To address the dearth of integrative theories on the digital divide problem, this study proposes an integrative model including both measurements and causes of the digital divide. In order to test the applicability of this model, the authors applied secondary analysis to a 2014 dataset comprised of survey responses from 398 Chinese migrant workers. The results showed how the integrative model can be applied as a potential analytical framework to understand the digital divide. The model suggests that Chinese migrant worker partially accept ICT. However, due to their lack of motivational, intellectual, and social access they remain minimally e-included. Enhanced industrial and public resources may be required to address the challenge of the digital divide. Socio-economic disparity remains the main force that inhibits their e-inclusion and acceptance of ICT.
To address the dearth of integrative theories on the digital divide problem, this study proposes an integrative model including both measurements and causes of the digital divide. In order to test the applicability of this model, the authors applied secondary analysis to a 2014 dataset comprised of survey responses from 398 Chinese migrant workers. The results showed how the integrative model can be applied as a potential analytical framework to understand the digital divide. The model suggests that Chinese migrant worker partially accept ICT. However, due to their lack of motivational, intellectual, and social access they remain minimally e-included. Enhanced industrial and public resources may be required to address the challenge of the digital divide. Socio-economic disparity remains the main force that inhibits their e-inclusion and acceptance of ICT.
PurposeImmigration dominates much of the current US sociopolitical discourse. The research on US-based immigrant information behavior, however, remains scant. To understand the role of information in immigration, this study explores information overload among Black immigrants in the US.Design/methodology/approachThe researcher developed a literature-derived information overload scale to investigate participants' information access along with experiences and response to information overload.FindingsResults suggest that participants experience information overload due to behavioral (e.g. the demands of needing, seeking, or using information), quantitative (i.e. volume or length), and qualitative (e.g. authority, diversity, or urgency) indicators. Most participants mitigate information overload by turning to intermediaries and filtering resources.Research limitations/implicationsThe information overload scale can advance knowledge of the role of information in immigrant acculturative stress.Social implicationsLIS researchers and practitioners can utilize findings to foster social inclusion and well-being among immigrants.Originality/valueScholarship on immigrant information behavior must reflect the centrality of information in migration and how it shapes integration and acculturation.
This demographic study contributes to scholarship on the recruitment of Blacks into the US LIS workforce by situating Black librarianship within broader population trends. The research combines historical LIS reports, Africana studies scholarship, and federal data to describe how long-term transitions in the overall US Black population influence LIS. Issues pertaining to middle-class job prospects, higher education attainment, and immigration are investigated. A review of varied evidence suggests that librarianship as a career option remains largely out of sight or out of reach for many Blacks. The article provides recommendations for LIS leaders to achieve synergized recruitment and inclusion efforts.
This study explores library and information science (LIS) program websites from a recruitment and marketing standpoint and sheds light on the availability of diversity - related content. LIS and higher education literature suggests that the Internet and program websites are crucial when it comes to prospective students’ graduate school selection. Using Berelson’s (1952) quantitative content analysis technique, the researchers examined faculty profiles, diversity statements, diversity-related courses, funding opportunities, achievements, and student organizations on program websites. The data indicates that, collectively, LIS programs are successful in sharing information on funding as well as highlighting faculty scholarship related to diversity. Greater emphasis could be placed on crafting and displaying diversity statements; designing, offering, and listing diversity - related courses beyond survey courses; consistently showcasing diversity-related achievements and events; and encouraging and supporting diversity-related student groups. This research has implications for fostering more strategic diversity-related initiatives.
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