Simplify information with image support

The third module shows how you can use image support to facilitate understanding for people who lack language skills or have other difficulties.

Interview with teacher Anette Carlson who have many years of experience working with illiterates. The interview focuses on how to work with digital skills with the target group illiterates.

1. What is most difficult when it comes to teaching digital skills?

The most difficult thing is to be clear enough. The teaching must be rich in content but very simple with small steps. Since you have in front of you an individual where letters do not mean anything at all, you must avoid long and compound words and keep it very simple. Illiterates often have a short working memory when it comes to theoretical elements and therefore it is important to run short work shifts and rehearse continuously. They forget from time to time.

2. What obstacles are there?

A major obstacle is the availability of digital equipment and the cost of fiber and broadband. Many individuals do not have the financial means to pay for these services. Another obstacle is the difficulties for an illiterate to navigate and sort through all digital information such as cookies, advertising and more. Approving a cookie and knowing which button to press is a big step to learn when you cannot read. Another obstacle is all the clicks on the computer before you are in the right program or on the right website. Nor do they can sift through what is important or not. Source criticism is a very difficult part.

3. How do you start with an individual who does not previously have knowledge in digital competence?

• One to one teaching, you must sit next to the individual and clearly show one step at a time. Each completed step must be allowed to be tried by the individual him/herself. It is important that you do not do the work for them. Do not click on the right key, they must learn by doing.
• Use image support with short plain text, simple and short instructions.
• Supervise and support the individual
• We start with simple steps such as closing and opening the lid on a computer. We then proceed to press the on button and so on.
• Theory and practice must be cohesive. Each step that is gone through, the student must be allowed to try for him/herself, it must be a parallel process
• Show an app that can be useful to the individual, for example an app for language learning. It is important to create an interest and a curiosity for the individual for him/her to want to learn something new.
• As an adult, it is important to create an interest that can add something to their daily lives
• It is important that the individual feels comfortable with one step before introducing the next step
• Show only the most useful

4. Which are the key/success factors?

• It is important to map their current knowledge to start at the right level
• Constantly encourage the individual and have high expectations. Everyone can learn
• To be calm and patient. Repeat continuously and give individuals the time they need.
• Work with image support.
• Most people have a cell phone that they feel comfortable with. Start with the features and uses of the mobile phone that can help them in their daily lives.

Simplify information with image support

In our immediate surroundings we can find many areas that are equipped with image support. In traffic, we find signs that tell us how to drive, in hospitals where the pharmacy or toilet is located, in restaurants, airports and so on.

Working with image support in second language learning has many benefits. Especially for individuals who are illiterate or have a shorter school background. Image support can also be used in many different contexts, not just in language learning. It can be used to clarify for example information about the society and information from authorities, which can facilitate the everyday life of the individual. Pictures can be used to reinforce what is being said. Using pictures as a complement to the spoken word can provide both security and a sense of context. Pictures can also be used in conversations where an interpreter is present as an extra support.

● Image support remains, unlike speech, which is fleeting and disappears as soon as it is said.
● Image support can provide time to interpret languages.
● Image support can help prepare for change and transitions.
● Image support can help people see what you mean.
● Image support helps all individuals.
● Image support can help make individuals independent
● Image support is movable between different places and people.
● Image support is not judgmental.
● Image support can help reduce stress and anxiety.

Image support can also be an important tool in workplaces to clarify tasks for individuals who have a lack of language skills or difficulty communicating. Furthermore, image support can be used by staff in, for example, healthcare, social services, or other community services.

In an article at www.suntarbetsliv.se we can read how a midwife uses image support to facilitate communication with patients who do not speak Swedish. According to the midwife the work with image support emphasis an increased understanding and more participation. Using image support makes the care job easier and increases security for both patients and staff.

“After all, a birth cannot be planned and if we do not have time to get an interpreter, we will have to manage as best we can at an initial stage. At best, there are relatives who know a little Swedish or a colleague who speaks the same language, she says and adds that there will be a lot of body language.”

The midwife says that newly arrived women often have difficulty putting words to body parts and they are above all not used to talking about their body. She also says that when the women’s pain starts, it can trigger the trauma they have been through before. Communication then becomes much easier if they can point to a picture to explain where they are in pain or what they need. With the help of pictures, “I can reduce anxiety by preparing the patient for what will happen. I can reinforce what I want to say and at the same time show that we work in the same way with everyone, says the midwife. All this helps to reduce stress and create a calmer and safer work environment for healthcare staff”.

Activity 1: Mapping model to clarify the individual’s level and further needs regarding digital competence

Two mapping models who are proposed to be a help for both professionals and for learners. As a professional, you complete an ICT checklist with what you think the individual must be able to do in a certain situation. It can be about school, work, and other social contexts. The checklist is intended to be used as a basis for discussions with the individual where it is easy to understand what he or she needs to achieve to cope with a certain situation. In discussions with the individual, it becomes clear where he or she is at now and what he or she must learn to develop further knowledge in ICT.

Activity 2: Use the ICT-knowledges steps to evaluate beginners´ computer skills

Before the activity starts, hand out the ICT stairs to the participants and explain what each different step contains. It is very important that the participant understands that the first session will be about the first step in the stairs. 

1. The first step is to gather the group and brainstorm about what knowledge already exists within the group. Divide the group into smaller groups and distribute paper and pen. The individuals in the group will now describe and discuss how they log in to a computer. 
2. Collect the answers from all the groups and write them on a board or larger piece of paper. The most important thing is to visualize the answers.
3. After discussing the answers, the individuals are divided into new groups based on what prior knowledge they have. In a larger group, it is quite likely that someone has the knowledge or experience of logging in to a computer. Use that person’s knowledge to help others. At best, they speak the same language, which makes it easier for a beginner to absorb new knowledge.
4. In step four, the individual needs to sit at a computer. Now the work of teaching the individual how to log in to a computer begins. It is important that the individual can start at the level he or she is at. In this step, clear instructions are needed and with advantage help from native speakers. Each step in the ICT- stairs must take time and the next step cannot be started until the person manages to log in.
5. After each session, a minor evaluation is made. What has the individual experienced from this session? Can he / she show how he / she logs in? Show it to a friend or other person. Does the person need more sessions to complete the first step? You can advantageously use the FORMS tool to evaluate the session. 
6. Individual or group conversations about the next step in the stairs. It is important to visualize which stair the individual is at and therefore it may be a good idea to cross out the first step before the individual begins the next step.
7. Start the next session after checking that everyone can log in to the computer. Repeating different steps several times is a success factor. Then you can start working in the same way with step two in the stairs.

Activity 3: Simplify information with image support

Simplifying information with image support can be an advantage for those individuals who are illiterate but also for those with a short school background or other language difficulties.
Image support can be used to advantage when, for example, you want to call an individual to a meeting or facilitate other written information.

Activity 4: How to increase digital skills using a smartphone

The activity is carried out in different steps. It is of great importance to find out the individuals’ already acquired knowledge in the use of their smartphone and we must consider the resources that everyone possesses.

1. Step one is to conduct in-depth interviews with everyone. It is significant that the interviews are conducted with the help of language support as the answers for the continued work is important.

Examples of questions:
– Do you have email in your smartphone?
– Do you know how to send emails using your smartphone?
– Can you send and receive text messages?
– Do you have a Facebook account?
– How do you communicate with friends and family?
– Can you connect to Wi-Fi?
– How do you take part of society information?
– Do you read newspapers online?
– Do you know how to search for a job online?
– Do you know how to download an application?

2. In step two, you need to make sure that the information that emerged in the interviews matches the individuals’ knowledge. You do this by practically asking the individual to, for example, send you an SMS or an email. Further you can ask them to show you a news page online, to download an application, or to connect to Wi-Fi.

3. In step three, we analyze the individuals’ responses and what needs they have. The professionals also need to think about what they need to develop to meet the needs of the individuals.

4. Step four involves creating workshops based on the results we arrived at in step three. The groups can advantageously be divided according to the language the individual speaks. In this way, those who are a little more advanced can support those who need more help. Even in step four access to mother tongue supporters is important.

5. To measure the results of this activity, we can go back to doing new interviews with the individuals. In this step we can ask about how they experienced the process, do they feel more secure with the digital tools, is there anything else they need to learn and so on.

Another way to evaluate the exercise is to use the digital tool FORMS.

• www.bildstod.se

• www.suntarbetsliv.se

• https://pedagog.malmo.se/2017/06/27/varfor-visuellt-stod/

• https://arasaac.org/

• www.sclera.be/en/vzw/home

• www.opensymbols.org

• http://bildstod.se

• https://pedagog.malmo.se/2016/06/02/100-svenska-ord-pa-arabiska-och-somaliska-mebildstod/              

• https://www.funktionsverket.se/produkter/appar/symbolprogram/in-print-3/

Use the websites we refer to with free images to download images when you use image support. Only the imagination sets limits, it is possible to use image support for all written information. This will make it easier for many individuals who are in need of different types of support.