The toolkit concept can be deconstructed if we think of it in terms of the metaphor of a traveller embarking on a journey. In this case the traveller is the teacher, and the journey is the practice of teaching. Before the traveller leaves on the journey, s/he needs to have a point of departure, and needs to pack a bag with items s/he thinks they might need. During the course of the journey, the traveller might remove some items from the bag, s/he might add more items, or else use the items which had an initial intention for use in a different way. The traveller doesn’t know where the journey is going to take her/him, and what or who s/he might meet on the way, but the bag, which in this metaphor is the toolkit, will empower her/him with what s/he needs to make the journey more successful.
Therefore, the toolkit needs to be seen as a dynamic representation of tools which are useful and necessary for the journey into teaching. However, the tools in the bag can be used differently by the traveller depending on the context and the setting, as well as the journey itself. To go back to the initial challenge posed by the gap between advances in technology and digital media and the curriculum, the toolkit itself provides insights into a number of digital tools and applications, and gives guidelines and suggestions about how such tools can be accessed and adopted to help adult learners in gaining literacy skills by exploiting the current digital landscape.