Tendencies and Preferences of Choosing Information Sources in Academic Learning: A Case of Native Hebrew and Native Arabic Speakers in Israel

Abstract

This article describe s an examination of factors that dominate the preferences of Israeli native Arabic speaking (NAS) students vs. those of Israeli native Hebrew speaking (NHS) students for choosing digital, printed, written, or orally conveyed information sources for academic le arning. The study included 173 students (109 NHS; 64 NAS) from two academic institutions located in northern Israel. All students participated in the same two annual academic courses. In the study, we examined the perceived attribution of eight different information sources common in academic learning. We utilized 15 information source criteria that are relevant for learning for examining the NAS and NHS students' preferences. We conclude by suggesting that differences in perception of scope, depth, accessibility, trustworthiness, clarity, and especially the perceived ability of cognitive processing from various information sources can explain the “Digital Divide” between NAS and NHS Israeli students in the context of evaluating the contribution of different information sources for their learning. Thus, a techno-socio-cultural Second Order Digital Divide emerges. (מתוך המאמר‎)