As a new generation of students enters college, they are often assumed to be universally savvy with information and communication technologies and in navigating the Web. However, such assumptions are rarely founded in empirical research, and substantial inequalities in the capacity to use the Internet remain - even among the highly connected. As Internet use continues to become an increasingly important part of our daily lives, we must be cognizant of the potential for inequalities to be exacerbated as a result of the ways in which it is used, how and why these differences arise, and most importantly, the implications of such differentiated use for both individuals and the broader society. The concept of digital citizenship - the capability to participate in society online - not only highlights the important role the Internet has taken in people's daily lives, but it also emphasizes the potential for exclusion from participation in society. This study examines differences in digital citizenship among college students at a medium-sized, Midwestern university and explores some ways to mitigate resulting inequalities. Rather than focusing solely on individual capital accumulation as a means to overcoming inequality, however, this study emphasizes the potential of online community-building.
As such, the focus of this study is threefold: first, I examine differences in participatory Internet use and perceived skills among students upon entering college - or what I call prior digital citizenship; second, I analyze students' self-reported changes in perceived online participatory skills - referred to as perceived changes in digital citizenship - and whether participation in an online learning community developed as part of this study has any positive impact on these changes; and lastly, I examine students' current digital citizenship, focusing on their digital immersion - which refers to engaging in a wide variety of activities online and doing so frequently. Results suggest that rural students tend to perceive themselves as less skilled in online participatory activities when entering college, that participants in the online learning community reported greater improvements in perceived skills, and that the ways in which students use social networking sites is gendered and reflects their broader use of the Internet. The social implications of these findings are discussed and policy suggestions are addressed.