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Digital Identity and Digital Literac...

Dudenhoffer, Cynthia M.

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Digital Identity and Digital Literacy: Examining Students' Abilities to Evaluate Information.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Digital Identity and Digital Literacy: Examining Students' Abilities to Evaluate Information./
Author:	Dudenhoffer, Cynthia M.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	104 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-06, Section: B.
Contained By:	Dissertations Abstracts International82-06B.
Subject:	Library science. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28148169
ISBN:	9798557022002

Digital Identity and Digital Literacy: Examining Students' Abilities to Evaluate Information.
Dudenhoffer, Cynthia M.

Digital Identity and Digital Literacy: Examining Students' Abilities to Evaluate Information. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 104 p.

Source: Dissertations Abstracts International, Volume: 82-06, Section: B.

Thesis (Ed.D.)--St. Thomas University, 2020.

This item must not be sold to any third party vendors.

This qualitative research study examines the question of are "digitally native" undergraduate students able to effectively evaluate digital information in different contexts? It also provides qualitative research based on the question of the impact of a student's self-identified digital identity and its impact on their information and digital literacy skills. Using a questionnaire and reflective tasks, students respond to demographic and technology usage questions, then evaluate research methods and materials, which are evaluated by a standard rubric. A qualitative interview completed the research process. Results are analyzed for trends and commonalities amongst the written answers, while descriptive statistics are used to complement the qualitative methods. Findings showed that students overestimate their ability to analyze online information and conduct research, and attribute prowess using technology with strong digital literacy skills. The research refutes this claim, showing the continued need for education in digital and multimodal literacy. The results also suggest that higher education leaders and instructional designers should consider the affinity groups, digital identities, and social-cultural factors that influence information seeking behavior when designing curriculum.

ISBN: 9798557022002Subjects--Topical Terms:

539284
Library science.
Subjects--Index Terms:

Digital identity

Digital Identity and Digital Literacy: Examining Students' Abilities to Evaluate Information.
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500 $a Source: Dissertations Abstracts International, Volume: 82-06, Section: B.
500 $a Advisor: Stafford, Timothy.
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520 $a This qualitative research study examines the question of are "digitally native" undergraduate students able to effectively evaluate digital information in different contexts? It also provides qualitative research based on the question of the impact of a student's self-identified digital identity and its impact on their information and digital literacy skills. Using a questionnaire and reflective tasks, students respond to demographic and technology usage questions, then evaluate research methods and materials, which are evaluated by a standard rubric. A qualitative interview completed the research process. Results are analyzed for trends and commonalities amongst the written answers, while descriptive statistics are used to complement the qualitative methods. Findings showed that students overestimate their ability to analyze online information and conduct research, and attribute prowess using technology with strong digital literacy skills. The research refutes this claim, showing the continued need for education in digital and multimodal literacy. The results also suggest that higher education leaders and instructional designers should consider the affinity groups, digital identities, and social-cultural factors that influence information seeking behavior when designing curriculum.
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