Exploration of Newcomers’ Access to Internet Literacy (2012)

What is this research about?

The purpose of this study was 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 to discuss ensuing pedagogical and curricular implications for the ELT Program.

What did the researchers find?

Key findings:

The distribution of resources affected access four ways:

• resources affected multiple types of access,
• the effect of resource distribution on access was both cumulative and successive,
• distribution of resources could either facilitate or impede access, and
• Internet literacy development could potentially increase or decrease the resources.

The findings resulted in implications for the ELT program and teaching:

• The teacher played a vital role for the students in this study. This suggests that the teacher selection and preparation for these ELT programs and curriculum design is crucial to support learners and teaching Internet literacy practices and skills.
• Language barriers and the use of precise terminology made online searching difficult for many students in this study. Teachers in the class need to be aware of how language can impede on Internet literacy, and should show students how they can facilitate easier searches with their knowledge of English.
• The safety and security of websites was a cause for concern for participants in this study.
  When teaching, the instructor should be more explicit about the kinds of websites to avoid, and help students discern what sites are considered safe.
• The teacher may want to consider integrating the use of social network in class and being part of that network. This may mean participating on social networks, and demonstrating to students how to use networks appropriately and professionally.
• The teacher of the ELT course should have adequate training in dealing with Internet literacy issues.