"I am not computer savvy": A look into the everyday digital literacy levels of formerly incarcerated people using a novel holistic digital literacy framework

Abstract

This dissertation explores the Everyday Digital Literacy (EDL) of formerly incarcerated individuals using an EDL framework-based self-assessment questionnaire (SAQ). The research proceeded as follows: conceptualize an EDL framework (EDLF) based on the current consensual definition of digital literacy existent in the literature; identify and evaluate shortcomings of the EDLF; design a unique holistic EDLF addressing results of critique, namely, the absences of a concept of everydayness characteristic of digital literacy overall, as well as of three key descriptive constructs: knowledge, social behavioral, and affective. Validity of EDLF grounding development of the finalized 169 item SAQ was established through a series of closed card sorts executed by 35 participants recruited from information related professions. Three focus groups of 12 members comprised of formerly incarcerated persons, and conversations with subject related researchers were conducted to improve structural clarity, content, and reliability of the instrument. Finally, the instrument was completed by 36 formerly incarcerated individuals released no later than 150 days prior their EDL assessment. This research makes theoretical, methodological, and empirical contributions. Theoretically, the EDLF provides a unique, holistic comprehensive realization of EDL practices as increasingly embedded in and characteristic of our 21st century life worlds. Methodologically, the participation of formerly incarcerated individual in the development of EDL SAQ demonstrates the flexibility of the validated EDLF as well as extensibility of SAQ to a variety of subject populations. The empirical grounding of research findings provides criminal justice related domains with evidence-based information to guide inclusive policy decisions that increase preparedness of formerly incarcerated individuals for encounter and engagement with digital spaces immediately upon their release. Most importantly, the acquisition, continual learning, and practice of EDL increases exposure to perceivable affordances mobilized through awareness, knowledge, and conduct in contemporary digitally embedded life worlds.