RECAP: Digital Literacy Task Force Convening | Aug. 3, 2021
Updated: Sep 2
Digital Literacy Task Force Objective
Assessing needs and opportunities to provide ongoing culturally relevant and age-appropriate training at scale for underserved communities
The Digital Literacy Task Force held its third meeting on Aug. 3, 2021, and included representatives from multiple sectors interested in resolving the digital divide in the Los Angeles County region. The task force was updated on the staff commendation to the Public Utilities Commission to approve the LA DEAL to be a regional broadband consortium for Los Angeles County at the upcoming Commission meeting on Aug. 19. The meeting included a robust conversation and the formal introduction of the task force co-chair, Paulina Chavez, from EveryoneOn.
Task force members can continue to populate the Jamboard
The task force objective is likely to evolve as work continues. The objective will be attained by promoting, developing, and driving public-private partnerships, systems alignments, and driving funds to digital literacy programming, data gathering, and possibly via policy. This also includes the opportunity to launch pilots and communicate with stakeholders and the broader community to drive the consortia. A series of questions were presented to collect data, but people may continue to add information beyond the meeting by clicking the Jamboard link above.
The task force was reminded of meeting #2 highlight:
Reviewed digital literacy barriers
Outreach to communities to inform them of available services in their home language, that are age-appropriate and culturally relevant
Defining what is a high-quality program
Digital training workforce development to offer programs to students, seniors, and different communities
Digital literacy for different needs to access health care, education and remote work--households have varying needs
Asset mapping consistently populated via a Google document
Gaps overlap with the previously mentioned barriers
Opportunities for the Consortia to address short and long term
Developing a digital seal that would be driven by policy
Student to student learning model adopted by L.A. City
A series of questions were presented via the Jamboard to help identify digital literacy needs and come to a consensus to define and measure needs and minimal standards to compare and contrast L.A. County training.
1. What are the populations that would benefit from digital literacy training?
Parents of K-12 students
People displaced from their jobs due to COVID-19 or who are seeking employment (e.g., public transportation, customer service)
2. What are the needs/goals that digital literacy training has to address?
Diverse populations (seniors, immigrants, people seeking continuing education, displaced employees without computer skills)
How to access mental health services
Telehealth to access activities
Accessing email and setting passwords
Where to apply for jobs; the online interview process
Communicating with teachers and accessing school resources via video conferencing
Parents accessing their children's records
How to access public services
How to sign up for online banking
Financial Aid for students
How to use social media, researching events
3. What are measurable (competency, literacy, fluency) digital skills outcomes for people to fight social isolation?
Students can create a video conference event
Senior citizens can join a video call with their families
Students can read an email (competency)
Students can write an email (literacy)
Can turn on computer features such as increasing font size
Able to find reputable sources of information
Dr. Teshia Roby stated that technology is a language and shared three terms that inform digital literacy competencies (Competency, Literacy and Fluency):
Learning the basics → How do you turn on a device?
Able to communicate → Aware of online sites to visit to seek information (real versus fake)
The advanced → Content creator and able to share knowledge with others
How do you access (measure) skill level:
Pre-assessment is given to students
Post-assessment is given after midterm, so they see their growth
4. What are measurable (Competency, Literacy, Fluency) digital skills outcomes for people seeking employment?
Students can perform essential functions on the computer
Conducting a google search to find information on companies
Creating a responsive resume
Creating a LinkedIn profile
Knowing how to conduct and save custom searches on employment websites
5. What are measurable (Competency, Literacy, Fluency) digital skills outcomes for people seeking health care?
Reaching out to medical professionals
Creating an account with a strong password with your medical group to view test results
Using the online form to respond to questionnaires or schedule appointments
6. What are measurable (Competency, Literacy, Fluency) digital skills outcomes for people seeking social services?
Resident can apply, pay, request, check the status of services
Locate relevant provider website
Can fully complete paperwork
Online banking to connect a bank account to the benefits program
7. What are measurable (Competency, Literacy, Fluency) digital skills outcomes for students participating in continuing education (GED, trade school, higher education)?
How to complete the FAFSA application
Navigating college websites to locate information (majors available, transfer requirements, application deadline, etc.)
Using the website to schedule an academic counseling
8. What are measurable (Competency, Literacy, Fluency) digital skills outcomes for students participating in K-12
Students can navigate Chrome OS
Students can navigate Google Classroom
Data for the listed questions will continue to be discussed and collected at task force meetings.
The Digital Literacy Task Force meets virtually monthly and includes education, health, nonprofit, education, business, city municipalities, and internet service providers. To learn more, visit: ladeal.org/events.
Meeting #4 is scheduled for Sept. 7, 2021.