How to become a sophisticated user: a two-dimensional approach to e-literacy

Abstract

The internet media require the development of new user skills not required by the traditional media. Current European initiatives focus on providing access to a PC with internet and ensuring basic usage skills to address the digital divide, while media competence is of less importance. Although access rates in European countries are quite high, this study finds persistent rates of non-users, because access and basic skills alone do not guarantee usage. The article presents a representative survey carried out in Austria in 2007 ( N = 529) which illustrates the full spectrum of internet usage and its determinants, employing a typology developed by the authors. In addition to the continuing influence of sociodemographics on usage behaviour, location of access is shown to be an important influence on skills development. Furthermore, deficits in digital literacy can often be compensated by social support, given either in the form of emotional support during learning, or in the form of technical support. The authors conclude that to become a sophisticated user, however, requires guidance beyond merely attending computer classes or the assistance of relatives, colleagues, or friends, but is also a societal issue, if the goal of universal participation and integration is to be achieved.

Public Libraries in the New Economy: Twenty-First-Century Skills, the Internet, and Community Needs

“…That includes the ability to differentiate between reliable information sources and digital misinformation. Other social scientists discuss the difference between e-competence, or the technical skills one must possess to use a computer, and media competence, defined as a more sophisticated skill set that allows the individual to find, assess, digest, and use e-resources (Brandtweiner, Donat, and Kerschbaum 2010). Moreover, in practice, the definition of information literacy is dynamic because its definitional factors change rapidly.…”

Development and validation of the Internet Skills Scale (ISS)

“…When measuring Internet skills, however, both basic skills necessary to use the Internet and skills required to comprehend and use online content should be accounted for (Bawden, 2008;Brandtweiner, Donat, & Kerschbaum, 2010;Eshet-Alkalai & Amichai-Hamburger, 2004;Ferrari, 2012;Gui & Argentin, 2011;Mossberger et al, 2003;Spitzberg, 2006;Steyaert, 2002;Van Deursen & Van Dijk, 2010;Warschauer, 2003). From this point of departure, several authors have suggested specific skills, mostly related to information searching.…”

From differentiated use to differentiating practices: negotiating legitimate participation and the production of privileged identities

“…In subsequent years, researchers attempted to identify which factors, in addition to access, account for differentiated use of different media technologies and infrastructures, including personal computers, the internet, mobile phones, social network sites, video games, and tools for media production. While numerous factors were proposed, a consensus emerged that skills (Brandtweiner et al 2010;Hargittai 2002;Livingstone and Helsper 2010;Mossberger et al 2003;van Deursen and van Dijk 2011), or related concepts such as literacies Warschauer 2003), or cultural or technical capital (Brock et al 2010;Gilbert 2010;Halford and Savage 2010;Tondeur et al 2011;Zhang 2010) are key factors in the production of differentiated use and hence digital inequality. By implication, interventions aimed at equalizing digital access and skills should help narrow gaps in certain uses -those thought to be particularly beneficial -and hence help ameliorate social inequalities.…”