Digital Literacy in a Lifelong Learning Programme for Adults 2004; Jimoyiannis, 2008; Jimoyiannis & Komis, 2007). A great number of investigations have revealed four correlated dimensions concern- ing adults' attitudes about computers and ICT (Jimoyiannis & Komis, 2006): a) anxiety, fear, resistance or cautiousness of using computers; b) self-efficacy and confidence in the ability to use ICT; c) liking to use computers and ICT tools; and d) value and usefulness of using ICT in personal life. Undoubtedly, young people, who have grown up within ICT environments, namely computers, mobile phones and the Internet, are not fearful of technology and are willing and open for experimentation with new ICT applica- tions and facilities. In contrast, adults' learning habits, their notional barriers about computing systems, their technical difficulties in using ICT, and, finally, their cultural attitudes towards ICT, seem to be different when comparing to those of high-school or university students (Chua et al., 1999; Wilfong, 2006). The issue of how to teach ICT skills in adult education programmes has not been explicitly addressed (Kambouri, Mellar, & Logan, 2006). Tutors sometimes adopt a purely didactic form when teaching ICT skills and digital literacy skills. There is little research concerning best practices to teach basic ICT skills. This study aspires to contribute into filling this gap. Understanding more about adult learners' difficulties with ICT as well as aspects of adults' instruction on digital literacy, from the perspective of the educators, constitutes the fundamental purpose of the research reported. The research is justified given the im- portance placed on ICT both by the Commission and the Greek government, the central role of ICTs' in the curriculum of the SCS programme, and the fact that digital literacy in relation to adult learning is an under researched field in Greece (Jimoyiannis & Gravani, 2008). Harnessing a qualitative methodology this research aims at a deeper investigation of adult digital literacy in the context of the Second Chance Schools (SCS) programme in Greece. This paper addresses two key aspects of adult learning in an attempt to outline a general framework of digital and ICT literacy in adult education programs from the educators' perspec- tive. First, the main common barriers that adult educators faced while teaching digital literacy in the context of the SCS are explored, as well as the ways in which the above can be addressed so that adult learners are successfully supported. Second, the effective teaching practices and learning approaches that educators used in SCS are explored so that adult learners have positive learning experiences and potentially develop their knowledge and digital skills. THE CONTEXT: SECOND CHANCE SCHOOLS AND DIGITAL LITERACY The focus of this study is on the Second Chance Schools (SCS), a programme established by the Greek Ministry of Education in 1997, in the frame- work of the Operational Programme for Education and Initial Vocational Training, and in the light of the European Commission's 1995 White Paper `Teaching and learning: towards the learning society' (EC, 1997). One of the aims of the White Paper aims was to propose actions which combat social exclusion. Towards this end, the SCS pilot projects have been initiated in twelve European Countries¹ and a network linking all these schools has been set up enabling an exchange of experience and best practice between different pilot sites and participants. The SCS aim at offering education and training to young people who lack the skills and qualifications necessary to find a job or fully benefit from conventional training. According to the Commission (EC, 1997), at the heart of this initiative is the setting up of long term partner- ships between all those concerned at local level with the social and economic integration of young people at risk of social exclusion. SCS have been established initially in cities² which have both concentrations of detrimental socio-economic 111