ABSTRACT
Over the next three chapters we examine how adults engage with ICTs and ICT-based learning in the contexts of the home, the workplace and public sites such as libraries, museums, colleges and community centres. A fourth chapter then examines the specific case of how people learn to use the computers and the internet, thus providing a case study of how domestic, work and community contexts interact with each other in shaping (and being shaped by) adults’ ICT use and learning. Through a careful examination of our interview and ethnographic case-study data the four chapters highlight a plethora of important but easily overlooked issues which lie at the heart of the le@rning society debate. These complexities faced by the apparently straightforward addition of ICT to adult learning are perhaps nowhere more evident than in the social context of the home.
