06. Open Learning: Media, Environments and Cultures
Paper
The Automated Literacies of E-recruitment and Online Services as a Challenge for Adult Education
Klaus Buddeberg1, Suzanne Smythe2
1Hamburg University, Germany; 2Simon Fraser University, Canada
Presenting Author: Buddeberg, Klaus;
Smythe, Suzanne
We have entered a time in which literacy, citizenship rights and automated technologies intersect, generating new social divisions including vulnerability to disinformation and misinformation (King, 2019) and inequalities in access to services and employment (Gangadharan, 2017; Eubanks, 2018). The opacity and anti-democratic potential of artificial intelligences has recently drawn the attention of scholars concerned with how automated processes order everyday lives (Noble, 2018; Zuboff, 2019).
On a global scale more and more services, resources and information move online. This process did not start with COVID 19 but surely has been accelerated by the pandemic. Thus, internet-based technologies are entering almost all spheres of life, introducing new challenges to how literacies are theorized, defined and taken up in adult literacy education settings. Among these technologies we find digital systems referring to health issues, to financial issues and to adult and school education.
An important, if under-studied example of this trend is e-recruitment (Smythe, Grotlüschen & Buddeberg, 2021). E-recruitment can be described as the ‘use of web-based technologies to automate (to varying degrees) the processes of attracting, reviewing and selecting job applicants’ (Chapman & Webster, 2003). It can imply ‘simple’ automation (e.g. converting word documents to PDF and the use of software platforms to auto-fill and submit forms), as well as artificial intelligences (AI) like decision-making algorithms that sort and rank applications.
In most countries, job applications are subject to at least some aspects of automation. Rieucau (2015) shows in her research on online job recruitment among entry level workers that e-recruitment demands a high level of digital literacy skills which often exceed the digital literacy skills required to apply for the job itself. E-recruitment can therefore exclude adults from essential sources of income, services and employment opportunities (O’Neil, 2016; Bárány & Siegel, 2019). While many argue that mastering online recruitment sites will gain even more importance for those looking for employment (see for example, van Dijk, 2020), our study suggests that concepts of mastery and skill waver in the context of automation.
The paper we will present draws on data from the German LEO study (Grotlüschen & Buddeberg, 2020) and ethnographic interviews with job seekers in community-based digital literacy classes in Canada first published in 2021. We bring the data that informed this previously published paper into dialogue with new data, as well as literatures from critical algorithm studies, adult literacy policy, and digital inclusion, offering new analyses of job seekers experience with e-recruitment platforms in a rapidly changing environment. We show that despite the promises of efficiency, convenience and fairness, automation generates new modes of inequality. Yet how this plays out highlights the very phenomena automation seeks to reduce: complexity, diversity, nuance, and context.
It becomes clear that it is not enough to reduce digital literacy to the competence of operating digital systems (Shepherd & Hearne, 2019). Rather, adult literacy policy, theory and pedagogy should also take up the entanglement of human and machine agencies (Leander & Burris, 2020) and the politics and opaque biases of algorithmic decision-making that, in spite of the promise of fairness and inclusion, map to racial, gender, abilities and income inequalities (Eubanks, 2018; Eynon et al., 2018; Noble 2018).
The research questions guiding our paper are:
- What literacy practices are implicated in e-recruitment?
- How do job seekers on the margins of digital access experience e-recruitment with respect to its promises, for example of efficiency, convenience and fairness?
- What are the implications of e-recruitment processes and automation more broadly, for adult literacy research and pedagogies?
Methodology, Methods, Research Instruments or Sources UsedWe present data from two different sources. A representative quantitative German literacy survey from 2018 (Grotlüschen & Buddeberg, 2020) was novel in not only measuring literacy skills, but also asking respondents to comment upon their literacy practices and basic competencies including those related to online job seeking. This survey data is discussed together with qualitative data from observation and in-depth interviews carried out among job seekers in Canada. The quantitative data reports about the use of online job search engines while the Canadian example shows how uncomfortable, alienated and individuated some job seekers feel when being dependent on online systems.
Variables observed from the quantitative survey are (a) if adults who at least occasionally use the Internet do so relying on the help of third persons (independent use of internet services?), (b) self-reported competence in using online job boards (link between labor market participation and digitalization) and (c) the extent to which persons are dependent on assistance from third persons when filling in forms from social authorities (being dependent from literacy supporters). If people could not complete the forms independently, we assume that these persons will face even larger difficulties when acting online.
The qualitative part of the research draws on 6 hours of participant observations and 8 interviews with adult literacy tutors as they help learners to find work using automated platforms such as Indeed.com. We observe and ask questions as people move through the various, often painstaking tasks embedded in an online employment application. We also include three interviews with adult learners engaged in this effort that include their reflections about the usability of online platforms for job search, and how they open or shut down opportunities for employment.
We perceive e-recruitment as a global phenomenon. The experiences of Canadian job seekers correspond with those of their German counterparts. While the quantitative data necessarily consists of short-form answers the qualitative interviews offer more nuanced and extended details into how job seekers experience potential employment slipping away, not because they are not qualified for posted jobs, but because they cannot get past the various automated filters.
Conclusions, Expected Outcomes or FindingsThe findings suggest that population subgroups such as unemployed adults and adults with difficulties in reading and writing, also report more difficulties with digital processes than the population as a whole. We learned from the quantitative data that these groups have specific needs for assistance in navigating digital ecosystems. They also express lower self-confidence when dealing with online job-platforms and a higher need for such support when dealing with official forms. We can support former findings of the importance of literacy mediators (Buddeberg, 2019), to scaffold the new literacies of online job applications and to bridge unfamiliarity with ever-changing online environments.
While the German example shows difficulties in dealing with automated and web-based systems, the Canadian study adds more detailed experiences, for example, that the use of e-recruitment platforms opens up more employment possibilities, but also constricts the affordances of local networking that are important to people with ‘non-conforming’ résumés (Rieucau, 2015) (i.e. diverse education or employment pathways; addresses, birthdates or place of birth that activate geographical and age-related filters, and so on).
We conclude that the promise that automation and artificial intelligence-based decision-making systems would reduce labor market discrimination is unrealized (O’Neil, 2016), and that labour market analysts and adult literacy policy makers should make room for the consequences of automation, including the introduction of new forms of social control (Smythe, 2018) that challenge the human-centeredness of literacy studies.
Ethical sensibility to the design of online environments will also have to be considered, as citizens are positioned within a ‘cruel political economy’ (Braidotti, 2013) that harnesses digital technologies in the service of globalizing capital and labour flows.
Future studies of adult literacy will increasingly have to deal with the fact that social actors are increasingly non-human. Appropriate responses to this development will have to be found.
ReferencesBárány, Z.L., and Siegel, C., 2019. Job polarization, structural transformation and biased technological change. Travail et Emploi, (157), 25–44
Braidotti, R., 2013. The posthuman. Cambridge: Polity Press
Buddeberg, K. (2019). Supporters of low literate adults. International Journal of Lifelong Education, 1–13. https://www.tandfonline.com/doi/full/10.1080/02601370.2019.1600059
Chapman, D.S., and Webster, J., 2003. The use of technologies in the recruiting, screening, and selection processes for job candidates. International journal of selection and assessment, 11 (2–3), 113–120.
Eubanks, V., 2018. Automating inequality: how high-tech tools profile, police, and punish the poor. New York: St. Martin’s Press
Eynon, R., Deetjen, U., and Malmberg, L.-E., 2018. Moving on up in the information society? A longitudinal analysis of the relationship between Internet use and social class mobility in Britain. The information society, 34 (5), 316–327.
Gangadharan, S.P., 2017. The downside of digital inclusion: expectations and experiences of privacy and surveillance among marginal Internet users. New Media & Society, 19 (4), 597–615.
Grotlüschen, A. & Buddeberg, K. (Hrsg.). (2020). LEO 2018 – Leben mit geringer Literalität. wbv. https://doi.org/10.3278/6004740w
King, K., 2019. Education, digital literacy and democracy: the case of Britain’s proposed ‘exit’ from the European Union (Brexit). Asia pacific education review, 20 (2), 285–294
Leander, K.M. & Burriss, S.K., 2020. Critical literacy for a posthuman world: When people read, and become, with machines. British Journal of Educational Technology, 51, 1262-1276.
Noble, S. U., 2018. Algorithms of oppression: how search engines reinforce racism. New York: New York University Press.
O’Neil, C., 2016. Weapons of math destruction: how big data increases inequality and threatens democracy. New York: Broadway Books.
Rieucau, G., 2015. Getting a low-paid job in French and UK supermarkets: from walk-in to online application? Employee relations, 37 (1), 141–156
Shepherd, I., and Hearne, G., 2019. Data analytics. In: J. Evans, S. Ruane, and H. Southall, eds. Data in society: challenging statistics in an age of globalisation. Bristol, UK: Policy Press, 35–45.
Smythe, S, Grotlüschen, A. & Klaus Buddeberg., 2021. The automated literacies of e-recruitment and online services, Studies in the Education of Adults, 53 (1), 4-22.
Smythe, S., 2018. Adult learning in the control society: digital-era governance, literacies of control, and the work of adult educators. Adult education quarterly, 68 (3), 197–214.
van Dijk, J. A. G. M., 2020. Digital divide. Cambridge, Medford: Polity Press
Zuboff, S., 2019. The age of surveillance capitalism: The fight for a human future at the new frontier of power. London: Profile Books
06. Open Learning: Media, Environments and Cultures
Paper
Media Concepts in European Education Initiatives from a Diversity Education Perspective – Consequences for the Professionalisation of Adult Educators
Lukas Dehmel1, Franziska Bellinger2
1Universität Paderborn, Germany; 2Europa-Universität Flensburg, Germany
Presenting Author: Dehmel, Lukas;
Bellinger, Franziska
Media and in particular digital media play an important role within European education initiatives for over twenty years now. As a surrounding framework, these documents have an essential impact on the professionalisation of adult educators and related research also. Important examples are the “Memorandum on Lifelong Learning” (Commission of the European Communities 2000) that emphasizes the development of ICT-skills on the side of adult educators already. Furthermore, these documents highlight the support of media competence for adults in general which makes media related skills for adult educators necessary (European Commission/EACEA/Eurydice 2015). Consequently, the development of digital competencies among adults are recommended by a study commissioned by the European Commission as well to support a sustainable media education in Europe (Bertelsmann Stiftung & ECORY 2015). In this context, the EU DigCompEdu framework suggests a media competence model for teaching staff (Redecker & Punie 2017) that also seems highly relevant for the professionalisation of adult educators. In addition, the recently published “Digital Education Action Plan” (European Commission 2020) also suggests a wide support of digital education and digital competencies for European adults and points out the importance of professionalisation programs for teachings staff over a lifespan. The last aspect can also be found in the “New European Agenda for Adult Learning 2021-2030”, which was discussed and passed by in November 2020 in the European Council (Council of the European Union 2021).
These gathered EU education initiatives are discussed in a variety of adult educational research papers dealing with the media related professionalisation of teaching staffs (e.g. Rohs & Bolten 2017). The focus of this European debate is the identification of different necessary skills and knowledge resources adult educators have to develop in order to deal with the challenges and opportunities of a digital world. Yet, the discussion lacks a critical examination of a) the understanding of media as well as b) the understanding of media education (in the sense of ‘Medienbildung’) that are inscribed in these framing documents and ultimately have consequences for professionalisation processes in European adult education. This is an important research gap that our submitted paper aims to fill.
Therefore we will analyse recent EU documents using the methodological pillars of the Objective Hermeneutics (Wernet 2013). To investigate the understandings of media and media education empirically, we focus on theoretical deliberations that suggest a broader view on media beyond technologies and on media education as transformation process between subject and society (Bettinger 2021). In addition, we reflect on our research results from a Diversity Education perspective (e.g. Zepke 2005) with focus on their meaning for media related professionalisation of adult educators as a heterogeneous target group. The latently inscribed understanding of media and media education in the documents pre-structures in which way adult educators are addressed as learning subjects and which abilities are recognized or not recognized in context of media related professionalisation processes. In a Diversity Education perspective it is important to reflect on the question if these pre-structuring practices acknowledge diversity as a chance for adult educator’s learning on media topics and the related development of relevant skills. The research results conducted within this investigation promote a deeper understanding of the importance of EU education initiatives as a framework for in particular professionalisation in adult education and for a sustainable implementation of digital education in Europe in a broader view.
Methodology, Methods, Research Instruments or Sources UsedConsidering the shortly elaborated theoretical background, our qualitative investigation will focus on the most recent published “Digital Education Action Plan”, the “New Agenda for Adult Learning 2021-2030” as well as the “DigCamp 2.2” (Vuorikari et al. 2022). First we will focus on analysing the understanding of media and media education that are inscribed in the named documents. Secondly, we will identify the most important segments of the documents related to our research interest and interpret them with Objective Hermeneutics (Wernet 2013). Considering this empirical approach, we understand the analysed documents as products of social practices of European education initiatives. In this view these documents become empirically accessible for our investigation (ibid.). A methodical challenge our study will be facing is that the analysed EU documents do not only contain text material, yet also include graphics that have to be considered. Therefore, we take up theoretical assumptions that unfold deliberations around the Objective Hermeneutic analysis of data with such kind of text-image combinations (Zizek & Andermann 2020). We assume that there are certain latent orders and social attributions in the document’s text-graphic presentations concerning the conceptualisation of media and media education and their pre-structuring function for media related professionalisation processes, which are carved out within our analysis. Thirdly, we will compare our findings of the three mentioned documents and elaborate a final conclusion that will refer towards a Diversity Education perspective in adult education (Zepke 2005).
Conclusions, Expected Outcomes or FindingsSince we have not conducted the study yet, we can only speculate on the results and following conclusion at this point. Based on our first insights into the data material, we assume that the analysed EU documents will show a strongly technological understanding of media that results in a functional understanding of media education. If media education is associated in a functional way, we assume that it is likewise associated with the development and the maintenance of human capital in context of global economic challenges in a technically oriented world. Referring to the theoretical positions mentioned before, this can be interpreted as an enormous shortened perspective of media as well as media education. Media related professionalisation of adult educators consequently is closely related to the competitiveness of EU and its working citizens in a global vocational market. In addition, taking a Diversity Educational perspective into account we expect some very interesting findings as well. Firstly, the mentioned documents aim to circumvent media related stereotypes especially referring to gender and age. Through our analysis we will investigate, whether stereotypes might be reproduced in the sense that the development of media related competencies are primarily connotated towards young (working) and male citizens. This assumption shows the importance of further research and reflection on aspects of media related professionalisation in European adult education. We therefore argue, that different stereotypes in the context of media education should be critically reflected in order to overcome them.
ReferencesBertelsmann Stiftung & ECORYS (2015). Adult Learners in Digital Learning Environments. Retrieved from: http://ec.europa.eu/social/BlobServlet?docId=14407&langId=en [last accessed on 19/01/2023].
Bettinger, P. (2021). Educational Perspectives on Mediality and Subjectivation. Introduction. In: Bettinger, P. (Eds.), Educational Perspectives on Mediality and Subjectivation. Discourse, Power and Analysis (pp. 1–19). Palgrave Macmillan.
Council of the European Union (2021). New European Agenda for Adult Learning 2021-2030. Retrieved from: https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX%3A32021G1214%2801%29 [last accessed on 19/01/2023].
Commission of the European Communities (2000). A Memorandum on Lifelong Learning. Brussels. Retrieved from: https://arhiv.acs.si/dokumenti/Memorandum_on_Lifelong_Learning.pdf [last accessed on 19/01/2023].
European Commission (2020). Digital Education Action Plan 2021-2027. Retrieved from: https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX%3A52020DC0624 [last accessed on 19/01/2023].
European Commission/EACEA/Eurydice (2015). Adult Education and Training in Europe: Widening Access to Learning Opportunities. Eurydice Report. Luxembourg: Publications Office of the European Union. Retrieved from: https://www.erasmusplus.sk/uploads/publikacie/2015_AEducation_LOAccess_Eurydice_Comparative_Report_en.pdf [last accessed on 19/01/2023].
Redecker, C., & Punie, Y. (2017). European Framework for the Digital Competence of Educators. DigCompEdu. Luxembourg: Publications Office of the EU. Retrieved from: https://publications.jrc.ec.europa.eu/repository/handle/JRC107466 [last accessed on 30/01/2023].
Rohs, M., & Bolten, R. (2017). Professionalization of adult educators for a digital world. An European perspective. European Journal of Education Studies, 3 (4), 298–318.
Wernet, A. (2013). Hermeneutics and Objective Hermeneutics. In: Flick, U. (Eds.): The SAGE Handbook of Qualitative Data Analysis (pp. 234–246). London: SAGE Publications, 234-246.
Vuorikari, R., Kluzer, S. & Punie, Y. (2022), DigComp 2.2. The Competence Framework for Citizens. With new examples of knowledge, skills and attitudes. Luxembourg: Publications Office if the European Union. Retrieved from: https://op.europa.eu/en/publication-detail/-/publication/50c53c01-abeb-11ec-83e1-01aa75ed71a1/language-en [last accessed on 19/01/2023].
Zepke, N. (2005). Diversity, adult education and the future. A tentative exploration. International Journal of Lifelong Education 24 (2), 165–178.
Zizek, B., & Andermann, H.-Z. (2020). Analysis of Youth-Oriented Websites. An Introduction to Qualitative Image-Analytical Methods of Objective Hermeneutics. Beijing International Review of Education. 2/2020, 54–76.
06. Open Learning: Media, Environments and Cultures
Paper
Play for the Future: Do Students See the Skills They Acquire in Video Games as Helpful for Their Career Planning?
Christine Hoffelner1, Christof Nägele1, Albert Düggeli2
1University of Applied Sciences and Arts Northwestern Switzerland; 2University of Teacher Education of the Grisons, Switzerland
Presenting Author: Hoffelner, Christine
2033. Imagine you want to be trained as a teacher, but the study program no longer exists. Instead, you sign up for a worldwide "challenge", taken from the Sustainable Development Goals of the United Nations. As a future educator, you are particularly interested in the goal of "ensuring an inclusive and equitable quality of education" (United Nations, 2022). For the next four years, you are working and studying with students in architecture, game design, psychology and others to develop new ideas for this challenge. But where did you acquire all the skills needed? Could it be that you already have all these skills because you are a passionate video gamer? If that sounds like a crazy idea to you, according to futurologist McGonigal (2022), every innovative idea, like designing a study program that relies on skills acquired in a video game, sounds crazy at first. Whether the studies of tomorrow will look like this is not known, but efforts in developing interdisciplinary studies for global problems, like the climate crisis, are already underway (McGonigal, p.221f). Also, the consideration of youth cultures as a source of "informal learning" (Zeimet, 2011) is not new, so it is certainly worth taking a closer look at the (learning) potentials of one of the most popular cultures of young people: the gaming world.
Young people play video games, worldwide. For example, in Switzerland, more than two-thirds of the adolescents aged 12-15 report playing video games regularly (Bernath et al., 2020). In many games, gamers are involved in highly social and creative activities. They use wikis, form teams, try multiple identities in role-plays, or they even modify games (Du et al., 2021). It is shown, that the used skills could also be useful in the "real world" (e.g., Granic et al., 2014).
Also career planning asks for specific skills that need to be developed whilst in the process of planning. Thus, if teachers educate students in career planning, it could be a good idea to take the gaming experience of the youth into account (Rochat & Armengol, 2020; Rochat & Borgen, 2021). Among others, the used skills while playing video games could be seen as a useful resource for the career planning of adolescents in lower secondary school. The research question is, whether adolescents are aware of the skills acquired in video games and if they can transfer these skills to career planning. We asked therefore adolescents to think about the skills they use in video games to map them to the skills needed in career planning.
Methodology, Methods, Research Instruments or Sources UsedAs part of the research project digibe - digital guidance in the career choice process (Nägele et al., 2020), a task was designed in which students were asked to think about their career planning like it is a video game (Hoffelner et al., 2022). Participating students are at the lower secondary level, grades 9 to grade 11. More than 691 students visited the intervention about gaming and career planning in the period from September 2021 - January 2023. The tasks they had to complete were to test their gaming personality, to describe their gaming interests and skills they use, to compare them with their vocational skills and interests and to think about their career planning in a different way by using a video game metaphor. That means that they were working on different questions like “What if your career planning is like a game: Which challenges could arise? Who is in your team? Who are your enemies? What is your mission?” and on a concept for a game about career planning.
193 students (43% girls) completed the task on skills in video games. The students attended grade 9, N = 64, grade 10, N = 105, and grade 11, N = 24. After the task students were invited to reflect on what they have learned. Additionally, students were asked up to three times per semester to evaluate their vocational interests, their motivation, their self-efficacy, their (un)decidedness and other important indicators for career planning.
Using the template of 21st century skills (Dede, 2010), which are considered almost inevitable for a future highly digitalized labor market (Maire et al., 2017; Bettinger, 2021), these responses are grouped and categorized with MAXQDA, and combined with data from the repeated questions on the status of career choice, analyzed with JASP.
Conclusions, Expected Outcomes or FindingsIn the first step, we looked at the responses of the students of the question of which skills they are using during a game and whether these responses could be matched to the 21st-century skills. We found that 24% of the students, N = 193, are stating ICT (information, communication and technology) skills as at least one of the five skills they are using while gaming. Also they are indicating life and career skills, including primarily initiative & self direction skills (52%), flexibility and adaptability (38%), and social and crosscultural skills (14%). Learning and innovation skills, including problem-solving skills (52%), creativity and innovation (47%), and collaboration (27%), are also given as answers. Around 50% of the young people say they will need these skills also for their career planning.
So, is the future closer than we thought, and gaming a gateway to prepare young people to design their own career path in the modern world? We would like to invite you to a discussion on this topic, especially on the opportunities but also risks for education that trend terms such as gamification, 21st-century skills and digitalization represent. We will also show further results from the digibe intervention study, especially demographic differences of students and their gaming habits. Also we will discuss the possible transfer from the gaming world and its needed skills to the career planning, by taking the career adaptability approach (Savickas, 1997) into account.
The research project was significantly co-financed by SERI.
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Bettinger, P. (2021). Etablierung normativer Ordnungen als Spielarten optimierter Selbstführung? Die Regierung des Pädagogischen am Beispiel des 4K- und 21st-Century-Skills-Diskurses. MedienPädagogik: Zeitschrift für Theorie Und Praxis Der Medienbildung, 45(Pädagogisches Wissen), 34–58.
Dede, C. (2010). Comparing frameworks for 21st century skills. In J. Bellance, & R. Brandt (Eds.), 21st-century skills: Rethinking how students learn (pp. 51-76). Bloomington, IN: Solution Tree Press.
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Maire, Q., Lamb, S., & Doecke, E. (2017). Key Skills for the 21st Century: An evidence-based review.
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Nägele, C., Stalder, B. E., Hell, B., & Düggeli, A. (2020). Digitale Begleitung im Berufswahlprozess digibe. Wissenschaftlicher Teil Projektantrag. Pädagogische Hochschule FHNW.
Rochat, S., & Armengol, J. (2020). Career counseling interventions for video game players. Journal of Career Development, 47(2), 207–219.
Rochat, S., & Borgen, W. A. (2021). Career life as a game: An overlooked metaphor for successful career transitions. British Journal of Guidance & Counselling, 1–12.
Savickas, M. L., Nota, L., Rossier, J., Dauwalder, J.-P., Duarte, M. E., Guichard, J., Soresi, S., Van Esbroeck, R., & van Vianen, A. E. M. (2009). Life designing: A paradigm for career construction in the 21st century. Journal of Vocational Behavior, 75(3), 239–250.
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