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Real-World Task Guidelines:
Stage II

CLB 8

Digital Literacy

Possible Topics

This theme may include these topic areas:

Personal online safety

Frauds, scams and phishing

Sourcing and verifying authentic news and information online

Digital etiquette

Online meetings

Online networking

Sharing information online

Making presentations online

Following or demonstrating instructions online

And so on

Planning Context

Learners may require the following:

  • Use of a unilingual dictionary to confirm or clarify meaning
  • Some support understanding faster conversations or abstract, idiomatic 
and colloquial language
  • Some support understanding appropriate levels of formality and tone, 
especially in relation to hierarchy and relationships in the workplace
  • Some explicit language instruction to convey respect, appreciation 
and inclusivity
  • Information on resources, supports, services and programs related to the theme

Instructors may need to:

  • Explain some abstract, idiomatic or colloquial language and/ or cultural references
  • Include teaching of pragmatics, strategic competence and sociolinguistic knowledge (cultural references, non-verbal communication, sociolinguistic norms and attitudes, speech styles and registers)
  • Include collaborative group and pair work to apply the learned skills and promote the development of communication skills and teamwork, including simulations that allow learners take on different roles and understand different perspectives
  • Adapt online resources for accessibility/ use in the classroom and explain 
that certain tasks are authentically completed online
  • Incorporate learning of background information related to the theme
Sample Real-World Tasks

Additional Sample Real-World Tasks and Competency Areas

Listen to a news story about a phishing scam and how you can avoid getting caught in one.
(Getting Things Done/ Comprehending Information)

Give instructions to a co-worker about how to use a workplace tool or app such as Trello or ProofHub.
(Giving Instructions)

Read information about how to prevent cyber-bullying
and other online dangers. (Getting Things Done)

Create an online presentation for a webinar using tools
such as PowerPoint or Prezi. (Getting Things Done)

Additional Resources

Digital Literacy Strategies

Successful completion of some tasks may require some baseline digital knowledge and skills.

Learners may need to:

  • Locate, navigate and use websites.
  • Use videoconferencing technology for online meetings.
  • Understand and have good email and meeting etiquette.
  • Use digital tools such as PowerPoint to create presentations.
  • Fill in forms online.
  • Use online recording tools.
  • Scan online resources to find information.
  • Identify safe and reliable sources of information and news.
  • Understand safe use of the internet and social media.
  • Recognize scams and phishing through messaging on social media platforms, email or phone calls.

Instructors can:

  • Introduce websites that are relevant to the task(s).
  • Support learners in finding, navigating and using websites.
  • Teach reading strategies such as skimming and scanning 
to find information on websites.
  • Share knowledge and strategies to ensure online safety.

Equity, Diversity 
and Inclusion Strategies

Instructors Can:

  • Use diverse representations of people in all your learning resources and images, including people 
who are 2SLGBTQIA+, Indigenous, Francophone 
and of other cultures, and people who have disabilities or who are neurodivergent.
  • Recognize and teach learners that Canada is a diverse place and has people from many different cultures. Canadian culture includes the cultures of all people 
in Canada.
  • Teach that race, national or ethnic origin, colour, religion, age, sex, sexual orientation, gender identity 
or expression, marital status, family status, genetic characteristics and disability are all protected grounds under the Canadian Human Rights Act.
  • Ensure digital resources used are accessible to all learners.

Trauma-Informed Strategies

Triggers:

  • Learners may have experienced discrimination, racism, homophobia, transphobia, misogyny or gender-based violence. Discussions of EDI may be triggering, and be aware that there may be learners who need help, but it may also provide some comfort and support.

Strategies:

  • Learners have the right to choose if, when and what they share about themselves.
  • Giving learners the knowledge, skills and language to access resources can be empowering.

Sample Real World Tasks

This information is aligned with the Canadian Language Benchmarks (CLB) and is designed to help guide you in the planning process. You can use these sample real-world tasks to guide and inform your selection or creation of skill-building activities, skill-using tasks and assessment tasks.

These sample real-world tasks include the following: skill, real-world task, competency area, one competency statement and two sample indicators of ability. This is not an exhaustive list: there are more indicators of ability and information about this CLB level in Canadian Language Benchmarks English as a Second Language for Adults. Consult this resource for more information and to select your own competencies or indicators of ability. Remember, you can use more learner-friendly language in your materials and assessments.

This is NOT a lesson plan, module plan or curriculum.


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