Elinet attended 24th European Conference on Literacy, Literacy. The Door to a Better World, in Ljubljana, Slovenia, from July 6 to 8 July 2026. For more general information about the conference, see this earlier post.

Elinet organized with two symposia, which were well attended.

1. Learning Together Across Borders: International Perspectives on Adult Education
2. Rethinking Digital Literacies for the AI Era: International Perspectives from ELINET

We would like to share information about the symposia. All presentations are available to download.

Symposium 1
Learning Together Across Borders: International Perspectives on Adult Education

by Sandra Reeder-Langer, board member

One of the highlights of ELINET’s programme at the European Conference on Literacy in Ljubljana was the symposium “International Perspectives on Adult Education.” Bringing together researchers from Germany and the United States, the session demonstrated how international collaboration enriches both research and practice in adult education.

Adult education is increasingly shaped by digital transformation, changing labour markets, migration, and evolving societal demands. Addressing these challenges requires new perspectives on how adults develop literacy and digital competences throughout life, and how educators can create learning opportunities that are both inclusive and responsive to diverse learner needs. The symposium therefore aimed to bring together complementary international perspectives that connect research, policy, and educational practice.

Organised and chaired by Sandra Reeder-Langer (University of Education Weingarten, Germany), the symposium explored adult learning from complementary perspectives, ranging from digital problem solving and writing to curriculum development and educators’ professional practice.

The session opened with a presentation by Gal Kaldes (Georgia State University, USA), Adaptive Problem-Solving In a Digital Environment, based on collaborative work with Elizabeth L. Tighe (Georgia State University, USA), exploring adults’ adaptive problem-solving strategies in digital environments. Drawing on process data from PIAAC, the presentation demonstrated how adults with different literacy profiles approach authentic digital tasks and discussed implications for teaching and assessment.

Next, Daphne Greenberg (Georgia State University, USA) presented collaborative research with Cynthia Puranik (Georgia State University, USA) on digital writing skills in adult basic education. Adult Basic Education Assessment of Digital Writing Skills . The presentation highlighted adults’ digital writing performance, attitudes, and motivations, emphasising why strengthening digital writing is essential for meaningful participation in contemporary society.

Representing the University of Minnesota Duluth (USA), Aydin Durgunoğlu—whose work was presented by Daphne Greenberg—introduced CILIA-T, an integrated curriculum combining academic language, civics, history, and digital skills for immigrants and refugees. An integrated academic language, civics and history curriculum for adult learners. The presentation illustrated how flexible educational programmes can support successful participation in new social contexts.

In the final presentation, Sandra Reeder-Langer explored the role of adult educators’ digital habitus in creating meaningful digital learning opportunities. Who Creates Digital Learning Opportunities? The Role of Adult Educators’ Digital Habitus. The presentation examined how educators’ beliefs, experiences, and dispositions towards technology influence the design of inclusive learning environments in adult basic education.

What made the symposium particularly memorable was not only the diversity of perspectives but also the vibrant exchange among participants. The audience contributed thoughtful questions and stimulating discussions that extended the presentations and opened new avenues for future collaboration.

We were especially delighted by the strong participation of our colleagues from the United States, whose contributions complemented the European perspectives and reinforced ELINET’s commitment to international cooperation.

Together, the symposium illustrated how international collaboration enables complementary perspectives on adult education research. Across the presentations, a common message emerged: supporting adult learners requires attention not only to literacy skills themselves but also to the educational environments, digital opportunities, and pedagogical practices that make lifelong learning possible.

Taken together, the presentations demonstrated how diverse theoretical and methodological perspectives contribute to a more comprehensive understanding of adult literacy. The discussions highlighted the importance of international collaboration in developing evidence-informed approaches that strengthen adult education across different national contexts.

Symposium 2 Rethinking Digital Literacies for the AI Era: International Perspectives from ELINET

by Sandra Reeder-Langer

Artificial intelligence is rapidly transforming how we read, learn, communicate, and participate in society. Against this backdrop, ELINET brought together an outstanding group of international researchers for the symposium “Rethinking Digital Literacy for the AI Era: Frameworks, Practices, and Emerging Research” at the European Conference on Literacy in Ljubljana.

As artificial intelligence reshapes how people access information, construct knowledge, and communicate, digital literacies can no longer be understood simply as technical skills. Instead, they encompass critical thinking, ethical judgement, meaning-making, and informed participation in increasingly AI-mediated societies. The symposium brought together researchers from different educational contexts to explore how these changing demands can inform future literacy research, policy, and practice.

Organised and chaired by Sandra Reeder-Langer (University of Education Weingarten, Germany), the symposium showcased current research from Germany, the United States, Italy, the Netherlands, and Spain, highlighting the many dimensions of digital literacies in an AI-mediated world.

The symposium opened with Sandra Langer (Germany), who introduced a practice-oriented framework for integrating digital media and AI into adult basic education. Beyond Choosing Apps An Orientation Framework for Integrating AI and Digital Media in Adult Basic Education 
Drawing on findings from the GediG project (www.gedig.online), the presentation demonstrated how digital technologies—including AI-supported tools—can foster digital literacies, learner autonomy, equitable participation, and the critical evaluation of information in AI-mediated learning environments.

Elizabeth L. Tighe (Georgia State University, USA) then presented ongoing research into digital reading processes in adult literacy, What Are Adult Readers Thinking? Exploring Digital Reading Strategies and Processing Times, using think-aloud protocols and reading-time analyses to better understand how adults navigate digital texts and how these findings can inform teaching and assessment.

The focus then shifted to children’s digital meaning-making as Tiziana Mascia (University of Urbino, Italy), also representing Jennifer Rowsell ( University University of New Brunswick,) presented collaborative work developed with Jennifer Rowsell on how AI-shaped digital narratives are transforming storytelling, reader participation, and self-representation in contemporary digital environments. Digitally Shaped Stories How digital narratives transform children’s meaning-making and reader participation.

From the Netherlands, Jeroen Clemens addressed one of today’s most pressing educational questions: How can learners distinguish reliable information from misinformation in the age of AI? Literacy and truth. Handling information in a digital age. A big challenge to education. His contribution sparked an engaging discussion about critical digital literacy and educators’ responsibilities in increasingly complex information ecosystems.

The symposium concluded with Aoife Ahern (Universidad Complutense de Madrid, Spain), who presented collaborative work with Alicia Hernando Velasco (Universidad Complutense de Madrid, Spain) on developing critical AI literacy in teacher education. Integrating Critical AI Literacy in Language Teacher Education with a Multiliteracies Lens. The presentation illustrated how future teachers can develop their multiliteracies while critically reflecting on the opportunities and challenges that artificial intelligence brings to education.

Beyond the individual presentations, the symposium was characterised by an exceptionally open and collaborative atmosphere. Participants engaged actively in the discussion, raising thoughtful questions and contributing perspectives from diverse educational contexts. These exchanges enriched every presentation and reflected the collaborative spirit that defines ELINET.
A particular highlight was the close collaboration between colleagues from Europe and North America, demonstrating once again how international partnerships strengthen literacy research and inspire new ideas across educational sectors.
Together, the symposium demonstrated that advancing digital literacies in the age of AI requires interdisciplinary thinking and international collaboration. Although the presentations addressed different educational contexts—from adult basic education and teacher education to children’s digital reading and information literacy—they shared a common concern: preparing learners to participate critically, confidently, and responsibly in increasingly complex digital environments.
The discussions highlighted that digital literacies evolve alongside technological change and therefore require equally dynamic theoretical frameworks, innovative pedagogies, and ongoing dialogue between researchers and practitioners.