The importance of digital literacies for adult language learners from migrant and refugee backgrounds has been widely recognized. However, there is relatively limited conceptual and practical guidance for practitioners. To address this concern, we developed a pedagogical framework and a practical guide for teachers in the Adult Migrant English Program in Australia. The conceptual framework brought together four well-established bodies of scholarly work and formed the four principles for teaching digital literacies: (1) authentic learning contexts, (2) problem-based learning, (2) strengths-based approaches, and (4) multidimensional practices. To unpack the framework for practical use, we then developed a guide, which reflected these principles and offered teaching ideas. This paper describes the conceptualization of the pedagogical framework and reports on a multiple case study which sought to gain insight from five English as an Additional Language (EAL) teachers on the efficacy of the framework and guide. The findings suggest that while there was a reasonable level of understanding of the framework and guide and many rich learning experiences were created , in practice some teachers experienced challenges in actuating some principles of the framework. The article concludes with implications for teachers' self-directed learning with the help of this resource and future research.

中文翻译：

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调查 AMEP 数字素养框架和指南对成人 EAL 设置的有效性

数字素养对于移民和难民背景的成人语言学习者的重要性已得到广泛认可。然而，对于从业者来说，概念和实践指导相对有限。为了解决这个问题，我们为澳大利亚成人移民英语项目的教师制定了教学框架和实用指南。该概念框架汇集了四个成熟的学术著作，并形成了数字素养教学的四项原则：（1）真实的学习环境，（2）基于问题的学习，（2）基于优势的方法，以及（4）多维度的实践。为了将框架解开以供实际使用，我们随后开发了一份指南，其中反映了这些原则并提供了教学理念。本文描述了教学框架的概念化，并报告了多个案例研究，该研究旨在从五位英语作为附加语言 (EAL) 教师那里获得对框架和指南有效性的见解。研究结果表明，虽然对框架和指南有一定程度的理解，并创造了许多丰富的学习经验，但在实践中，一些教师在执行框架的某些原则时遇到了挑战。本文最后对教师借助该资源和未来研究进行自主学习提出了启示。