Tutor-facilitated Adult Digital Literacy Learning: Insights from a Case Study

Kimberly Pendell, Elizabeth Withers, Jill Castek, Stephen Reder

Research output: Contribution to journalArticlepeer-review

8 Scopus citations

Abstract

While the digital divide has decreased, those who are still unable to access and use information and communication technologies are left further behind. An effective digital literacy program helps underserved populations gain needed skills and alleviate the demand placed on public library staff. This case study presents findings on a digital literacy learning model that utilizes a self-paced online platform and in-person volunteer tutors. The researchers found that the learner/tutor relationship is an essential part of the learning process, and that tutors develop a variety of strategies for helping learners. The researchers also identify aspects of effective program implementation.

Original languageEnglish (US)
Pages (from-to)105-125
Number of pages21
JournalInternet Reference Services Quarterly
Volume18
Issue number2
DOIs
StatePublished - Apr 2013
Externally publishedYes

Keywords

  • digital divide
  • digital literacy
  • self-paced learning
  • tutors

ASJC Scopus subject areas

  • Library and Information Sciences

Fingerprint

Dive into the research topics of 'Tutor-facilitated Adult Digital Literacy Learning: Insights from a Case Study'. Together they form a unique fingerprint.

Cite this