Eliciting best practices in digital literacy tutoring: A cognitive task analysis approach

Document Type

Conference Proceeding

Publication Date



Department of Cognitive and Learning Sciences; Department of Computer Science


Responding to the increasing need for all citizens to be digitally literate, our research group has led a program for six years that addresses older adults’ questions about digital devices and applications. Our patrons confront a range of socio-technical barriers as they adopt new technology and explore the digital world, and our tutors have developed particular practices to identify and overcome these barriers. Using a cognitive task analysis methodology, we conducted semi-structured interviews with experienced tutors. From these, we derived a set of effective and replicable practices that can form the basis for similar programs elsewhere.

Publication Title

Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)