This 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).
Peer teaching, Adult literacy -- Psychological aspects, Computer assisted instruction, Digital divide
The Learners who Become Tutors Brief describes the experiences of learners who went on to become tutors in a digital literacy acquisition program. It details the reasons why these learners went on to volunteer and the unique connections they made with learners to support them. The Research Briefs series highlight key findings about how underserved adults acquire digital literacy skills, and include quotes from participants and practitioners. The Briefs are designed to be accessible by practitioners, program administrators, and policy makers to inform and enhance digital literacy programs.
Castek, J., Jacobs, G., Pendell, K., Pizzolato, D., Reder S., & Withers, E. (2015). Learners: Learners who Become Tutors (Digital Literacy Acquisition in Brief). http://archives.pdx.edu/ds/psu/16207