Australia+and+North+America+–+Indigenous+Literacy+and+Learning+Management+Systems

The definition of literacy has broadened over the last decade. It is no longer simply the ability to read and write. Literacy now encompasses the social context and multimedia skills– more general, multipurpose literacy in other words [|Australian Council for Adult Literacy], (Boyle & Wallace, 2011; Brannon- Hamilton, 2009; Dunn, 2001; Hunter, Travers, Gibson & Campion, 2007; Luther & Lerat, 2009; Pirbhai-Illich, 2009; Reedy,2011; Salyers, Carter, Barrett & Williams, 2010; Willems, 2012).

The work of researchers like [|Ruth Wallace] are proving that e-learning has a very real place in enhancing the literacy levels of indigenous people. Further to this there are initiatives in Australia like [|The Indigenous Literacy Foundation] which is the instigator of [|Indigenous Literacy day in Australia]. Likewise in North America, there are such initiatives as [|The Literacy Collaborative], [| The Four Directions] for Indian Education and [|The National Aboriginal Design Committee] – also in North America While it is true that the statistics for literacy levels of indigenous people are still low in both Australia and North America (Eady & Woodcock, 2010; Hughes & Hughes, 2012; Willems, 2012; Young, Guenther & Boyle, 2007), there are pockets of success on both continents which benefit from the strategic use of technology. media type="custom" key="20719538" align="right"media type="custom" key="20719536" align="right"media type="custom" key="20719534" align="right"
 * Success Stories **
 * **Reflective Writing:** Rose & Devonshire (2004) cite an example of successful reflective writing for indigenous health workers in Australia. A learning management system provided the opportunity to create very simple on line activities without requiring sophisticated skills in general computing. Having passwords provided a safe place not only for the actual reflection but for administrative details as well. The required activity could be accessed from anywhere – at home, on placement or on campus. Indigenous students could practice the four step reflective activity with constant on line support and instant feedback.
 * **Collaboration:** Duggan (2009) cites the piloting of a learning management platform in Australia to harness the learning-styles of indigenous students and in turn improve their academic successes. While it is true that at the time of publication, there was no specific feedback from indigenous learners, generally, the students found the collaboration and partnership (Boyle & Wallace, 2011) very positive. This included: group discussions, group tasks, group assessments and instant feedback.
 * **NWOK:** Fire (2009) looks at online learning at a tribal college in North America. An in depth knowledge of Native Ways of Knowing – NWOK – is empowering for both the students and the lecturers. The students appreciate “a safe learning space within the e- learning environment.”
 * **Indigenous Tutors:** Fire (2009) mentions the fact that there are relatively few native tutors. However, through an LMS, access to a native teacher is much more attainable from many different remote locations. This, coupled with the option of short courses on campus to meet in person is a very empowering opportunity for all involved.
 * **Engagement:** Eady & Woodcock (2010) and Reedy (2011) mention that digital technologies are becoming popular with indigenous communities all around the globe. However, for the needed engagement to occur, full involvement of all cultural groups in programme design, content and delivery coupled with a respectful and inclusive attitude on the part of all in the institution (Boyle & Wallace, 2011; Gibson, & Campion, 2007; Hunter, Travers, Luther & Lerat, 2009; Stewart, 2004)is paramount to success.

C**ommon Threads for Indigenous Literacy and L.M.S.**

 * Involve the indigenous community in the course design (Hunter et al, 2007).
 * Envelope Native Ways of Knowing [NWOK]...learn the protocols and traditions (Fire, 2009).
 * Make sure the platform is simple to navigate - user friendly (Duggan, 2009).
 * Keep the oral tradition firmly in mind. Maori, Pacifica, Aboriginal and North American Indians all have a strong oral tradtion. This could be a draw back in Moodle which is text based (ibid).
 * Arrange for some on campus f2f time and/or a field worker who can be consulted for extra individual help.
 * The LMS, must have a facilitator who wishes to connect with the students - mind to mind. An LMS is not a replacement for a person...but a tool to be used to enhance facilitation of learning-only done by [deep] connection with educators and peers (Fire, 2009).