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A new framework for understanding educational digital library use: re-examining digital divides in U.S. schools

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Abstract

Despite their decade of deployment, educational digital libraries have not achieved sustained use in elementary and secondary schools in the United States. Barriers to accessing the Internet and computers have been widely targeted by myriad initiatives, but efforts aimed at bridging this first-level “digital divide” have not led to increased use of the Internet and digital library resources in U.S. classrooms. In fact, such programs have revealed additional divides that affect educators’ use. This paper examines the additional digital divide levels and proposes a new framework for understanding technology innovation in schools that can improve development and outreach approaches by digital library developers.

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Authors and Affiliations

  1. Wayne State University, Detroit, MI, USA

    Marcia A. Mardis

  2. University of Hawaii at Manoa, Honolulu, HI, USA

    Ellen S. Hoffman

  3. Syracuse University, Syracuse, NY, USA

    Todd E. Marshall

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  1. Marcia A. Mardis
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  2. Ellen S. Hoffman
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  3. Todd E. Marshall
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Correspondence to Marcia A. Mardis.

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Mardis, M.A., Hoffman, E.S. & Marshall, T.E. A new framework for understanding educational digital library use: re-examining digital divides in U.S. schools. Int J Digit Libr 9, 19–27 (2008). https://doi.org/10.1007/s00799-008-0035-z

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