Tutor-facilitated adult digital literacy learning: Insights from a case study

Kimberly D. Pendell, Portland State University
Elizabeth Withers, Portland State University
Jill Castek, Portland State University
Stephen Reder, Portland State University


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.

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