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Exploration of Newcomers’ Access to Internet Literacy

The purpose of this study was two fold: (1) to examine how the distribution of resources within and outside an Enhanced Language Training Program (ELT) affected a group of newcomers’ access to Internet literacy development; and (2) to discuss ensuing pedagogical and curricular implications for the ELT Program.
The relationship between the distribution of resources and a group of newcomers’ access to Internet literacy development was studied through a hybrid of two frameworks: van Dijk’s (2005) digital divide and Warschauer’s (2004) social inclusion.
The key findings were that the distribution of resources affected access four ways: (1) resources affected multiple types of access, (2) the effect of resource distribution on access was both cumulative and successive, (3) distribution of resources could either facilitate or impede access, and (4) Internet literacy development could potentially increase or decrease the resources. The findings resulted in implications for the ELT program and teaching.

Identiferoai:union.ndltd.org:uottawa.ca/oai:ruor.uottawa.ca:10393/20498
Date January 2012
CreatorsAscenuik, Catrina
ContributorsBangou, Francis
PublisherUniversité d'Ottawa / University of Ottawa
Source SetsUniversité d’Ottawa
LanguageEnglish
Detected LanguageEnglish
TypeThesis

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