UNIVERSITY OF CALIFORNIA Los Angeles Digital Literacy and Career Capital: How College Experiences are Preparing Students for the Transition to Work A dissertation submitted in partial satisfaction of the requirements for the degree Doctor of Philosophy in Education by Brit Astrid Toven-Lindsey 2017 ABSTRACT OF THE DISSERTATION Digital Literacy and Career Capital: How College Experiences are Preparing Students for the Transition to Work by Brit Astrid Toven-Lindsey University of California Los Angeles, 2017 Professor Robert A. Rhoads, Co-Chair Professor Mark Kevin Eagan, Co-Chair Many students on college campuses today are members of the first generation to grow up surrounded by computers, the internet, and other information and communication technologies (ICT). When they graduate, they will enter a job market where employees in diverse fields are expected to leverage ICT to support their academic and professional work. Research offers only limited information about college students’ digital literacy as it relates to career planning, what college activities and communities of practice encourage the development of digital literacy among students, and the extent to which early experiences with computers and ICT influence college experiences and career aspirations.
ii The purpose of this study was to learn more about the experiences and individuals that influence students' development of digital literacy and attitudes toward professional career transitions, with a particular focus on the experiences of lower-income students. Digital literacy, as defined by Martin (2008), is the ability to use digital tools to find, sort, analyze, and synthesize information and resources, to effectively communicate with others, and to construct new knowledge, in the context of specific life situations that facilitate reflection and social action. Guided by theories of situated learning (Lave & Wenger, 1991) and differential practices (Sims, 2014), along with boundaryless careers and career capital (Arthur & Rousseau, 1996; Arthur, Inkson & Pringle, 1999), the study employed an explanatory sequential mixed method design (Creswell, 2014) with both quantitative and qualitative methods of data collection and analysis to gain insight from graduating seniors at a selective public research university. Results indicated that lower-income students, those eligible for federal Pell Grants, reported greater gains in digital competencies as compared to higher-income peers, and that hands-on learning experiences such as undergraduate research appointments and internships were positively related to students’ feelings of preparation for the job market and technology demands of work in their chosen career field.
Even though most students gained valuable career capital through these experiences, some struggled to draw connections between specific digital competencies and their career goals, and to articulate how these activities had prepared them for the transition to work. Additionally, data from the interviews revealed that very few students had discussed issues of critical information literacy, commercial interests driving the internet, and other related topics in their academic courses or with peers and colleagues. The study concludes with implications for theory and practice, as well as recommendations for future research to deepen our understanding of the kinds of digital skills iii and competencies that students develop through engagement in various activities and communities of practice in college, and how colleges and universities might better serve all individuals in using digital literacy to advance their academic and professional goals. iv The dissertation of Brit Toven-Lindsey is approved.
Safiya Umoja Noble Patricia M. McDonough Mark Warschauer Mark Kevin Eagan, Committee Co-chair Robert A. Rhoads, Committee Co-chair University of California Los Angeles 2017 v TABLE OF CONTENTS CHAPTER 1: INTRODUCTION. 1 CAREER PLANNING IN A DIGITAL WORLD.
4 PURPOSE AND RESEARCH QUESTIONS. 9 RESEARCH DESIGN AND METHODS. 11 SIGNIFICANCE OF THE STUDY. 12 CHAPTER 2: LITERATURE REVIEW.
TECHNOLOGY, EDUCATION AND PROFESSIONAL WORK. 15 The Changing Nature of Work. 15 Evolution of the Digital Divide. 21 Advancing Social Inclusion in a Digital Era.
29 Instructional Technology Integration in Schools. 36 Higher Education and 21st Century Skills. LITERACY AND LEARNING. 53 Traditional Notions of Literacy.
53 Redefining Literacy as a Social Practice. 55 New Literacies, Multiliteracies and Digital Literacy. 57 Defining Digital Literacy. 58 College Student ICT Usage and Digital Literacy.
69 Differentiating Practices and the Development of Digital Literacy. 72 The Accumulation of Career Capital. RESEARCH DESIGN AND METHODS. 83 Phase I: Senior Survey.
85 Descriptive and comparative analysis. 86 Structural equation modeling. 87 Conceptual model for digital competencies and career confidence. 88 Hypotheses and rationale.
101 Phase II: Interviews with Graduating Seniors. 102 Recruitment and sample composition. 103 Profile of interview participants. 108 CHAPTER 4: FINDINGS FROM PHASE I.
110 CHARACTERISTICS OF THE STUDY SAMPLE. 110 Descriptive and Comparative Analyses. 111 STRUCTURAL EQUATION MODELS. 123 vi Model Fit for Latent Constructs.
125 Influence of Personal Background on Digital Competencies. 130 Professional Skills Development and Digital Competencies. 136 Preparing for the Demands of One’s Chosen Career. 141 IN THEIR OWN WORDS: EXPERIENCES THAT PREPARED STUDENTS FOR THE WORKFORCE.
143 Tech Skills for Work and Life. 144 Career- and Discipline-Specific Skills. 152 CHAPTER 5: FINDINGS FROM PHASE II. 159 CHARACTERISTICS OF THE INTERVIEW PARTICIPANTS.
160 EARLY TECH USAGE OF “DIGITAL NATIVES”. 163 Tech in School. 166 NAVIGATING SOCIAL MEDIA AND PROFESSIONAL NETWORKS. 171 Tech with Friends.
172 Shifting Social Media Practices in College. 174 News and Information on Social Media. 176 Building a Professional Network. 181 LEAPING INTO THE UNKNOWN: PREPARATIONS AND EXPECTATIONS.
186 Putting their Learning into Practice. 187 Gaining Work Experience and Paying the Bills. 190 Mentorship and Professional Networks. 195 Confident about their Next Steps.
203 CHAPTER 6: SUMMARY AND CONCLUSIONS. 214 SUMMARY OF FINDINGS. 216 Developing Digital Competence from an Early Age. 216 Advancing Digital Literacy in College.
217 Building Career Capital. 220 Implications for Theory. 220 Implications for Practice. 222 LIMITATIONS AND FUTURE RESEARCH.
Processes of Digital Literacy, Martin (2008). Technology Questions, Senior Survey 2015. Interview Participant Questionnaire. Qualitative Interview Protocol.
242 vii LIST OF TABLES 1. Latent Construct for Self-Rated Digital Competence…………………………………. Variables and Coding for Career Confidence………………………………………. Variables and Coding for Personal Characteristics and Background Contexts……….
Variables and Coding for Self-Reported Participation in Professional Skills Development Activities………. Latent Construct for Self-Reported Academic Skills Gained During College…………115 7. Latent Construct for Perceived Usefulness of Classroom Technologies………………. Characteristics of Interview Participants……………………………………………….
Characteristics of the Survey Sample…………………………………………………. Proportion of Students Who Rated Themselves Above Average on Measures of Digital Competence……………………………………………………………………. Results of t-tests and Descriptive Statistics for Self-Ratings of Digital Competence, by Gender………………………………………………………………. Results of t-tests and Descriptive Statistics for Self-Ratings of Digital Competence, by Status as a Pell Grant Recipient………………………………………134 13.
Proportion of Students Who Strongly Agreed with Statements Regarding Digital Skills Acquisition During their College Experience……………………………136 14. Results of t-tests and Descriptive Statistics for Self-Ratings of Digital Skills Acquisition, by Gender…………………………………………………………………138 15. Results of t-tests and Descriptive Statistics for Self-Ratings of Digital Skills Acquisition, by status as a Pell Grant Recipient……………………………………. Observed Variables in Final Structural Models…………………………………….
Factor Loadings for the Latent Constructs in the Final Structural Model…………. Parameter estimates for Direct and Indirect Effects in the Structural Model Predicting Preparation for the Job Market……………………………………………. Parameter Estimates for Direct and Indirect Effects in the Structural Model Predicting Preparation for the Technology Demands of Professional Work in Chosen Field…………………………………………………………………………. Characteristics of the Sample, Open-ended Responses……………………………….
Coding Scheme for Students' Open-Ended Responses Regarding College Experiences That Prepared Them for Technology Demands of their Future Career………………. Characteristics of Interview Participants, Grouped by Family Income Level………….182 viii LIST OF FIGURES 1. Martin’s (2008) Conceptual Framework for Digital Literacy………………………. Conceptual Model of Digital Competencies and Career Confidence………………….
Latent Constructs in the Proposed Model………………………………………………145 4. Structural Model Predicting Confidence in Preparation for the Job Market…………. Structural Model Predicting Preparation for the Technology Demands of Professional Work in Chosen Field……………………………………………………. Influence of Background on Digital Competence, for Model Predicting Preparation for the Job Market………………………………………………………………………155 7.
Influence of Pre-Professional Experiences on Career Confidence, for Model Predicting Preparation for the Technology Demands of Work…………………………………. Relationship between Academic Division and Digital Competencies, for Model Predicting Preparation for the Technology Demands of Work………………………. Relationship between Academic Skills and Career Confidence, from Full Model Predicting Preparation for the Technology Demands of Work………………………. Influence of Digital Competencies on Career Confidence, from Full Model Predicting Preparation for the Technology Demands of Work……………………………….…162 ix ACKNOWLEDGEMENTS This dissertation represents an incredible journey of learning and growth as a scholar and person, and there are so many people who have helped me to reach this goal.
To my faculty advisor, Rob: Thank you for your continual support and encouragement throughout my time at UCLA, your lightning fast email responses, your critical and constructive feedback, and the example you have set as a dedicated and dynamic scholar. To my co-chair, Kevin: Thank you for helping me tackle a mixed methods dissertation and for your continual support throughout the process. Your expertise and ability to explain statistics is phenomenal, and I truly appreciate you always being approachable and encouraging. To my committee: I sincerely appreciate your thoughtful feedback and constructive questions that have improved and propelled my study.
I have learned so much from each of you, from your diverse research projects and publications, and from your encouragement to push the boundaries of my project, to challenge my own thinking, and to dig deep as a scholar. To my study participants: Thank you for taking the time to share your stories with me, for teaching me about your college experiences, and for inspiring me to keep asking questions. To my CEA colleagues: Thank you so much for being my home base throughout my time at UCLA. I have learned so much and really found my roots in the field of higher education x through the various projects and collaborations that I’ve been fortunate to be involved in at OID.
Marc, thank you for your support and encouragement, for your mentorship and guidance, and for giving me so many opportunities to learn and grow. Casey, thank you for your mentorship and friendship, and for countless coffee runs and much-needed conversations. To my cohort and HEOC peers: Thank you for the fun times, good conversations, and laughs we have shared throughout the years. I feel blessed to have gone on this journey with so many talented, thoughtful, and dedicated individuals.
To my family: This experience would mean nothing without the love and support of my incredible family. Mom, thank you for always being my rock and my cheerleader, for always encouraging me to reach for the stars. Dad, I miss you every day but know you’re right here with me as I tackle each new challenge. Duncan and Debbie, thank you for being my second parents and a constant source of support, acceptance, and encouragement.
To my beautiful children: You are my inspiration, my joy, and my heart. To Ethan: Thank you for being you. For being there every step of the way, for encouraging me when I struggle, for always understanding what I need, for being the best dad to our sweet kiddos, and for being the very best partner., Rhetoric and Media Studies Willamette University Salem, Oregon 2006 M., Postsecondary Education Leadership, Student Affairs San Diego State University San Diego, California 2011 M., Multicultural and International Education Oslo University College Oslo, Norway Publications and Selected Presentations Sax, L. Diversifying computer science departments: How department chairs become change agents for women and underrepresented minority students.
Journal of Women and Minorities in Science and Engineering. Increasing research engagement and entry into a Ph. program: Evaluation of PEERS, a STEM retention initiative for underrepresented students at UCLA. Presentation given March 2017 at the Understanding Interventions (UI) Conference, San Antonio, TX.
(2016) Building momentum: How department chairs lead initiatives to broaden participation in computer science. Paper presented November 2016 at the annual meeting of the Association for the Study of Higher Education (ASHE), Columbus, OH., and Levis-Fitzgerald, M. (2016) The Role of Undergraduate STEM Research Experiences in Academic Success.