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Relevant bibliographies by topics / Social surveys Computer literacy

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Academic literature on the topic 'Social surveys Computer literacy'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 February 2022

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Journal articles on the topic "Social surveys Computer literacy"

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Moonsammy, Stephan, and Donna Moonsammy. "Social Media Application in Agriculture Extension Programming for Small Scale Rural Farmers: Is Knowledge Impeding the Lack of Adoption?" Journal of International Agricultural and Extension Education 27, no. 3 (August 19, 2020): 27–42. http://dx.doi.org/10.5191/jiaee.2020.27327.

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The purpose of this study was to assess the knowledge level of farmers on basic computer literacy, social media use, and to explore which social and demographic factors affected their knowledge capacity. The study had a final sample of 176 participants from the northern, southern and central regions of Trinidad and Tobago. A survey instrument comprising of 14 multiple-choice questions with one accurate response was developed to decrease bias of farmers randomly selecting the accurate response. The questions addressed knowledge on basic computer and social media literacy. Analysis was conducted using one-way ANOVA with posthoc testing. Results indicated that there were significant differences in farmers’ performance in the knowledge test based on characteristics such as age, education, and household use of social media and the internet. Based on the findings, minimal training in computer and social media literacy did not impede the farmers’ use of the computer or social media. These discoveries highlight the potential of extension programs using the internet and social media applications to improve communication efficiency among agricultural stakeholders within farming communities. Keywords: agriculture, computer literacy, Extension, knowledge, social media

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Israel, Odede. "An Assessment of Computer Literacy among Undergraduate Students of Delta State University, Abraka, Nigeria." Asian Journal of Information Science and Technology 8, no. 1 (May 5, 2018): 61–64. http://dx.doi.org/10.51983/ajist-2018.8.1.163.

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The importance of computer literacy in today’s’ information based society cannot be over emphasized as undergraduate students are expected to possess adequate knowledge and skills in using information and communication technology especially the computer to access wide range of electronic information. This study presents the computer literacy skills of undergraduate students at the Delta State University, Abraka. The study revealed that some of the computer applications were not fully utilized by the students. Hence, the study suggested the need to improve the students’ computer literacy skills through the introduction of a more practical computer related courses into the curriculum. This should be made compulsory for students irrespective of discipline to enable them acquire computer literacy skills which is vital especially in this technological age where the use of computers have become a necessity for students’ academic success. The study employed a survey research design and a well structured questionnaire was distributed for collection of data. Data collected were analysed using statistical tools such as simple percentage and were presented in table, pie chart and bar chart. The stratified random sampling strategy was applied and the population was divided into four strata. The simple random sampling technique was used to select 50 respondents each from the faculties of Education, Arts, Sciences, and Social Sciences.

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Finn, Jerry, and Melissa Lavitt. "A Survey of Information Technology-Related Curriculum in Undergraduate Work Programs." Journal of Baccalaureate Social Work 1, no. 1 (October 1, 1995): 39–53. http://dx.doi.org/10.18084/1084-7219.1.1.39.

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This study examined the extent to which undergraduate social work programs include information technology in their curriculum and how this inclusion is implemented. A national survey (N=297) of BSW programs was conducted in order to learn more about the inclusion of computer literacy skills in BSW education, and to assess the importance and amount of information technology content in BSW programs. Furthermore, feelings about the creation of a CSWE computer literacy requirement were also sought. It was found that respondents believe that information technology is important and should be integrated within the curriculum, but that this does not occur in the vast majority of programs. Although most programs stated that they taught some computer-related content in the social work curriculum, forty percent noted that students could graduate without any course content pertaining to computers. When it is present, information technology is primarily taught as part of the research course as a tool for statistical analysis rather than as a tool for facilitating BSW generalist practice. Respondents believed an overcrowded curriculum is the chief barrier to inclusion of information technology curricular content. Discussion focused on the inevitable increase in information technology in the university curriculum. Consequently, it is critical that social work integrate information technology within the curriculum in order to convey the professions unique perspective on issues related to its use in human service organizations and work with clients. Suggestions were made regarding how such integration can occur.

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Stange, Mathew, Amanda Barry, Jolene Smyth, and Kristen Olson. "Effects of Smiley Face Scales on Visual Processing of Satisfaction Questions in Web Surveys." Social Science Computer Review 36, no. 6 (October 26, 2016): 756–66. http://dx.doi.org/10.1177/0894439316674166.

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Web surveys permit researchers to use graphic or symbolic elements alongside the text of response options to help respondents process the categories. Smiley faces are one example used to communicate positive and negative domains. How respondents visually process these smiley faces, including whether they detract from the question’s text, is understudied. We report the results of two eye-tracking experiments in which satisfaction questions were asked with and without smiley faces. Respondents to the questions with smiley faces spent less time reading the question stem and response option text than respondents to the questions without smiley faces, but the response distributions did not differ by version. We also find support that lower literacy respondents rely more on the smiley faces than higher literacy respondents.

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Deviatko, I. F., M. B. Bogdanov, and D. V. Lebedev. "Pupil diameter dynamics as an indicator of the respondent’s cognitive load: Methodological experiment comparing CASI and P&PSI." RUDN Journal of Sociology 21, no. 1 (December 15, 2021): 36–49. http://dx.doi.org/10.22363/2313-2272-2021-21-1-36-49.

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In recent years, the increase in general interest in methods for measuring cognitive load and subjectively perceived mental effort when solving various tasks and in the interpersonal communication was accompanied by an increase in the specific interest of social researchers in the multimodal assessment of the cognitive load of interviewers and respondents based on objective and subjective indicators, including paradata and webcam data, in order to control this loads impact on the quality of survey data. The authors argue that the possibilities of relatively new approaches to measuring cognitive load with neurophysiological methods (such as the use of wearable devices for oculography - eye tracking and pupillometry - which do not disrupt the natural course of respondents and interviewers activity) are still underestimated, although they allow an accurate time linkage of measured parameters dynamics (primarily the size of the pupil) to the question format, mode and phase of survey completion, external influences localized in time, etc. As a rule, quantitative studies of surveys cognitive load and its possible impact on the quality of survey data focus on computer-assisted (CAPI) or paper-based (PAPI) interviewing, while the specificity of the cognitive load in the self-completed computerized (CASI) and paper (PPSI) surveys was not studied. The article presents the results of the methodological experiment based on a modified version of the multimodal approach to the comparative assessment of the cognitive load of interviewers working with paper and computerized questionnaire. We expanded the range of methods for assessing cognitive load by using a wearable oculographic device (eye tracker) to measure the dynamics of pupil size when answering different survey questions. The results of the experiment confirmed the hypothesis about the approximate equivalence of the two modes of survey completion in terms of their cognitive load for younger respondents with a high level of functional computer literacy, and allowed an initial assessment of the technical and metrological capabilities and limitations of the use of pupil dynamics indicators, measured with a wearable oculographic device, to study the respondents cognitive load.

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Malik, Sohail Iqbal, and Mostafa Al-Emran. "Social Factors Influence on Career Choices for Female Computer Science Students." International Journal of Emerging Technologies in Learning (iJET) 13, no. 05 (April 30, 2018): 56. http://dx.doi.org/10.3991/ijet.v13i05.8231.

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The low and shrinking numbers of female students studying computer science is a well-known problem in most of the western countries. The dominant perception about computer science field considered it as a masculine domain. In contrast, this study was performed in the IT department where female students are dominant compared to male students. The purpose of this study is to explore the influence of different factors on female students in choosing a career in the IT field. A survey was deployed to collect responses of female students in the IT department. The results show that female students are interested in computer science stream and nullify the dominant perception of computer science as a masculine domain. They want to learn technology, become an active member of the digital native world, and interested in coding literacy.

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Chehimi, Ghada M. "Chatting On-line: An Assessment of Bilingualism and The Social Contexts of Language in Lebanon." English Linguistics Research 10, no. 3 (July 22, 2021): 8. http://dx.doi.org/10.5430/elr.v10n3p8.

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This study aims to explore the Lebanese sociolinguistics as manifested in chatting, that is, to assess how a sample of Lebanese students use their languages skills while carrying an on-line conversation via chatting. The research will also investigate the variations governed by sociolinguistics branding the Lebanese chatting community. To carry out this study, a mix approach of quantitative and qualitative methodology is used. Indeed, the research will describe the participants’ computer literacy and how this is interrelated to the choice of chatting language. The researcher uses two methods, formal interviews with selected chatters and a survey questionnaire that reflects both linguistic issues and computer and chatting literacy. Data analysis uses SPSS version 25 software and performed descriptively. Findings show that although having a multilingual society is considered a positive and uplifting certitude, this fact should not be taken for granted and languages must be directed properly. Students cannot be left without guidance to the use of any language.

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Efremova, Galina Ivanovna, Zhanna Alexandrovna Maksimenko, Rimma Mikhailovna Aysina, and Inna Vladimirovna Petrova. "Social Integration of Disabled People in Russia Using Virtual Computer Technologies." Modern Applied Science 9, no. 12 (November 1, 2015): 77. http://dx.doi.org/10.5539/mas.v9n12p77.

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<p class="zhengwen"><span lang="EN-GB">The article is devoted to the topical problem of persons with disabilities integration into society. Intensions and realities of social policy for disabled people in Russia are introduced. social and psychological barriers, obstructive to this process are described. The results of the survey in a sample of 268 disabled individuals are presented. It is concluded that the low level of community literacy, the lack of communication skills, social s</span><span lang="EN-US">tereotypes concerning disabled people and “rental income attitude” of persons with disabilities are the most severe social and psychological barriers. Virtual computer technologies are offered as one of the modern tools, aimed at overcoming the barriers. Global and domestic experience of using virtual technologies for rehabilitation of disabled people are discussed. Technology of improving the life quality of persons with disabilities by means of virtualistics is proposed. </span></p>

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Johnson, Timothy P., Michael Fendrich, and Mary Ellen Mackesy-Amiti. "Computer Literacy and the Accuracy of Substance Use Reporting in an ACASI Survey." Social Science Computer Review 28, no. 4 (November 24, 2009): 515–23. http://dx.doi.org/10.1177/0894439309350693.

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Xiao, Xizhu, Yan Su, and Danielle Ka Lai Lee. "Who Consumes New Media Content More Wisely? Examining Personality Factors, SNS Use, and New Media Literacy in the Era of Misinformation." Social Media + Society 7, no. 1 (January 2021): 205630512199063. http://dx.doi.org/10.1177/2056305121990635.

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With the emergence of new media technologies, being new media literate and able to critically analyze new media information are important to young adults, a group of individuals that are particularly active on social media. However, since the development of new media literacy, no study to date examined demographic characteristics, personality factors, and social network site (SNS) use related to it. More importantly, no research examined the relationship between new media literacy and perceptions and actions related to controversial issues. These under-explored facets deter practitioners from tailoring future new media literacy curricula and identifying the targeted audience. With a survey of 551 young adults, our study revealed that media literacy practitioners should devote more attention to (a) Caucasian males with low SNS use, (b) non-Caucasian females with low SNS use, and (c) individuals with low Need for Cognition and SNS use. Our study further showed that increasing new media literacy can help reduce misperceptions induced by misinformation that is rampant in the new media environment.

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Dissertations / Theses on the topic "Social surveys Computer literacy"

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Sou, Hon-poo Howard. "The computer literacy of Hong Kong teachers." Click to view the E-thesis via HKUTO, 1986. http://sunzi.lib.hku.hk/HKUTO/record/B38627681.

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Sou, Hon-poo Howard, and 蘇漢波. "The computer literacy of Hong Kong teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B38627681.

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Chapman, Robert Timothy. "Media literacy in public schools." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2949.

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This study investigates media literacy curricula in upper-income and lower-income public schools. Twelve principals participated in a telephone survey by answering fifteen questions about their schools and districts.

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Wong, K. K. "The prospect of computer financial packages in Hong Kong /." [Hong Kong : University of Hong Kong], 1987. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12361239.

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Green, Tonya Merlene. "The Refusal Problem and Nonresponse in On-Line Organizational Surveys." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc332568/.

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Although the primary role of the computer has been in processing and analysis of survey data, it has increasingly been used in data collection. Computer surveys are not exempt from a common problem: some refuse to participate. Many researchers and practitioners indicate the refusal problem is less for computer surveys, perhaps due to the novelty of the method. What has not been investigated is the refusal problem when on-line surveys are no longer novel. This research study examines the use of one form of computer-assisted data collection, the electronic or on-line survey, as an organizational research tool. The study utilized historical response data and administered an on-line survey to individuals known to be cooperative or uncooperative in other on-line surveys. It investigated nonresponse bias and response effects of typical responders, periodic participants, and typical refusers within a sample of corporate employees in a computer-interactive interviewing environment utilizing on-line surveys. The items measured included: participation, respondent characteristics, response speed, interview length, perceived versus actual interview length, quantity of data, item nonresponse, item response bias, consistency of response, extremity of response, and early and late response. It also evaluated factors reported as important when deciding to participate, preferred data collection method, and preferred time of display. Past participation, attitudes toward on-line organizational surveys, response burden, and response error were assessed. The overall completion rate of 55.7% was achieved in this study. All effort was made to encourage cooperation of all groups, including an invitation to participate, token, on-line pre-notification, 800 number support, two on-line reminders, support of temporary exit, and a paper follow-up survey. A significant difference in the participation of the three groups was found. Only three demographic variables were found to be significant. No significant differences were found in speed of response, interview length, quantity, item nonresponse, item response bias, consistency, and extremity. Significant differences were found in the perceived and actual times to complete the survey.

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Nip, Lai-ming. "Purchase selection of a major computer system in Hong Kong : considerations and marketing implications /." [Hong Kong : University of Hong Kong], 1988. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12361537.

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Chang, Yan Margaret. "A study of political literacy of women group members in community development service in Hong Kong." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13857885.

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Yang, Chao. "From surveys to surveillance strategies: a case study of life satisfaction." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/1810.

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Social media surveillance is becoming more and more popular. However, current surveillance methods do not utilize well-respected surveys, which were established over many decades in domains outside of computer science. Also the evaluation of the previous social media surveillance is not sufficient, especially for surveillance of happiness on social media. These motivated us to develop a general computational methodology for translating a well-known survey into a social media surveillance strategy. Therefore, traditional surveys could be utilized to broaden social media surveillance. The methodology could bridge domains like psychology and social science with computer science. We use life satisfaction on social media as a case study to illustrate our survey-to-surveillance methodology. We start with a famous life satisfaction survey, expand the survey statements to generate templates. Then we use the templates to build queries in our information retrieval system to retrieve the social media posts which could be considered as valid responses to the original survey. Filters were utilized to boost the performance of the retrieval system of our surveillance method. To evaluate our surveillance method, we developed a novel method to build the gold standard dataset. Instead of evaluating all the data instances like the traditional way, we ask human workers to "find'' as many of the positives as possible in the dataset, the rest are assumed to be negatives. We used the method to build the gold standard dataset for the life satisfaction case study. We also build three more gold standard datasets to further demonstrate the value of our method. Using the life satisfaction gold standard dataset, we show that performance of our surveillance method of life satisfaction outperforms other popular methods (lexicon and machine learning based methods) used by previous researchers. Using our surveillance method of life satisfaction on social media, we did a comprehensive analysis of life satisfaction expressions on Twitter. We not only show the time series, daily and weekly cycle of life satisfaction on social media, but also found the differences in characteristics for users with different life satisfaction expressions. These include psychosocial features such as anxiety, anger and depression. In addition, we present the geographic distribution of life satisfaction, including the life satisfaction across the U.S. and places around the world. This thesis is the first to systematically explore life satisfaction expressions over Twitter. This is done using computational methods that derive from an established survey on life satisfaction.

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Keogh, Mark. "The digital divide and older workers : a social capital perspective of computer and technology literacy in the workplace /." St. Lucia, Qld, 2003. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17789.pdf.

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Tsang, Chi-kai Alex. "A study of distribution channels for computer communications products in Hong Kong /." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13497832.

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Books on the topic "Social surveys Computer literacy"

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Sánchez, Hector R. Población y analfabetismo: Variables del subdesarrollo. Maturín [Venzuela]: Fundacíon Instituto Pedagógico de Matúrin, 1992.

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Saris, Willem E. Computer-assisted interviewing. Newbury Park, Calif: Sage Publications, 1991.

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Jenkins, Lynn. Adult Literacy in New York: Results of the State Adult Literacy Survey. [Princeton, N.J.]: Educational Testing Service, 1994.

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Tuman, Myron C. Word perfect: Literacy in the computer age. London: Falmer Press, 1992.

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Word perfect: Literacy in the computer age. Pittsburgh, Pa: University of Pittsburgh Press, 1992.

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Sheridan, Dorothy. Writing ourselves: Mass-observation and literacy practices. Cresskill, N.J: Hampton Press, 2000.

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1941-, Northup Terry, ed. Using computers to teach social studies. Littleton, Colo: Libraries Unlimited, 1986.

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John, Steffee, ed. Social studies with computers. Cincinnati: Computer Literacy Press, 1998.

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Colliez, Jean-Paul. Formation, analphabétisme: Enquête conditions de vie 1988-1989. Ste-Clotilde, [Réunion]: Centre académique de formation continue, 1989.

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Through the back door: Melungeon literacies and twenty-first century technologies. Macon GA: Mercer University Press, 2009.

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Book chapters on the topic "Social surveys Computer literacy"

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Koivula, Aki, Pekka Räsänen, and Outi Sarpila. "Examining Social Desirability Bias in Online and Offline Surveys." In Human-Computer Interaction. Perspectives on Design, 145–58. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-22646-6_11.

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Pingo, Zablon, and Bhuva Narayan. "Privacy Literacy and the Everyday Use of Social Technologies." In Communications in Computer and Information Science, 33–49. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-13472-3_4.

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Karvalics, László Z. "From Scientific Literacy to Lifelong Research: A Social Innovation Approach." In Communications in Computer and Information Science, 126–33. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-03919-0_15.

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Abdulhadi, Munirah, Paul Clough, and Barbara Sen. "Can Social Tagging Assist Information Literacy Practices in Academic Libraries?" In Communications in Computer and Information Science, 408–14. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-03919-0_54.

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Gathegi, John N. "Social Media Networking Literacy: Rebalancing Sharing, Privacy, and Legal Observance." In Communications in Computer and Information Science, 101–8. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-14136-7_11.

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Machin-Mastromatteo, Juan D. "Learning with Social Media: An Information Literacy Driven and Technologically Mediated Experience." In Communications in Computer and Information Science, 328–35. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-28197-1_34.

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Marti, Caroline, and Karine Berthelot-Guiet. "Advertising or not Advertising: Representations and Expressions of Advertising Digital Literacy on Social Media." In Lecture Notes in Computer Science, 417–33. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-21905-5_32.

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Murawski, Matthias, Julian Bühler, Martin Böckle, Jan Pawlowski, and Markus Bick. "Social Media Information Literacy – What Does It Mean and How Can We Measure It?" In Lecture Notes in Computer Science, 367–79. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-29374-1_30.

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Salaberri, Marcelo, Maitê Gil, and Cristina Sylla. "GamAll: Playing Beyond Boundaries - Gamification and Multimodal Literacy." In Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, 140–47. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78448-5_10.

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Merkys, Gediminas, and Daiva Bubeliene. "Optimization of Data Processing and Presentation in Social Surveys: From Likert-Means to “Yes Percentage”." In Communications in Computer and Information Science, 12–25. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-29862-3_2.

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Conference papers on the topic "Social surveys Computer literacy"

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Hren, Uroš. "Teachers' Computer and internet Literacy." In Organizations at Innovation and Digital Transformation Roundabout: Conference Proceedings. University of Maribor Press, 2020. http://dx.doi.org/10.18690/978-961-286-388-3.19.

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Today, it is necessary for each individual to obtain the abilities of using modern computer techniques in order to lead an independent and creative professional and social life. The area of Teachers' Computer and Internet Literacy in Slovenia hasn’t been researched much yet. We have come out of the research problem that despite fostering ICT and EU investment in digital literacy of teachers, they are still not enough qualified for the use of ICT. In this article we have written the results from a research of teachers’ computer and internet Literacy. In theoretical part, we have presented the observation of different kinds of literacy in EU and initiatives to increase Computer and internet Literacy. In the empirical part of work, we have concentrated on the research of Computer and Internet Literacy of teachers at primary schools. In the survey that we have done among primary school teachers, we have compared the obtained data from the survey with Eurostat data. The analysed data was whit the programme for statistical analysis, statistically analysed. At the end of our work, we set guidelines for further research with a new method.

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"Addressing Information Literacy and the Digital Divide in Higher Education." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/4041.

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Aim/Purpose: [This Proceedings paper was revised and published in the 2018 issue of the Interdisciplinary Journal of e-Skills and Lifelong Learning, Volume 14] The digital divide and educational inequalities remain a significant societal prob-lem in the United States impacting low income, first-generation, and minority learners. Accordingly, institutions of higher education are challenged to meet the needs of students with varying levels of technological readiness with deficiencies in information and digital literacy shown to be a hindrance to student success. This paper documents the efforts of a mid-Atlantic minority-serving institution as it seeks to assess and address the digital and information literacy skills of underserved students Background: A number of years ago, a historically Black university located in Maryland devel-oped an institutional commitment to the digital and information literacy of their students. These efforts have included adoption of an international digital literacy certification exam used as a placement test for incoming freshmen; creation of a Center for Student Technology Certification and Training; course redesign to be performance based with the incorporation of a simulation system, eportfolios, Webquests, a skills building partnership with the University library; pre and post testing to measure the efficacy of a targeted computer applications course taught to business and STEM majors; and student perception surveys Methodology: In 2017, pre and post testing of students in enrolled in core computer applications courses were conducted using the IC3 test administered during the second and fifteenth week of the academic terms. These scores were compared in order to measure degree of change. Additionally, post test scores were assessed against five years of the scores from the same test used as a placement for incoming freshmen. A student perception survey was also administered. The survey included a combination of dichotomous, Likert-scaled, and ranking questions with descriptive statistical analyses performed on the data. The results were used to test four hypotheses. Contribution: This study provides research on a population (first-generation minority college students) that is expanding in numbers in higher education and that the literature, reports as being under-prepared for academic success. Unfortunately, there is a paucity of current studies examining the information and technological readiness of students enrolling at minority serving institutions. This paper is timely and relevant and helps to extend our discourse on the digital divide and technological readiness as it impacts higher education. Additionally, this paper also marks a valuable contribution to the literature by examining the efficacy of computer applications courses in higher education with Generation Z learners Findings: The digital divide is a serious concern for higher education especially as schools seek to increasingly reach out to underserved populations. In particular, the results of this study show that students attending a minority serving institution who are primarily first generation learners do not come to college with the technology skills needed for academic success. Pre and post testing of students as well as responses to survey questions have proven the efficacy of computer applications courses at building the technology skills of students. These courses are viewed overwhelmingly positive by students with respondents reporting that they are a necessary part of the college experience that benefits them academically and professionally. Use of an online simulated learning and assessment system with immediate automated feedback and remediation was also found to be particularly effective at building the computer and information literacy skills of students. Recommendations for Practitioners: Institutions of higher education should invest in a thorough examination of the information and technology literacy skills, needs, and perceptions of students both coming into the institution as well as following course completion. Recommendation for Researchers: This research should be expanded to more minority serving institutions across the United States as well as abroad. This particular research protocol is easily replicated and can be duplicated at both minority and majority serving institutions enabling greater comparisons across groups. Impact on Society: The results of this research should shed light on a problem that desperately needs to be addressed by institutions of higher education which is the realities of the digital divide and the underpreparedness of entering college students in particular those who are from low income, first generation, and minority groups Future Research: A detailed quantitative survey study is being conducted that seeks to examine the technology uses, backgrounds, needs, interests, career goals, and professional expectations with respect to a range of currently relevant technologies

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"An Examination of Gen Z Learners Attending a Minority University." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/3955.

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Aim/Purpose: [This Proceedings paper was revised and published in the 2018 issue of the Interdisciplinary Journal of e-Skills and Lifelong Learning, Volume 14] This presentation presents the preliminary findings of a survey that sought to examine the technology uses, needs, interests, career goals, and professional expectations of Generation Z college students Background: Students entering college today are part of Generation Z born in the late 90’s through 2016 making the oldest among them 20 or so years old. They already outnumber millennials and are the first true digital natives being born during the age of smart phone. They are the first generation that used a tablet before they could ride a bike, the first to have childhood friends that they engaged with electronically, and the first to have their baby photos and youthful milestones shared on social media. Their minds, relationships, learning preferences, emotional health, sense of self, have all been inexplicably shaped by constant exposure to screens and networked digital technologies, which the research shows in high doses changes the neural circuitry of developing brains, leading to shorter attention spans, stunted social skills and a heightened ability to multitask Methodology: In the fall of 2017 an online student perception survey was administered to students enrolled at a mid-Atlantic minority serving institution. The survey included a combination of dichotomous, Likert-scaled, and ranking questions. The survey was administered to students following completion of core computer concepts courses and explored their technology backgrounds, skills, perceived computing self-efficacy, and the role they predict technology will play in their future career Contribution: As Generation Z descends on college campuses, with their technology dominated backgrounds and different communications, learning, and social preferences, it is important to better understand this generation whose needs and expectations will help shape the future of higher education. Additionally, this study also provides research on a population (first-generation minority college students) that is expanding in numbers in higher education and that the literature, reports is impacted negatively by the digital divide and educational inequalities. This paper is timely and relevant and helps to extend our understanding of Generation Z. Findings: The findings show that Generation Z learners enjoy computer classes, feel that using computers comes easy to them; are experts in the use of social media, mobile operating systems, using a smart phone, searching the Web, and email. They reported that they want to be more technologically literate, want to be more skilled in computer software applications, and are interested in learning about cyber security. In terms of the future, most also believe that their career will require them to analyze information to inform decision making. Additionally, most believe that information security will be important to their future career. Finally, results affirmed that college computing courses remain important and that college students recognize that technology will play an important role in their career and that employers want to see job applications with strong technology skills. Recommendations for Practitioners: Generation Z learners enrolled in higher education need, and want, a wide range of technology courses available to them in order to help them meet the rapidly evolving demands of tomorrow’s workplace. Students overwhelmingly see the value in enhancing their technology skills especially in such areas as computer software applications, information management, and cyber security. Recommendation for Researchers: Institutions of higher education should invest in thorough and ongoing examinations of the information and technology literacy skills, needs, and perceptions of students. Impact on Society: Understanding the interests and needs of Generation Z learners is imperative to the future of higher education. Future Research: This survey is a work in progress that is part of a pilot study that is being used to help guide a much more sizable examination of Generation Z learners.

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Park, Sun Young, Yunan Chen, and Shriti Raj. "Beyond Health Literacy." In CSCW '17: Computer Supported Cooperative Work and Social Computing. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/2998181.2998357.

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Kantamneni, Raj Gopal P., and Ramanjaneyaraju Chintalapati. "Computer Literacy Programs in Rural Communities: Understanding Social Motivators." In 2013 IEEE Fifth International Conference on Technology for Education (T4E). IEEE, 2013. http://dx.doi.org/10.1109/t4e.2013.21.

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Boon, Miriam L. "Augmenting Media Literacy with Automatic Characterization of News along Pragmatic Dimensions." In CSCW '17: Computer Supported Cooperative Work and Social Computing. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3022198.3024948.

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Xu, Wei, and Zhi-yi Shen. "How Learning Style and Social Media Behaviour Influence Undergraduates' Information Literacy Level in China." In 2021 IEEE 24th International Conference on Computer Supported Cooperative Work in Design (CSCWD). IEEE, 2021. http://dx.doi.org/10.1109/cscwd49262.2021.9437720.

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Maekawa, Marcos, Leandro Hundzinski, Sena Chandrahera, Shota Tajima, Shoko Nakai, Yoko Miyazaki, and Keiko Okawa. "Design of a Social Media Simulator as a Serious Game for a Media Literacy Course in Japan." In 13th International Conference on Computer Supported Education. SCITEPRESS - Science and Technology Publications, 2021. http://dx.doi.org/10.5220/0010499903920399.

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Ali, Azad, and David T Smith. "Comparing Social Isolation Effects on Students Attrition in Online Versus Face-to-Face Courses in Computer Literacy." In InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2174.

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[The final form of this paper was published in the journal Issues in Informing Science and Information Technology.] This paper compares the effect of social isolation on students enrolled in online courses versus students enrolled on campus courses (called in this paper Face-to-Face or F2F). The paper uses grade data collected from a computer literacy course that was recently taught by the author. The author was the same instructor for one online section and two F2F sections thereby simplifying data collection and providing a controlled comparison between the two forms of teaching (F2F and online). The paper first introduces the plan and the limitation of this study. It reviews literature about social isolation and the trend of online courses. The paper then presents the data from the courses that were summarized for the purpose of this study; it analyzes them and makes a recommendation based on the analysis of the data.

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Li, Renjie, and Yan Wang. "Research on the Influence of Tutor's Information Behavior on Graduate Students' Digital Literacy ―Analysis Based on Social Learning Theory." In 2019 IEEE International Conference on Computer Science and Educational Informatization (CSEI). IEEE, 2019. http://dx.doi.org/10.1109/csei47661.2019.8938896.

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Reports on the topic "Social surveys Computer literacy"

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Stein, Catherine R., Mary Mays, Cynthia A. Abbott, and Barbara Wojcik. Medic Training 2000 (MT2K) Surveys Regarding Computer Literacy. Frequency Tables. Fort Belvoir, VA: Defense Technical Information Center, October 2000. http://dx.doi.org/10.21236/ada383770.

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Punjabi, Maitri, Julianne Norman, Lauren Edwards, and Peter Muyingo. Using ACASI to Measure Gender-Based Violence in Ugandan Primary Schools. RTI Press, March 2021. http://dx.doi.org/10.3768/rtipress.2021.rb.0025.2104.

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School-related gender-based violence (SRGBV) remains difficult to measure because of high sensitivity and response bias. However, most SRGBV measurement relies on face-to-face (FTF) survey administration, which is susceptible to increased social desirability bias. Widely used in research on sensitive topics, Audio Computer-Assisted Self-Interview (ACASI) allows subjects to respond to pre-recorded questions on a computerized device, providing respondents with privacy and confidentiality. This brief contains the findings from a large-scale study conducted in Uganda in 2019 where primary grade 3 students were randomly selected to complete surveys using either ACASI or FTF administration. The surveys covered school climate, gender attitudes, social-emotional learning, and experiences of SRGBV. Through this study, we find that although most survey responses were comparable between ACASI and FTF groups, the reporting of experiences of sexual violence differed drastically: 43% of students in the FTF group versus 77% of students in the ACASI group reported experiencing sexual violence in the past school term. We also find that factor structures are similar for data collected with ACASI compared with data collected FTF, though there is weaker evidence for construct validity for both administration modes. We conclude that ACASI is a valuable tool in measuring sensitive sub-topics of SRGBV and should be utilized over FTF administration, although further psychometric testing of these surveys is recommended.

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