Digital Literacy Skills of University Students With Visual Impairment

• In Event: Spotlight on Technology in Special Education

Abstract

This study explores the digital literacy (DL) skills of university students in Turkey with visual impairment. Sequential explanatory mixed-methods design was employed. The study found quite high levels for several self-reported technical and cognitive dimensions of DL skills, and lower levels for the social dimension. Comparative analysis revealed no significant difference between gender, level of visual impairment, and type of school. The only significant correlation established between the variables was a negative correlation between DL and age of starting to use technology. The results showed that daily use of the Internet had a significant positive effect on digital literacy scores. The qualitative findings suggested that the participants lacked skills in information management, effective collaboration, communication, and in digital content creation.

Authors

• Tugba Kamali Arslantas, Aksaray University

• Abdulmenaf Gul, Hakkari University