An age-related view of computer literacy for adult African Americans

Monica M. Huff, Wendy Rogers

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Literacy is being redefined to incorporate cultural components of literacy as well as computer knowledge (Fisher, 1997-1998; Hawkins & Paris, 1997; Newman & Beverstock, 1990). In this way, computer literacy is becoming an integral part of how literacy in general is defined. The focus of this chapter is on computer literacy rather than more traditional types of reading literacy. In addition, we take an adult life-span developmental perspective in reviewing computer literacy research of African Americans from high school age to older adults. Our focus is on young adults through older adults who have transitioned or are having to transition to using technology and computers in the home and workplace. The structure of the chapter is as follows: First we define computer literacy. Then we discuss the lifelong value of knowing how to use technology and the importance of computer access in different environments (specifically, at school, in the home, and at work). We then briefly describe research considerations for this domain, and conclude by providing direction for future work.

Original languageEnglish (US)
Title of host publicationLiteracy in African American Communities
PublisherTaylor and Francis
Pages265-276
Number of pages12
ISBN (Electronic)9781135664749
ISBN (Print)0805834028, 9780805834024
DOIs
StatePublished - Jan 1 2014

Fingerprint

literacy
American
life-span
school
young adult
workplace

ASJC Scopus subject areas

  • Social Sciences(all)

Cite this

Huff, M. M., & Rogers, W. (2014). An age-related view of computer literacy for adult African Americans. In Literacy in African American Communities (pp. 265-276). Taylor and Francis. https://doi.org/10.4324/9781410605658-23

An age-related view of computer literacy for adult African Americans. / Huff, Monica M.; Rogers, Wendy.

Literacy in African American Communities. Taylor and Francis, 2014. p. 265-276.

Research output: Chapter in Book/Report/Conference proceedingChapter

Huff, MM & Rogers, W 2014, An age-related view of computer literacy for adult African Americans. in Literacy in African American Communities. Taylor and Francis, pp. 265-276. https://doi.org/10.4324/9781410605658-23
Huff MM, Rogers W. An age-related view of computer literacy for adult African Americans. In Literacy in African American Communities. Taylor and Francis. 2014. p. 265-276 https://doi.org/10.4324/9781410605658-23
Huff, Monica M. ; Rogers, Wendy. / An age-related view of computer literacy for adult African Americans. Literacy in African American Communities. Taylor and Francis, 2014. pp. 265-276
@inbook{daedaf7ced204d1087c21faf82f998e3,
title = "An age-related view of computer literacy for adult African Americans",
abstract = "Literacy is being redefined to incorporate cultural components of literacy as well as computer knowledge (Fisher, 1997-1998; Hawkins & Paris, 1997; Newman & Beverstock, 1990). In this way, computer literacy is becoming an integral part of how literacy in general is defined. The focus of this chapter is on computer literacy rather than more traditional types of reading literacy. In addition, we take an adult life-span developmental perspective in reviewing computer literacy research of African Americans from high school age to older adults. Our focus is on young adults through older adults who have transitioned or are having to transition to using technology and computers in the home and workplace. The structure of the chapter is as follows: First we define computer literacy. Then we discuss the lifelong value of knowing how to use technology and the importance of computer access in different environments (specifically, at school, in the home, and at work). We then briefly describe research considerations for this domain, and conclude by providing direction for future work.",
author = "Huff, {Monica M.} and Wendy Rogers",
year = "2014",
month = "1",
day = "1",
doi = "10.4324/9781410605658-23",
language = "English (US)",
isbn = "0805834028",
pages = "265--276",
booktitle = "Literacy in African American Communities",
publisher = "Taylor and Francis",

}

TY - CHAP

T1 - An age-related view of computer literacy for adult African Americans

AU - Huff, Monica M.

AU - Rogers, Wendy

PY - 2014/1/1

Y1 - 2014/1/1

N2 - Literacy is being redefined to incorporate cultural components of literacy as well as computer knowledge (Fisher, 1997-1998; Hawkins & Paris, 1997; Newman & Beverstock, 1990). In this way, computer literacy is becoming an integral part of how literacy in general is defined. The focus of this chapter is on computer literacy rather than more traditional types of reading literacy. In addition, we take an adult life-span developmental perspective in reviewing computer literacy research of African Americans from high school age to older adults. Our focus is on young adults through older adults who have transitioned or are having to transition to using technology and computers in the home and workplace. The structure of the chapter is as follows: First we define computer literacy. Then we discuss the lifelong value of knowing how to use technology and the importance of computer access in different environments (specifically, at school, in the home, and at work). We then briefly describe research considerations for this domain, and conclude by providing direction for future work.

AB - Literacy is being redefined to incorporate cultural components of literacy as well as computer knowledge (Fisher, 1997-1998; Hawkins & Paris, 1997; Newman & Beverstock, 1990). In this way, computer literacy is becoming an integral part of how literacy in general is defined. The focus of this chapter is on computer literacy rather than more traditional types of reading literacy. In addition, we take an adult life-span developmental perspective in reviewing computer literacy research of African Americans from high school age to older adults. Our focus is on young adults through older adults who have transitioned or are having to transition to using technology and computers in the home and workplace. The structure of the chapter is as follows: First we define computer literacy. Then we discuss the lifelong value of knowing how to use technology and the importance of computer access in different environments (specifically, at school, in the home, and at work). We then briefly describe research considerations for this domain, and conclude by providing direction for future work.

UR - http://www.scopus.com/inward/record.url?scp=85071013954&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85071013954&partnerID=8YFLogxK

U2 - 10.4324/9781410605658-23

DO - 10.4324/9781410605658-23

M3 - Chapter

AN - SCOPUS:85071013954

SN - 0805834028

SN - 9780805834024

SP - 265

EP - 276

BT - Literacy in African American Communities

PB - Taylor and Francis

ER -