{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/81524"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/81524","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"\"Uncovering the Hidden Literacies of \"\"Have -Nots\"\": A Study of Computer and Internet Use in a Low -Income Community\"","abstract":"\"The digital divide is a metaphor used by scholars and policy makers to refer to the problem of a lack of access to technology and the consequences associated with a lack of access for \"\"have-not\"\" groups. While typical digital divide studies are useful in identifying the groups that are likely to lack access to technology, this approach does not adequately contextualize the problems faced by marginalized groups such as the poor as they attempt to integrate technology into their lives. The goal of this study was to develop a new framework, a technology-in-use approach, that views members of marginalized groups as active technology users and that recognizes the real barriers that they experience in trying to adopt new literacy practices. This new model was applied to the study of low-income participants taking part in a computer training and distribution program. This study examined the way that the participants used the computer and Internet technology they received through the program, the technical problems that they encountered, and how technology use fit within the context of their daily lives. The value of the technology-in-use approach is that by looking at the experiences of marginalized groups as they attempt to adopt new literacy practices, we will gain a greater understanding about computer use, literacy, and access to technology. This study expands our notions about computer use and literacy for all people by looking at people, places (home computer use), and activities that are traditionally ignored in dominant discourses about literacy.\"","abstract_html":""The digital divide is a metaphor used by scholars and policy makers to refer to the problem of a lack of access to technology and the consequences associated with a lack of access for ""have-not"" groups. While typical digital divide studies are useful in identifying the groups that are likely to lack access to technology, this approach does not adequately contextualize the problems faced by marginalized groups such as the poor as they attempt to integrate technology into their lives. The goal of this study was to develop a new framework, a technology-in-use approach, that views members of marginalized groups as active technology users and that recognizes the real barriers that they experience in trying to adopt new literacy practices. This new model was applied to the study of low-income participants taking part in a computer training and distribution program. This study examined the way that the participants used the computer and Internet technology they received through the program, the technical problems that they encountered, and how technology use fit within the context of their daily lives. The value of the technology-in-use approach is that by looking at the experiences of marginalized groups as they attempt to adopt new literacy practices, we will gain a greater understanding about computer use, literacy, and access to technology. This study expands our notions about computer use and literacy for all people by looking at people, places (home computer use), and activities that are traditionally ignored in dominant discourses about literacy."","abstract_has_math":false,"creators":["Merkel, Cecelia Bridget"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Library and Information Science","degree_department":null,"school":null,"contributors":["Bishop, Ann Peterson"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-25T20:17:04Z","date_published":"2015-09-25T20:17:04Z","updated_at":"2026-07-22T22:26:16Z","subjects":["Information Science"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI3044176"],"render_values":[{"text":"(MiAaPQ)AAI3044176","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/81524","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Bishop, Ann Peterson"]},{"key":"dc:creator","label":"Author","values":["Merkel, Cecelia Bridget"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-25T20:17:04Z","10000-01-01","2002"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Library and Information Science"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Information Science"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/81524","(MiAaPQ)AAI3044176"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["\"The digital divide is a metaphor used by scholars and policy makers to refer to the problem of a lack of access to technology and the consequences associated with a lack of access for \"\"have-not\"\" groups. While typical digital divide studies are useful in identifying the groups that are likely to lack access to technology, this approach does not adequately contextualize the problems faced by marginalized groups such as the poor as they attempt to integrate technology into their lives. The goal of this study was to develop a new framework, a technology-in-use approach, that views members of marginalized groups as active technology users and that recognizes the real barriers that they experience in trying to adopt new literacy practices. This new model was applied to the study of low-income participants taking part in a computer training and distribution program. This study examined the way that the participants used the computer and Internet technology they received through the program, the technical problems that they encountered, and how technology use fit within the context of their daily lives. The value of the technology-in-use approach is that by looking at the experiences of marginalized groups as they attempt to adopt new literacy practices, we will gain a greater understanding about computer use, literacy, and access to technology. This study expands our notions about computer use and literacy for all people by looking at people, places (home computer use), and activities that are traditionally ignored in dominant discourses about literacy.\"","Made available in DSpace on 2015-09-25T20:17:04Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3044176.pdf: 13923248 bytes, checksum: b378b3fb1817a6fc90c59058357264d2 (MD5) Previous issue date: 2002","Embargo set by: Seth Robbins for item 82805 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","275 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2002."]},{"key":"dc:title","label":"Title","values":["\"Uncovering the Hidden Literacies of \"\"Have -Nots\"\": A Study of Computer and Internet Use in a Low -Income Community\""]}]}],"canonical_facts":{"dc:contributor":["Bishop, Ann Peterson"],"dc:creator":["Merkel, Cecelia Bridget"],"dc:date":["2015-09-25T20:17:04Z","10000-01-01","2002"],"dc:description":["\"The digital divide is a metaphor used by scholars and policy makers to refer to the problem of a lack of access to technology and the consequences associated with a lack of access for \"\"have-not\"\" groups. While typical digital divide studies are useful in identifying the groups that are likely to lack access to technology, this approach does not adequately contextualize the problems faced by marginalized groups such as the poor as they attempt to integrate technology into their lives. The goal of this study was to develop a new framework, a technology-in-use approach, that views members of marginalized groups as active technology users and that recognizes the real barriers that they experience in trying to adopt new literacy practices. This new model was applied to the study of low-income participants taking part in a computer training and distribution program. This study examined the way that the participants used the computer and Internet technology they received through the program, the technical problems that they encountered, and how technology use fit within the context of their daily lives. The value of the technology-in-use approach is that by looking at the experiences of marginalized groups as they attempt to adopt new literacy practices, we will gain a greater understanding about computer use, literacy, and access to technology. This study expands our notions about computer use and literacy for all people by looking at people, places (home computer use), and activities that are traditionally ignored in dominant discourses about literacy.\"","Made available in DSpace on 2015-09-25T20:17:04Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3044176.pdf: 13923248 bytes, checksum: b378b3fb1817a6fc90c59058357264d2 (MD5) Previous issue date: 2002","Embargo set by: Seth Robbins for item 82805 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","275 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2002."],"dc:identifier":["http://hdl.handle.net/2142/81524","(MiAaPQ)AAI3044176"],"dc:language":["eng"],"dc:subject":["Information Science"],"dc:title":["\"Uncovering the Hidden Literacies of \"\"Have -Nots\"\": A Study of Computer and Internet Use in a Low -Income Community\""],"dc:type":["text"],"thesis:degree_discipline":["Library and Information Science"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:26:16Z"}