@article{355f3388e33f49448bf919c21ac77c1e,
title = "Tutor-facilitated Adult Digital Literacy Learning: Insights from a Case Study",
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.",
keywords = "digital divide, digital literacy, self-paced learning, tutors",
author = "Kimberly Pendell and Elizabeth Withers and Jill Castek and Stephen Reder",
note = "Funding Information: In October 2010, as part of BTOP, PSU was awarded a $3.3 million, 30-month grant by the NTIA to expand the Learner Web as a digital literacy acquisition tool. Working with libraries and other community-based organizations in the BTOP partner regions, PSU and the Learner Web have provided digital literacy training to underserved and vulnerable adult populations. The learning model supported by the BTOP/Learner Web project is a blended approach of self-paced online learning with the in-person support of a tutor. The implementation of the project included the development of three learning plans covering content on digital literacy, broadband consumer education, and career pathways. The three learning plans are offered in both English and Spanish; a toggle feature allows the learner to switch between languages at will. Program implementation also involved the regional work of setting up computer labs, customizing content, recruiting and training tutors, and recruiting adult learners. Funding Information: This case study is part of a larger multistate, multiphase research study on the effectiveness of a self-paced and tutor-facilitated digital literacy learning model for underserved and vulnerable populations, funded by an Institute of Museum and Library Services (IMLS) National Leadership Grant. This learning model, which utilizes a web-based learning platform called the Learner Web, is currently used in a subset of the many Broadband Technologies Opportunities Program (BTOP) sites in the United States. This case study examines program implementation in one of the six BTOP/Learner Web regions and provides preliminary findings on tutors, learners, and the digital literacy learning process as observed at three computer labs using the self-paced model. The researchers{\textquoteright} analyses of interviews and lab observation field notes from this one region suggest that the learner/tutor relationship is an essential part of the digital literacy learning process and that tutors develop a variety of strategies for helping learners. The researchers also identify effective strategies of program implementation and sustaining volunteer tutor engagement. Learners appeared to benefit from the self-paced learning process, which allowed them to connect learning with their individual goals.",
year = "2013",
month = apr,
doi = "10.1080/10875301.2013.800013",
language = "English (US)",
volume = "18",
pages = "105--125",
journal = "Internet Reference Services Quarterly",
issn = "1087-5301",
publisher = "Routledge",
number = "2",
}