Community‐led digital literacy training: Toward a conceptual framework
通过对公共图书馆等社区组织的案例研究，构建了一个概念框架，识别影响数字素养培训效果的关键因素，为社区培训实践提供建议。
Abstract An exploratory study investigated the factors affecting digital literacy training offered by local community organizations, such as public libraries. Theory based on the educational assessment and information literacy instruction literatures, community informatics, and situated learning theory served as a lens of investigation. Case studies of two public libraries and five other local community organizations were carried out. Data collection comprised: one‐on‐one interviews with administrators, instructors, and community members who received training; analysis of training documents; observations of training sessions; and a survey administered to clients who participated in these training sessions. Data analysis yielded the generation of a holistic conceptual framework. The framework identifies salient factors of the learning environment and program components that affect learning outcomes arising from digital literacy training led by local community organizations. Theoretical propositions are made. Member checks confirmed the validity of the study's findings. Results are compared to prior theory. Recommendations for practice highlight the need to organize and train staff, acquire sustainable funding, reach marginalized populations, offer convenient training times to end‐users, better market the training, share and adopt best practices, and better collect and analyze program performance measurement data. Implications for future research also are identified.