Rebecca Eynon, Anne Geniets, Grant BlankOxford Internet Institute, University of Oxford13 September 2012

Low and Lapsed Use amongst Young People

59

6

35

67

5

28

73

5

23

0

20

40

60

80

100

% o

f th

e p

op

ula

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

Page 3

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.

Page 4

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.

Page 5

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

Page 6

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

Page 7

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/oxis@oii.ox.ac.uk

Oxford Internet Institutehttp://www.oii.ox.ac.uk