Evidence-based digital literacy class for older, low-income African-American adults

ABSTRACT

Based on our community engagement project involving 47 older, low-income African-American adults from a senior community center, this study analyzes how an underserved population acquires knowledge and skills related to digital technologies. We discuss the conceptualization, implementation, and evaluation of a weekly, four-month long computer class for members of the senior community center. Our mixed-method research shows the importance of taking into account both the multidimensional nature of adult learning and the social and cultural contexts in which learning occurs when working with underserved adult populations. Findings from our formative and evaluative research offer insights into changes in the computer class participants’ attitudes toward and perspectives on key digital literacy issues including security and privacy online and online information verification. Scholarly and policy implications are discussed in the context of digital competency and adult learning for marginalized populations.

KEYWORDS:

• Community engagement
• underserved population
• digital literacy
• African-American older adults

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1. Researchers did not report participants’ income but noted that 46% of them had less than a college degree, while 56% had a college degree or more.

2. We conducted research with African-American adults aged 55 and over who are members of the senior community center, since the age requirement for the senior community center is 55 years or older.