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).
Adult literacy, Computer assisted instruction, Digital divide, Tutors and tutoring
The Tutor/Learner Relationship Brief emphasizes the impact that a positive relationship with tutors can have on learners’ engagement and progress in a digital literacy acquisition program. 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). Tutors: The Tutor-Learner Relationship (Digital Literacy Acquisition in Brief). http://archives.pdx.edu/ds/psu/16200