ENGL1101 - Introduction to University Writing - Arts & Humanities Assignment Help

Assignment Task

Topic:
State the topic or question the author is interested in.
-The author is interested in the problem of how to define digital literacy.
-Basically, digital literacy is “the idea that the world’s citizens, and kids in particular, will benefit if they’re skilled in the ways of information technology” (Wohlsen, 2014, para. 2).
-But the problem is how to define exactly what technology skills kids actually need in the future. “Learning to code” is important, but it’s not always clear what that really means.

Internet Use and Well-Being Among College Students: Beyond Frequency of Use

The purpose of the study was to gather descriptive information about college students’ Internet use and to explore the relationship between types of Internet use and well-being. The sample consisted of 312 college students (67?male; age range 18-49 years; M = 21.34 years, SD = 5.05). Self-report questionnaires were administered in a large undergraduate psychology course. Exploratory factor analyses suggested 5 specific types of use: Meeting People, Information Seeking, Distraction, Coping, and E-mail. Confirmatory factor analyses on a new sample from the same university (N = 169) verified the 5-factor structure. Using the Internet for coping purposes related to depression, social anxiety, and family cohesion more so than frequency of use. This study highlights the importance of examining types of Internet use in relation to well-being.
The transition from high school to college involves significant changes academically, interpersonally, and intrapersonally (Shaver, Furman, & Buhrmester, 1985). The transition typically marks the first significant move away from the family and towards adulthood (Eccles, Templeton, Barber, & Stone, 2003). As a result, college students seek new sources of social support to deal with the change, such as friends, romantic partners, or organizations (Shaver et al.). As college students in large numbers are now using the Internet, it may serve as a new avenue of potential social support that was not previously available. Particularly for college students, Internet use has become a normative aspect of daily life (Anderson, 2001; Birdsell, Muzzio, Krane, & Cottreau, 1998). In 1998, individuals between the ages of 18 and 24 had the highest rate of Internet use (44%) of all age groups (Schau, 2000).
The 2001 freshman college class was born the year the PC was introduced to the general public (Jones, 2002; Turow, 1999). Further, nearly all college students today were online before they began college (Cole, 2001; Horrigan, 2002; Jones; Perry, Perry, & Hosack-Curlin, 1998).
The ubiquity of the Internet on college campuses has created a different kind of college environment for students. Most universities have Internet-accessible computer labs open 24 hours a day, allowing students to be online as long as they desire. Free e-mail addresses are provided through universities, and residence halls typically are equipped with high-speed (broadband) connections. It is clear computers and the Internet are an important aspect of college life, but it is unclear whether there are psychological or social issues (e.g., depression or social anxiety) connected with Internet use. Furthermore, there is a concern that college students in particular are vulnerable to the addictive potential of the Internet. One study of British college students found that some students felt their Internet use was interfering (negatively) with their academic, social, and interpersonal lives (Niemz, Griffiths, & Banyard, 2005) As such, focusing our attention on Internet use among this population is warranted.

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