A long shadow: Cultural capital, techno-capital and networking skills of college students (original) (raw)
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This paper addresses digital diversity among upper secondary students. Since 2006 digital skills and competence has been embedded as key competence in the Norwegian national curriculum. A sample of 593 Norwegian students from 43 upper secondary schools participated in a survey with a digital competence quiz and a self-report questionnaire. Analysis showed differences in students' digital competence and indication of digital diversity on both student and school level. A multilevel analysis reveals that cultural capital, language integration at home, selfefficacy, strategic use of information and average grades of the students predict 20% of the variation in students' digital competence score and 49% of the variation between schools' average digital competence score.
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Existing studies have paid limited attention to how media use and network diversity are related to cultural capital along or across ethnic boundaries. Extending the network model to a mediated network model of cultural capital, this research examines cultural knowledge as a function of media use and network diversity and whether media use moderates or mediates the relationship between network diversity and cultural knowledge. Data were drawn from a random sample survey on Chinese immigrant entrepreneurs in Toronto. Results showed that media use was a stronger predictor of cultural knowledge than network diversity. It also moderated and mediated the relationship between network diversity and cultural knowledge along and across ethnic boundaries.
The Internet: Leveler or divider? A cultural capital perspective
2006
The program also reflects the valuable contributions of the conference reviewers (listed on p. v). We thank all of those who submitted papers and/or special session proposals, the members of the AMA Academic Council, and the AMA journal editors. We also appreciate the detailed implementation support provided by the AMA staff:
New Media & Society, 2020
The increasing presence of advanced information and communication technologies (ICTs) across various fields of our lives has elevated the significance of individuals’ capability to utilize these ICTs substantially. Although scholars have underscored the importance of understanding such capabilities in terms of skills that are multidimensional, few empirical investigations are connected to sound theoretical backgrounds. Analyzing a survey administered to a random sample of adults in the City of Austin, this study empirically examines multiplicities of technological capabilities. Building on the literatures of Bourdieu’s theory of capital, digital literacy, field, and participatory culture, this study finds three sets of technological capabilities that constitute individuals’ “techno-capital.” Furthermore, we analyze the influences of cultural and economic/financial capital reflected by key socioeconomic predictors on the different levels of techno-capital. We find that acquiring basi...
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Proceedings of the 19th International Conference on WWW/Internet, 2020
With the digitalization and relocation of almost all human communications to the online sphere, social networks have gained great importance and room for maneuver for influence in the domain of lifelong learning. Enabling the rapid sharing of a large amount of information, ideas, but also content in general, has an impact on every user of these networks. This paper aims to show the impact of social networks, that is, the consumption of social networks, on the cultural intelligence of the individual. The subject of this paper was to determine which digital competencies, defined by information constructs Knowledge and Skills, significantly determine the level of cultural intelligence of an individual during his lifelong education, formal and informal, and the primary goal was to create a new information construct. The research was conducted online, using a survey questionnaire containing original metrics of influencing factors on the basis of which the application of quantitative statistical methods designed a conceptual model, a description that can determine the impact of each information construct (Knowledge, Skills, Experience) on digital intelligence development and its impact on degree of cultural intelligence. In this sense, this paper represents a contribution to the field of communication and educational sciences and opens initiatives for further research related to the development of an original methodology for conceptualizing digital communication in the field of non-formal education.
Beyond Access: Cultural Capital and the Roots of the Digital Divide
Media Access: Social …, 2004
1 Beyond Access: Cultural Capital and the Roots of the Digital Divide By Viviana Rojas, Debasmita Roychowdhury, Ozlem Okur, Joe Straubhaar, and Yinan Estrada-Ortiz, University of Texas, Austin. Page 2. 2 Beyond Access: Cultural Capital and the Roots of the Digital Divide ...
Poetics, 2011
This paper focuses on one of the factors that appears to be important in several conceptualizations of how to approach the digital divide: the differential possession of so-called Internet skills. Three largescale performance tests are conducted to reveal the contributions of gender, age, educational level of attainment, Internet experience, and amount of Internet use on both medium- and content-related Internet skills. Age appears to have a negative influence on medium-related skills. However, there is a positive contribution to the level of content-related skills, meaning that older generations perform better than the younger. Unfortunately, they are impeded by their low level of medium-related skills in such a way that the actual result is negative. This noteworthy conclusion, to our knowledge, has hardly received any attention in digital divide research. Educational attainment appears significant for both medium- and content-related Internet skills. This conclusion contrasts somewhat with other research that claims that people learn digital skills more in practice than in formal educational settings. Internet experience only contributes to medium-related skills. It appears that content-related skills do not grow with years of Internet experience and the number of hours spent online weekly. The latter only has some effect on medium-related skills.