In Aotearoa New Zealand and internationally, current adult literacy and numeracy assessment is skills oriented; at the same time, there is a growing interest in more balanced understanding by also looking at the broad wellbeing-related outcomes of literacy education. In the research project reported below adult literacy learners in three community literacy programmes were invited to join a class Facebook group to describe the everyday outcomes of their literacy learning. The article focuses on the use of Facebook within the broader study. It discusses a range of privacy and technology challenges as well as learner engagement with Facebook in the classroom context, raising some significant questions about its value. The article explores recent theories of context and their pedagogical relevance. It concludes with implications for social media in adult literacy teaching and learning, aiming to involve marginalised adults in critical inquiry that builds their identity as informed participants in civic life.

中文翻译：

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质疑成人扫盲课堂中的社交媒体

在新西兰和国际上，目前的成人识字和算术评估是以技能为导向的；与此同时，通过审视扫盲教育与福祉相关的广泛成果，人们对更加平衡的理解越来越感兴趣。在下面报告的研究项目中，三个社区扫盲计划的成人识字学习者被邀请加入一个班级 Facebook 小组，以描述他们识字学习的日常成果。这篇文章的重点是在更广泛的研究中使用 Facebook。它讨论了一系列隐私和技术挑战，以及学习者在课堂环境中与 Facebook 的互动，提出了一些关于其价值的重要问题。本文探讨了最近的语境理论及其教学相关性。