DIVIZJONI TA’ L-EDUKAZZJONI - European Commission Web viewShe stated that digital technologies can aid teaching and ... it can motivate and empower young people to learn and it can

DIRETTORAT GĦAL SERVIZZI EDUKATTIVIIL-FURJANA VLT 2000

MALTA

DIRECTORATE FOR EDUCATIONAL SERVICESFLORIANA VLT 2000MALTA

Breaking Barriers 5-day Peer Learning Activity

Adult Literacy and Digital Media

30th November 2015 – 04th December 2015

Report

MINISTERU GĦALL-EDUKAZZJONI U X-XOGĦOL MINISTRY FOR EDUCATION AND EMPLOYMENT


MALTA


Table of Contents

1.0 Research on Adult Literacy and Digital Media, 30.11.15……………………………..….……3

2.0 Existing Digital Media Tools for Teaching Literacy, 01.12.15….……………………….…….4

3.0 Educator and Learner Needs, 02.12.15………………………………………....………………6

4.0 Educator and Learner Needs, 03.12.15………………………...……………………………….7

5.0 Concluding Session, 04.12.15..................................................................................................…...8

6.0 Findings from the Workshops…………….…………..…………………………………………8

7.0 Peer Learning Activity Evaluation…………………………………………………………….13



MALTA


1.0 Research on Adult Literacy and Digital Media, 30.11.15

During the first day, the objectives of the Peer Learning Activity were introduced, important background information was given and a context for the research results was provided.

1.1 Daniela Blagojevic Vella, Assistant Director at the Directorate for Lifelong Learning and Early School Leavers in Malta, introduced the seminar by giving the following presentation Introduction to the Breaking Barriers Erasmus+ project. She indicated that the project has a duration of three years and that it also has eight partners from eight different countries including Malta, Cyprus, Italy, Macedonia, Netherlands, Norway, Poland and the UK. The aims and objectives of the project include research and sharing of best practices in basic literacy, training adult educators and creating an innovative digital media toolkit. A number of activities have already taken place such as launching a workshop, conducting research in countries, implementing study visits, and organising a PLA. Intellectual output such as the toolkit and 10 week course for adult educators is foreseen to take place. The timeline of activities so far were explained and the activities that still need be held between December 2015 and 2017 are the in-service training and designing a digital media toolkit. The aim of the PLA is to research findings about adult educators and learners, share best practices and to conduct case studies from our partner countries and gather information through workshops to design a digital toolkit.

1.2 Vera Hutchinson, Professional Development Manager at UCL from the Institute of Education in the UK, gave a presentation entitled Adult Literacy Research: Setting the Context. She claimed that 1 in 5 European 15 year olds lack required literacy skills to function in society and that a digital divide exists in the EU whereby 62% use internet daily and 20% never use internet. She explained that one should be careful on the terminologies used since literacy and illiteracy are not black or white and that a vast spectrum exists for example in relation to a first language or a second language. The following quote ‘A beginner reader is not a beginner thinker’ was said in order to respect those attending literacy classes. Technology has permeated all aspects of life such as the workplace and government services. She stated that digital technologies can aid teaching and learning. For example, it can motivate and empower young people to learn and it can help with creating personalised and flexible assessment methods unlike paper based assessment methods.

1.3 Vanessa Camilleri, Assistant lecturer at the University of Malta, gave a presentation related to Digital Media Landscape: Challenges and Possibilities. Questions were raised regarding why one wants to use technology and why one needs to be literate. She stated that it is important not to lose sight of the why. She also said that new technologies take time to be adopted and become mainstream because of fear of change - a resistance to change - machines take our jobs. For instance, it took twenty years to sell one million telephones across the world. The media boundaries are becoming more blurred as it seems they adapt from each other. One of the most



MALTA


important aspects of new media is known as participation. This is why technologies are also referred to as enabling technologies, they empower us and they make our voice heard. Both the consumers and producers of media information are known as prosumers. The phenomenon of illiterate people who still use social media is a fascinating aspect. Technology and society are so interwoven that it is how it should be introduced in schools and other learning environments - it should not be taught as a distinct subject.

1.4 The second part of the day was about a research conducted as part of an activity of the project. The research was entitled Breaking Barriers Research - Educator and Learner Needs. It was conducted in three different countries Italy, Malta and the Netherlands. Barbara Marchini gave a presentation related to the research gathered in Italy. Rose Fava gave a presentation related to research gathered from Malta and Ria Akkersdijk gave a presentation related to case studies explored in the Netherlands. The sharing of results as part of the activities of the project was done.

1.5 Vera Hutchinson followed by presenting a comparative analysis of the three case studies. Her presentation was entitled Research Analysis - Adult Literacy Learning and the use of Digital Media. She found that not much prior research had been done on adult literacy in the three different countries. Most adults want to learn through digital media and there is a lack of training for educators in both literacy methods for adults and the use of digital media and tools to enhance learning. There is a lack of learning materials suitable for adults and a lack of technology in schools in Italy. For instance in a centre in Italy only two computers with no Wi-Fi exist whereas in Malta the resources are present but the adult educators do not know to use them in their full entirety. Vera concluded that there might be a difference in language learning for native speakers and migrants. In the Netherlands, both the learners are in the same class whereas in Malta two are separated especially at the very basic levels.

2.0 Existing digital media tools for teaching literacy, 01.12.15

During the second day, summary reporting on previous day activities was held by Mandy, various existing digital tools were show-cased both for adult learners and adult educators and a workshop related to the various expectations of learners and adult educators was conducted.

2.1 Fr. Vince Magri from the Paulo Freire Institute (PFI), an NGO focusing on children and adult literacy, gave a presentation about Literacy resources from analogue to digital: Iċ-Ċavetta. In 2014, Malta was able to tap European Social Funds and that was when PFI applied for a project to create a toolkit. The “ċavetta”, the product of this project - allows people to use its resources which are mainly: word formation, letter recognition and tongue twisters. The main objective of



MALTA


this project is to enhance the employability of people in the working age bracket while promoting an inclusive society. Mr Richard Borg, the technical application expert, stated that there are 32 exercises on the CD. Ms Veronica Camilleri, from the Vodafone Malta Foundation confirmed this by saying that Fr Vince’s idea was well received by the foundation in view that they were trying to bring technology to address social problems.

2.2 Ms Regina Eichen, from the German Adult Education Association, gave a presentation on Digital Learning Environments for Basic Skills. She stated that her organisation has two portals called ich-will-lemen.de (I want to learn) and an integration portal. The software was set up in 2004 and it commenced with literacy, numeracy and economics. Nowadays, the application has 31,000 exercises. A survey in 2012 showed that 7.5 million are functional illiterates in Germany and there are around 60,000 of young people without a graduate degree. Thus, an important aspect is to address youth unemployment to motivate them further to enter the vocational field. Accessing the portal is fairly easy and one only needs to input a post code. Assessment is done by the portal and exercises are given by the system - it was highlighted that 97% of the exercises are analysed by the system. An avatar, Simona, supports the learner through the portal. In terms of accessibility, she highlighted that 2/3 of the learners are employed and so they are able to use the portal during the weekends. Another portal is the integration portal called - ich-will-deutsche-lernen. This was established in 2013 and offers a 600hrs online course for immigrants with residential status. There are 16 languages to facilitate the explanation of the portal. In terms of the development and the future of the portal the organisation envisions two applications: one application will be delivered by the end of 2015 which will constitute an application to learn German for new immigrants and a second application named deutsche, which will be more functional.

2.3 During the second part of the day, Ria Akkersdijk, led a workshop related to the expectations of learners and educators. She asked the participants about the various learners’ expectations and an educator’s expectations. Both perspectives were delved deep into and discussed among the participants of the workshop. They agreed that one has to make mistakes in order to learn and that learning is more efficient when students feel the need to learn something.

2.4 Keith Aquilina, Daniela Vella Blagojevic and Mahira Sheikh Mifsud, from the Directorate for Lifelong Learning and Early School Leavers, gave a presentation related to an online existing platform known as Electronic Platform for Adult Learning in Europe (EPALE). Ms Vella Blagojevic explained that EPALE is a community-based platform. It allows people worldwide to unite and post information about adult learning, thus creating a forum. Therefore, it allows adult learning to grow. Mr Aquilina, explained the technical aspect such as how the interface works, how to upload the material and how to access information. The main aim behind the platform is to increase participation in adult education from 7.2% to 15%. Ms Sheikh Mifsud showed the participants how EPALE in practice works and registered new-users.



MALTA


3.0 Educator and Learner Needs, 02.12.15

During the third day, summary reporting on previous day activities was held by Christianne, two adult educators shared their experience, a talk about digital media tools for adult literacy was held and a discussion ensued during the workshop related to the needs of adult educators and learners.

3.1 Connie Dimech, an adult educator, gave a presentation related to The Educator’s Experience. She explained that she teaches Maltese at Level 1 and Level 2, Maltese Core Competence and Maltese for Foreigners. She continued expanding on the Maltese Core Competence subject where she teaches literacy to adults. She claimed that it is no easy feat to teach a mixed ability class and the lack of resources available are an important factor. Leaners enroll in her class to learn how to fill in forms, to learn how to use the internet, ATM machine, to read street names and places, to follow a recipe, to read for pleasure, to improve their jobs and to keep up with their children’s schoolwork. She claimed that aiming to read and write is achievable and that learners should be aware of it. She also emphasized that one should teach a little at a time and consonants are easier to teach. Adults are not childish and they are proud and one needs to constantly point their success rather than failures.

3.2 Christine Schembri, who works at Employment and Training Corporation, gave another presentation related to The Educator’s Experience. She teaches adults who are unemployed and who are ‘forced’ by the system to attend. She said that a learner has to attend three lessons every week where each lesson has a duration of four hours. She continued by stating that these learners are commonly referred to as the rejects and lazy. They have problems with communication. She reiterated that literacy goes beyond elementary. She learnt how to teach literacy on her own, through research and ‘experiments’ at school. For instance, she teaches adults how to hold a pen and the difference between a marker and a pen. Successful stories of adult learners have kept her going. She also mentioned a few pointers to keep in mind when teaching adult learners: a red pen should never be used as it is a constant reminder of the school days and it might be hurtful and that whatever is done with digital media should reflect the elementary learners.

3.3 Vanessa Camilleri, from the University of Malta, gave a presentation related to Using Digital Media Tools for Adult Literacy. She compared dictation and gamification. In dictation, the element is more competitive, one can get it either wrong and in gamification the tasks are more enjoyable and fun. By making vocabulary a little more fun, learners get addicted to playing such games. The enjoyment of doing something such as playing word games makes learning an achievable aim. EU projects that have already invested in this area include: caldys2.eu and the University of Bologna in Italy that introduced a game for students who are on an Erasmus + programme and want to learn Italian. Technology should be used because it is necessary and it makes it easier for learners to contribute.

3.4 A workshop entitled Establishing Educator and Learner’s Needs was held with three different groups. The participants introduced themselves and discussed the various needs in relation to adult educators and learners. The outcomes of the workshop can be found in section 6.1.



MALTA


4.0 Educator and Learner needs, 03.12.15

On the fourth day, summary reporting on previous day activities was held by Marie Rose, a hands-on practical session was conducted in relation to Massive Open Online Learning Courses and a workshop was held on the framework of a digital toolkit.

4.1 Dr. Maria Perifanou, Educational Consultant, ICT researcher and trainer gave a presentation on Basic Language Literacy and Massive Open Online Learning Courses (MOOCs). Perifanou explained the MOOCs (massive open online course) project and a hands on session was done where the participants designed exercises for MOOCs. She stated that MOOCs have been growing exponentially. MOOCs is a new format for distance learning. Lately there is a growing number of online educational courses called MOOCs. They are massive, open, and participatory and support the idea of distributed intelligence and lifelong learning. This was possible because the UK universities united together and started designing such courses. This has led to a huge growth, for instance in Spain, the company telefonica has made impressive progress and nowadays they have around 350 MOOCKS. The EU has stated that it is a priority and they will be heavily investing in this. The only concern is that there are various projects that have been financed but what is happening after that? This aspect needs to be taken into consideration and improve the legacy of the project.

4.2 A workshop entitled Designing a toolkit for adult educators was introduced by Vanessa Camilleri. She briefed the participants about existing toolkits. She also showed concretely how these toolkits can be used. The workshop concluded that adult educators need a user friendly digital toolkit. A toolkit that can support them in teaching – ideally one that has a simple interface, can be searched easily by topic, be of high quality and have levels assigned to them. Adult educators should be able to share their resources and that a moderator would be needed to check this. They all agreed that a digital toolkit should incorporate already existing fantastic resources and that it cannot incorporate everything. Guidelines are needed on how to use toolkit and also how to use resources for example, video, animations and podcasts. The participants reiterated that quality should be put before quantity.



MALTA


5.0 Concluding session, 04.12.15

During the final day, summary reporting on the PLA was held by Klitos, Anna, Barbara and Christianne, basic literacy and digital media were evaluated and workshops were held on the project’s media toolkit, short term objectives and legacy.

5.1 Dr Doug Belshaw, from Dynamic Skillset, gave a presentation related to Basic Literacy and Digital Media. He claimed that he prefers to use the words “basic skills” and “digital literacy” as opposed to basic literacy and digital media. He also explained that there are various frameworks already available on basic skills and digital literacy, such as ECDL, Go On and Mozilla Web Literacy Map. Digital literacy cannot be easily defined and it is more appropriate to use the words digital literacies. Digital literacies are context dependent and they incorporate four mind sets: cultural, creative, constructive, communicative and four skill sets: confident, cognitive, critical and civic. Essentially, these are the eight important elements for digital literacies.

5.2 The participants were divided into two groups and two workshops were held related to the project toolkit, short term objectives and legacy. Rose Marie Fava and Angela Vella facilitated the workshops. The workshops continued discussing aspects of the digital toolkit by following up the discussion ensued during the workshop from the previous day. The participants also discussed the project’s legacy.

6.0 Findings from the workshops

During the workshops, the participants were divided into three groups and the moderator asked guided questions. The rapporteur in every workshop recorded the sessions and gave a brief summary of the findings after every workshop. The three different workshops were useful as they provided a good basis for establishing the educator and learners’ needs, for designing a toolkit for adult educators and for the aspects related to the legacy of the project.



MALTA


6.1 Workshop 1: Adult Literacy – Establishing Educator and Learner Needs

i) The various meanings of literacy: inclusion and importance of reading and writing to be able to fit in society, a person may become illiterate at any age even though s/he might have a Masters or PHD, literacy through creativity, for example, art and theatre.

ii) IT and literacy: If teachers have no experience with digital formats and content it creates an added problem of delivery.

iii) Learner centred: Adult education should always be learner centred. The needs of the learners attending the course should be taken into consideration. One has to listen, check their backgrounds and evaluate their needs.

iv) Diagnostic Assessment: Profiling the students so that the adult educator would know her learners. Can take place as an online assessment. To take into consideration the skills and not solely the level of the person.

v) Thematic learning: When one contextualises learning, students can relate to and they can build their own experience on a particular theme leading to higher order thinking skills.

vi) Curriculum: Flexible not rigid. The curricula has to be tied directly to the mode of assessment. If a test is assessed along the way, not at the end of the year, it would reduce anxiety performance.

vii) Accreditation: Accredit preliminary learningviii) Oral aspect: This particular aspect should be enhanced by combining the oral and the

visual element using digital technologies and teaching with the use of cvc (consonant – vowel – consonant). Adult learners should not start by learning the alphabet but by learning words.

ix) Coach/mentor: The adult learners come from diverse backgrounds and have different expectations. Therefore, a coach/mentor would be ideal to take on board the various expectations of the learners.

x) Literacy elements: holding a pen, drawing doodles, formation of letters, words and sentences that lead to communication, you tube channel where participants themselves talk about their interests, social media such as Facebook, experts talking about their interest

xi) Context for adult learning: workplace, NGOs, open spaces, theatre forum, adult community theatre, day centres, local band and sports clubs, tv programmes, polyclinics, companies, restaurants, libraries, experts talking, local councils,

xii) Categories: game for the Erasmus students (categories for travelling, transport because they will need transport directions. Possibility to create categories for learners to allow ownership to flourish.

xiii) Specific objectives: read materials for improvement of their daily life, express their ideas logically, solve simple numerical calculations, demonstrates ability to help them face

xiv) Learning outcomes: It is difficult to create a learning outcome without knowing your learners first.

xv) 4 elements of literacy: To give importance to all elements not just writing. For the listening aspect: use pod casts to comprehend, give feedback, communicate effectively, and recognise basic words. Speaking aspect: use tools such as video conference.



MALTA


Reading aspect: digest information, interpret and critically evaluate. Writing aspect: brainstorming activities, blogging

xvi) Course: Can be two-fold, either learners themselves design the course or else learners will be told that at the end of the course they will be able to do a shopping list, write a message, etc.

xvii) Diagnostic assessment: Analysing the student and the student’s needsi) Professional development programmes: these programmes should increase so that adult

learners can have a choice based on quality. ii) Examples: collections.infocollections.org, a functional adult literacy curriculum for

people in Uganda, NWAR programme for family literacy courses, NALA, Embedding, content integrated language like Erasmus + project, JISC list - joint information steering community.

Workshop 2: Designing a toolkit for adult educators

i) Categories: The toolkit is envisioned to have categorizations by competences. The competences are reading, writing, communication and listening skills. Content and subject will be added according to each competence.

ii) Resources: The resources uploaded are envisioned to be of various levels, from basic to a higher level. The resources may be uploaded by the users themselves. The resources could take the form of pedagogy for adult educators, hyperlinks for testimonials, articles written by professionals, creative activities, tips to improve digital media usage and different media (online dictionary, MOOCs, videos, and blogs).

iii) Filtering system: the toolkit is envisioned to have an excellent and detailed filtering system. The toolkit is envisioned to have a “full text search”. This will make it easier for adult educators to find what they are looking for.

iv) Guidelines: Guidelines are envisioned to be provided ranging from using the toolkit itself, using a video, using social media to teach literacy and examples on how these could be used.

v) Applicability: The toolkit is envisioned to be used by all partners. Thus, it has to be simple, easy, useful, contextualised and applicable for the adult educator

vi) Links: Since there are many already existing repositories and links, the toolkit is envisioned to offer variations and links to various websites.

vii) Updating: The toolkit is envisioned to be updated regularlyviii) Peer Group Meetings: These should be held to monitor the toolkit and improve where

necessary.



MALTA


6.3 Workshop 3: Digital toolkit follow-up, short-term objectives and legacy

a) Digital toolkit

i) Constant teacher training: Training for adult educators is envisioned related to the use of the toolkit and new and emerging digital media.

ii) Literacy learners: Since the toolkit is targeted for adult educators that need to teach basic literacy skills, the involvement of learners is seen as imperative for the portal to be successful. This will ascertain the effective and specific design of the kit and would actually help in reaching the goals of the project i.e. to make a toolkit which effectively embraces literacy through digital media.

iii) Audience: The need to know the audience before deigning a course/toolkit.iv) Pilot-test: The toolkit is to be tested in at least two different countries prior its

official launching date.v) Menu: Instead of having text, it can be hyperlinked with pictures. vi) Current affairs: Uploading current affairs resources that people can relate to

more easily. vii) Adapted resources: Resources that can be adapted for persons with a disability viii) Embedded learning: The toolkit can then be used for specific scenarios such as

in the place of work, in non-formal learning environments or even at the comfort of one’s own home.

ix) Guide/helper: Possibility to have a guide/helper in order to give feedback, or be present in a chat-room

x) Comments/Reviews: Possibility for adult educators to comment and review the resources.

xi) Assessment: tips for assessment and how it can be conductedxii) Social Media links: It should include a link to twitter, websites and blogging

forum for sharing. It should involve all the adult educators in the different countries.

xiii) Email updates: The possibility for members to receive email updates according to their area of interest.

xiv) Checklist: The facilities and equipment needed for the lesson to take place should be put as a checklist.

xv) Rewards: Adult educators who upload the most relevant material and resources should be rewarded.

xvi) possibility for student input and interaction xvii) Hard copy: Possibility of printing the toolkit and providing a hard-copy just like

“Iċ-Ċavetta” xviii) Accreditation: The function of basic skills courses is not only to award

certificates to people but to help to function effectively as well as to function properly in today’s changing environment. So it is best not to couple such kits and courses with MQF-level rating assessments.

b) Hands-on experience For the adult educators including simulations



MALTA


c) Breaking Barriers II: Funds to keep the toolkit constantly updated

d) Policy-making on adult literacy

i) Educators and learners need to be considered as the central pillar around which all decisions and way forwards are planned. Effective decision-making can only be taken made when the people who are at the centre of the teaching and learning process – educators and learners – are also at the centre of the decision-making processes.

ii) Financial support to implement programmes and projects that are useful for adult educators.



MALTA


7.0 Peer Learning Activity Evaluation

Before concluding the Peer Learning Activity, the participants filled an evaluation sheet. Questions asked ranged from the event organization, the content, the materials distributed, applicability of the knowledge learnt throughout the five days of the Peer Learning Activity, the speakers’ know-how and delivery-skills, the level of interaction and participation, about the location, venue and catering facilities and about the overall event. An analysis of the responses from the participants will follow below.

7.1 The event met my expectations

The participants stated that the Peer Learning Activity met their expectations. 46% of the participants strongly agreed and 47% agreed. Only 7% felt neutral.


47%

47%

7%

strongly agree agree neutral


MALTA


7.2 The objectives were identified and followed through

The participants unanimously agreed that the objectives of the Peer Learning Activity were identified and followed through. 60% agreed whilst 40% strongly agreed.

7.3 The content was organised and easy to follow

53% of the participants agreed that the content was organized and easy to follow. Another 40% strongly agreed whilst 7% felt neutral.


40%

60%


40%

53%

7%



MALTA


7.4 The materials distributed were pertinent and useful

50% of the participants strongly agreed that the materials distributed were pertinent and useful. 36% agreed whilst 14% felt neutral.

7.5 I will be able to apply the knowledge learned

The participants unanimously agreed that they would be able to apply the knowledge learned throughout the five days of the Peer Learning Activity. 60% agreed whilst 40% strongly agreed.


50%

36%

14%


40%

60%



MALTA


7.6 The speakers were knowledgeable

80% of the participants strongly agreed that the speakers throughout the five day Peer Learning Activity were knowledgeable. 13% agreed whilst 7% felt neutral.

7.7 The speakers had good delivery skills

60% of the participants strongly agreed that the speakers had good delivery skills. 27% agreed whilst 13% felt neutral.


80%

13%

7%


60%27%

13%



MALTA


7.8 Participation and interaction were encouraged

46% of the participants strongly agreed that participation and interaction were encouraged. 46% agreed whilst 7% felt neutral.

7.9 Adequate time was provided for questions and discussion

66% of the participants agreed whilst 20% agreed that there was adequate time provided for questions and discussions. 7% felt neutral whilst 7% disagreed.


47%

47%

7%


20%

67%

7%7%

strongly agree agree neutral disagree


MALTA


7.10 The venue was suitable

47% of the participants strongly agreed that the venue was suitable. 40% agreed whilst 13% disagreed.

7.11 The catering service was good

53% of the participants strongly agreed whilst 46% agreed that the catering service was good. 13% felt neutral whilst 7% disagreed.


40%

47%

13%

strongly agree agree disagree

43%

50%

7%

excellent good average


MALTA


7.12 How do you rate the event overall?

50% of the participants agreed and 43% strongly agreed that the overall event was good. 7% of the participants felt neutral.

7.13 What aspects of the event did you like most?

The participants were asked an open-ended question. They enjoyed the various presentations and the speakers’ know-how and expertise in the subjects. They liked the fact that there was a willingness to listen, share and network. The participants were grateful for the presence of real practitioners, for the practical tools shared, peer discussions and for the professional development opportunity.

7.14 What aspects of the event did you like most?

The participants were asked an open-ended question. A participant stated that it was difficult to understand the project during the first two days. More time should be dedicated to practicing practitioners. A list of participants’ background should be collected to circulate beforehand. The main area should be a movable set-up or the venue should be changed as parking was also a hassle. The participants wanted more of the following: allocated time to adult learners giving talks, time for the activities to take place in their full entirety, more invitations for international members, practical approaches, and time during workshops. They also claimed that the daily session should be shorter to avoid tiredness and boredom.


53%

27%

13%

7%

strongly agree agree neutral disagree


MALTA


7.15 Other comments

The participants were asked to write any other comments. They stated that they liked the hospitality. During the Peer Learning Activity they has time to think and evaluate the teaching toolkits. It was an excellent way of sharing experiences and they would like to attend more Peer Learning Activities. Since the venue was held in the capital city, Valletta, they would have preferred a venue with adequate parking. They reiterated that more training is needed in digital literacy for adult learning.


DIVIZJONI TA’ L-EDUKAZZJONI - European Commission Web viewShe stated that digital technologies can aid teaching and ... it can motivate and empower young people to learn and it can

Documents