Crossing the third‐level digital divide through digital literacy programs
研究调查了美国马里兰州305名参与社区数字素养项目的居民，发现频繁使用项目、高初始技术采纳动机和高技术行为自主性有助于数字赋权和生活改善，但缺乏自主性会抵消项目效果。
Abstract Digital literacy programs (DLPs) implemented by community‐anchored organizations have become a key focus toward achieving digital equity. However, there is a notable lack of quantitative empirical research that measures DLPs' effectiveness in supporting the achievement of tangible benefits of digital literacy (DL), beyond simply acquiring it. Our study examines gaps in DLP outcomes (known as the third‐level digital divide) by considering program participants' differing technology readiness. We surveyed 305 Maryland residents (in the United States) with experience in different DLPs (e.g., one‐on‐one or group instruction) provided by libraries, schools, community centers, and non‐profits. Results from hierarchical multiple regression analyses revealed that frequent DLP use, combined with high motivation for initial technology adoption and high autonomy in technology behavior, leads to greater progress in digital empowerment and life betterment as DL gain increases. However, a lack of autonomy negates the effects of DLP use and the resulting DL gain. We also find that those struggling with technology unaffordability and anxiety compensate for these deficits through frequent DLP use, experiencing progress in digital empowerment as they gain more DL. We demonstrate the role of DLPs in preventing further exclusion among digitally marginalized individuals, advancing the digital divide discourse and offering practical recommendations to strengthen DLP impact.