Quantitative Data from: Tutor-Facilitated Digital Literacy Acquisition in Hard-to-Serve PopulationsData
SponsorThis research was supported by a National Leadership Grant from the Institute of Museum and Library Services to Portland State University (LG-06-11-0340-11).
AbstractThis dataset supports a research effort focused on examining the digital literacy acquisition process among vulnerable adult learners who participated in digital literacy programming offered through partnerships in the Broadband Technologies Opportunities Program (BTOP) grant entitled "Learner Web Partnership: A Multi-State Support System for Broadband Adoption by Vulnerable Adults." That grant was focused on addressing the barriers to broadband use in vulnerable and digitally excluded populations. Together, these efforts sought to better understand how individuals (such as low-income adults, unemployed adults, adults without a high school education, immigrants and non-native English speakers, seniors, incarcerated adults and ex-offenders, etc.) acquire digital literacy.
Citation InformationCastek, J., Jacobs, G., Pendell, K., Pizzolato, D., Reder S., & Withers, E. (2016). Quantitative Data from: Tutor-Facilitated Digital Literacy Acquisition in Hard-to-Serve Populations. https://doi.org/10.15760/dla.1