Download - Lapsed Internet Users
Rebecca Eynon, Anne Geniets, Grant BlankOxford Internet Institute, University of Oxford13 September 2012
Low and Lapsed Use amongst Young People
59
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35
67
5
28
73
5
23
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20
40
60
80
100
% o
f th
e p
op
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tion
2003 2007 2011
User Ex-user Non-user
OxIS 2003: N=2,029; OxIS 2005: N=2,185; OxIS 2007: N=2,350; OxIS 2009: N=2,013; OxIS 2011: N=2,057
Internet use in Britain: 2003-2011
Factors in understanding lapsed use
• Psychological – Attitudes, motivations and agency towards the Internet &
everyday life
• Cognitive – Technical skills, critical skills, literacy and awareness of
opportunity
• Physical – Quality of Internet access, access to technologies, use of other
technologies
• Socio-cultural – Family, friends, peers, school, work, community
• Material – Occupation, income, education
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Typology of lapsed users (1)
• Group 1: – Primarily because lack of access and cost. – In all other respects they demonstrate a number of characteristics
that suggests that they are very close to the digital mainstream.
• Group 2:– Lack of access and cost– Lack of institutional support at school or work
• Group 3: – Differ in terms of attitudes: not seeing the Internet as important
for finding out or learning new things, – Lower levels of learner self-concept, – Less positive about their skills to use the Internet.
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Typology of lapsed users (2)
• Group 4: – Multiple reasons for not using the Internet (access, cost, skills
and interest). – Only reason to use the Internet is school. – Fare negatively on all five factors: psychological, cognitive,
physical, socio-cultural and material.
• Group 5: – Job does not require Internet use.– Very close social networks weaken motivation and need.– Not interested – Encounter some challenges with all five factors – yet these
operate in a different way to group 4.
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Meaningful use
• The majority of lapsed Internet users did technically “use” the Internet
• Use was infrequent, narrow, or via other people• They did not see it as easy, satisfying or successful
– Often frustrating, slow, cumbersome, confusing
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Concluding comments
• Think more about meaningful use rather than just use • Digital native discourse has negative implications
– These young people need support as well
• Targeted support is important– Removal of barriers of access, cost, also basic knowledge
• Key sources of support – Libraries– Schools often major source of learning, support and access
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Thank you.
Rebecca Eynon, Anne Geniets, Grant Blank
Report:http://www.oii.ox.ac.uk/research/publications/Lapsed_Internet_Users_Report_2012.pdf
Oxford Internet Surveyshttp://microsites.oii.ox.ac.uk/oxis/[email protected]
Oxford Internet Institutehttp://www.oii.ox.ac.uk