scottish context.
The first half of our discussion focused on the disparities in digital literacy identified through our ethnographic research. Despite the persistent narrative that young people are tech-savvy “digital natives”, our findings reveal significant gaps in young people’s digital literacies. As digital literacy becomes increasingly central to civic participation, these disparities – often obscured by the digital native narrative – represent a concerning source of inequity. Our data also highlights the uncertainty schools face in determining responsibility for developing students’ digital literacies and integrating these skills into the curriculum. These challenges are intensified by the rapid pace of technological change and the difficulty of predicting which forms of digital literacy will be most relevant in the future.
Our findings resonated strongly with experiences shared by stakeholders. It was interesting to hear about research undertaken by the Scottish Book Trust, for example, which engaged with school librarians and highlighted the shifting role they play in supporting young people’s digital literacy. Many noted that their responsibility for teaching research and information skills had declined with the rise of personal devices such as Chromebooks and tablets—the assumption being that students can simply search for information online. Librarians also highlighted the growing uncertainty about who is responsible for equipping students to navigate misinformation and critically evaluate online content. Through our discussion, it became apparent that such questions are being actively debated and addressed within Scotland’s Curriculum Improvement Cycle, as they are within the Curriculum and Assessment Review in England.
In the second half of the session, we turned our attention to the use of adaptive EdTech – platforms that use rule-based algorithms to create individual learning pathways based on ongoing assessment – for literacy learning. This prompted the most engagement and discussion among stakeholders, underscoring the salience and complexity of procuring, using, and evaluating EdTech use to support students’ reading and writing.
Several stakeholders observed that the limitations of adaptive EdTech products encountered by the schools in our study echoed their own experiences. They said that despite substantial financial, practical, and ideological investment, schools often find that students’ experiences with these technologies vary widely, with some highlighting that products do not always align with the Scottish linguistic context, particularly in phonics programmes.
Stakeholders also raised concerns about the evidence base underpinning commercial EdTech products and the lack of clear standards or accountability for their educational claims. Evaluating these claims, aligning them with local pedagogical priorities, and determining their relevance to students’ needs can be a demanding and time-consuming process for schools. Several described the difficulties schools face when deciding which technologies to invest in, particularly when funding pressures make such decisions feel high-stakes. Once a product has been purchased, there can be a strong sense of obligation to continue using it, even when it proves ineffective for students.
Overall, the discussions underscored the potential of EdTech to support literacy learning, but highlighted the significant and multifaceted challenges schools face in implementing them. They also emphasised the importance of strengthening young people’s digital literacies and the need for clearer delineation within curricula regarding who is responsible for fostering these skills.
Photo by freepik.com.