Abstract
Prior research with low literate internet users has shown a tendency to perform fewer searches and do not ‘fact check’ the information they found, often being satisfied with their initial findings. Research was conducted to understand how degree seeking low literate and medium to high literate adults search for information online. Ten low literate and ten medium to high literate degree seeking freshman and five non-degree seeking low literate participants were recruited to conduct three search tasks designed to mimic a low-level college science task. Low literate degree seeking participants were found to have search habits similar to the degree seeking medium to high literate participants. Degree seeking participants performed more searches and accessed more sites for each task than the non-degree seeking participants. Non-degree seeking participants showed signs of task fatigue, while degree seeking participants did not show a similar fatigue. Results indicate degree seeking adults have higher levels of digital literacy than non-degree seeking adults.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
Notes
- 1.
There is a correlation between educational attainment and literacy ability. The National Center for Educational Statistics [2] found in 2003 that people with below basic reading skills were more likely to drop out of high school.
- 2.
The Rapid Estimate of Adult Literacy in Medicine has been shown to give an accurate estimate of literacy in a matter of minutes with very little training needed to administer the exam [13].
- 3.
Any degree seeking adults that scored less than 60 points on the REALM were considered low literate, while those over 60 were put in the medium to high literate group. All non-degree seeking adults tested below 60.
References
Wood, W.C.: Literacy and the Entry-Level Workforce: The Role of Literacy and Policy in Labor Market Success. Employment Policies Institute, Washington DC (2010)
Kutner, M., Greenberg, E., Jin, Y., Boyle, B., Hsu, Y., Dunleavy, E.: Literacy in everyday life: results from the 2003 National Assessment of Adults Literacy (NCES 2007-480). U.S. Department of Education, Washington, DC: National Center for Education Statistics (2007)
Goodman, M., Finnegan, R., Mohadjer, L., Krenzke, T., Hogan, J.: Literacy, numeracy, and problem solving in technology-rich environments among U.S. adults: results from the program for the international assessment of adult competencies 2012: first look (NCES 2014-008). U.S. Department of Education, Washington, DC: National Center for Education Statistics (2013). http://nces.ed.gov/pubsearch
U.S. Department of Education. National Center for Education Statistics, Statistics Canada and Organization for Economic Cooperation and Development. Program for the International Assessment of Adult Competencies (PIAAC), PIAAC 2012/2014 and PIAAC 2017 Literacy, Numeracy, and Problem Solving TRE Assessments
Fry, R.: Early benchmarks show ‘Post-Millennials’ on track to be most diverse. Best-Educated Generation Yet, 15 September 2018. http://www.pewsocialtrends.org/2018/11/15/early-benchmarks-show-post-millennials-on-track-to-be-most-diverse-best-educated-generation-yet/
Shatto, B., Erwin, K.: Moving on From Milliennials: Preparing for Generation Z. J. Continuing Educ. Nurs. 23, 253–254 (2016)
Buzzetto-Hollywood, N., Alade, A.: An examination of gen Z learners attending a minority university. Interdisc. J. E-Skills Lifelong Learn. pp. 41–52 (2018)
Dixon, J.: First impressions: LJ’s first year experience survey. Library Journal. http://lj.libraryjournal.com/2017/04/academic-libraries/first-impressions-ljs-first-year-experience-survey/
Buzzetto-Hollywood, N., Elobeid, M., Elobaid, M.: Assessing and addressing the digital literacy skills of first generation college students. In: The Annual Conference on Teaching Learning and Assessment, Philadelphia, PA (2017)
Buzzetto-Hollywood, N.: Establishing an institutional commitment to the digital and information literacy of under-served college students. In: The Annual Conference on Teaching Learning and Assessment, pp. 15–26, Drexel University, Philadelphia, PA (2017)
Geck, C.: The generation Z connection: teaching information literacy to the newest net generation. Teach. Librarian 33, 19–23 (2006)
van Deursen, A.J.A.M., van Dijk, J.A.G.M.: Modeling traditional literacy, internet skills and internet usage: an empirical study. Interact. Comput. 28, 13–26 (2016)
Summers, K., Summers, M.: Reading and navigational strategies of web users with lower literacy skills. In: Proceedings of the American Society for Information Science and Technology, vol. 42 (2005)
Kodagoda, N., Wong, B.L., Kahan, N.: Identifying information seeking behaviours of low and high literacy users: combined cognitive task analysis. In: Proceedings of NDM9, the 9th International Conference on Naturalistic Decision Making, London, pp. 347–354 (2009)
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2020 The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG
About this paper
Cite this paper
Alton, N.T. (2020). The Digital Divide: How Low-Literate Freshman Search for Information. In: Ahram, T., Falcão, C. (eds) Advances in Usability, User Experience, Wearable and Assistive Technology. AHFE 2020. Advances in Intelligent Systems and Computing, vol 1217. Springer, Cham. https://doi.org/10.1007/978-3-030-51828-8_49
Download citation
DOI: https://doi.org/10.1007/978-3-030-51828-8_49
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-51827-1
Online ISBN: 978-3-030-51828-8
eBook Packages: EngineeringEngineering (R0)