Fact or Definition?

John Gibison
Moody
ENC 1102-0112
13 April 2010
Definition or Fact?
Is your topic an argument of definition, fact, a mixture or neither, why?
The topic that I have been researching is whether socio-economic status affects how digitally literate children are. From the book, my topic can be broken down in one of two ways: of being an argument of fact or being a mixture of both fact and definition.
For the first, the assumption is that everyone knows what is meant by socio-economic status and digital literacy. In addition to knowing what both of the previous are, there has to be a norm for measuring both. For example there has to be established universal categories to evaluate socio-economic status and digital literacy. With this assumptions being made then the argument is whether or not socio-economic status affects digital literacy. It becomes a true and false question, which is what a fact is, either true or false. If this is the case then the research that has to be made must come from a great deal of sources (190).
For the latter which is more likely to be reality, this is a mixture of both fact and definition. I have noticed throughout my research that each of my sources had a slightly different “definition” for digital literacy. Even to the name, they were all different. Computer literacy, computer profile and technology skills were some of the names. Consequently, the paper can be used to come up with a definition of digital literacy. The book describes this “dictionary definition” as a formal definition (224). Once that is established, then it becomes an argument fact. This is where the first scenario comes back into play. Once the definitions and measurements are clearly defined and understood, then it becomes an argument of fact, specifically if there is a relationship between socio-economic status and the digital literacy of children.

Reflection on Research

John Gibison
Moody
ENC 1102-0112
6 April 2010
Reflection
Reflect on your research done to date. Do you have any concerns with it? What do you think about the conversation so far, how do you see yourself entering it?
I have found many scholarly articles that deal with my topic of does socio-economic status affect digital literacy of children. There have been a variety of different methods used in order to attain the data pertaining to this topic. I have found articles with surveys and questionnaires, experiments and even a project. In addition to all the various methods of obtaining results, the research came from all over the world – Australia, North America and Europe. To me those two characteristics of the research really increase the validity of the results. There are some minor problems I have found with the research. Some of the research does not isolate the socio-economic status as its only variable that it measures. Also some of the research states that the study either was not long enough or did not have as many people participate as planned. This doesn’t concern me as much because I am using a number of sources, which diminishes that problem.
One thing I would like to do a little more of is link the research I have used to the readings that have been done in class over the semester. When the final paper is finished, I feel that those links will set my paper to the level I want because the readings given in class are so well known and impacting.
The conversation now seems to be simmering because the Digital Divide is becoming so apparent. People are concerned and the roots of this problem and the roots are being dug up. I am entering the conversation to solidify the relationship between socio-economic status and children’s digital literacy. My input to the conversation would be on what actions can be taken to minimize the gap from this aspect.

Cars' Model (still working on it)

John Gibison
Moody
ENC 1102.0112
13 April 2010
Cars’ Model
Move 1: Knowledge about the Digital Divide is growing with the increasing integration of technology into society. The primary form of these technologies is the computer. Recently, there has been an interest in the socio-economic status and its effect on the Digital Divide because the roots of this are unknown. The reason for this interest is because technology and socio-economic status are a common ground among all people. The research that has been done so far found similar results, which has been that socio-economic status does correlate to digital literacy. Among the experiment procedures, questionnaires and surveys have been used most widely providing easily quantified data.

Move 2: 1a) There is no distinguishable relationship between socio-economic status and digital literacy.
There are more variables affecting digital literacy.
1b) There is not enough support or experiments done to prove there is a relationship.
Is the research done legitimate?
1c) Is this really a worthwhile topic to be concerned about.

Move 3: Notable research has been done by many qualified scientists and continues to be done towards this question. With all the research to date, there has been a trend and high correlation in the results. It has been seen that socio-economic status does affect digital literacy in children, in conjunction with other variables. This research is extremely pertinent in today’s advanced society because society is becoming more technologically dependant as time moves on.