Ackerman, R., & Goldsmith, M. (2011). Metacognitive regulation of text learning: On screen versus on paper. Journal of Experimental Psychology: Applied, 17(1), 18-32.

Al-Wabil, A., Zaphiris, P., & Wilson, S. (2007, July). Web navigation for individuals with dyslexia: an exploratory study. In International conference on Universal Access in Human-Computer Interaction (pp. 593-602). Springer.

Bergson-Shilcock, A. (2020). Boosting digital literacy in the workplace. Washington, DC: National Skills Coalition. Retrieved from: https://www.nationalskillscoalition.org/wp-content/uploads/2021/01/12152020-NSC-Boosting-Digital-Literacy.pdf

Burin, D. I., Irrazabal, N., Ricle, I. I., Saux, G., & Barreyro, J. P. (2018). Self-reported internet skills, previous knowledge and working memory in text comprehension in E-learning. International Journal of Educational Technology in Higher Education, 15(1), 1-16.

Chiang, M. H. (2020). Exploring the effects of digital storytelling: A case study of adult L2 writers in Taiwan. IAFOR Journal of Education, 8(1), 65-82.

Coyne, S. M., Padilla-Walker, L. M., & Howard, E. (2013). Emerging in a digital world: A decade review of media use, effects, and gratifications in emerging adulthood. Emerging Adulthood, 1(2), 125-137.

de Souza, B. C., & Rangel Jr, J. F. L. B. (2015). Speed of processing and creativity in the Digital Age. Business Creativity and the Creative Economy, 1(1), 13-21.

DeStefano, D., & LeFevre, J. A. (2007). Cognitive load in hypertext reading: A review. Computers in Human Behavior, 23(3), 1616-1641.

Digital US Coalition. (2020, May). Building a digitally resilient workforce: Creating on-ramps to opportunity. Digital US. Retrieved from: https://digitalus.org/wp-content/uploads/2020/05/DigitalUS-PreviewReport-May5-2020.pdf

Diviani, N., van den Putte, B., Giani, S., & van Weert, J. C. (2015). Low health literacy and evaluation of online health information: a systematic review of the literature. Journal of Medical Internet Research, 17(5), e112.

Dommes, A., Chevalier, A., & Lia, S. (2011). The role of cognitive flexibility and vocabulary abilities of younger and older users in searching for information on the web. Applied Cognitive Psychology, 25(5), 717-726.

Eshet-Alkali, Y., & Amichai-Hamburger, Y. (2004). Experiments in digital literacy. Cyberpsychology and Behavior, 7(4), 421-429.

Eshet-Alkalai, Y., & Chajut, E. (2009). Changes over time in digital literacy. CyberPsychology & Behavior, 12(6), 713-715.

Graesser, A.C., Halpern, D.F., & Hakel, M. (2007). 25 principles of learning. Washington, DC: Taskforce on Lifelong Learning at Work and at Home.

Graesser, A.C., Wiley, J., Goldman, S.R., O'Reilly, T., Jeon, M., & McDaniel, B. (2007). SEEK Web tutor: Fostering a critical stance while exploring the causes of volcanic eruption. Metacognition and Learning, 2(2-3), 89-105.

Gurchiek, K. (2020, February 24) Digital skills gap hits all levels of job market. SHRM. https://www.shrm.org/resourcesandtools/hr-topics/organizational-and-employee-development/pages/digital-skills-gap-hits-all-levels-of-job-market.aspx

Hao, Q., Barnes, B., Wright, E., & Branch, R. M. (2017). The influence of achievement goals on online help seeking of computer science students. British Journal of Educational Technology, 48(6), 1273-1283.

Hao, Q., Wright, E., Barnes, B., & Branch, R. M. (2016). What are the most important predictors of computer science students' online help-seeking behaviors?. Computers in Human Behavior, 62, 467-474.

Hong, Y. A., & Cho, J. (2017). Has the digital health divide widened? Trends of health-related internet use among older adults from 2003 to 2011. Journals of Gerontology Series B: Psychological Sciences and Social Sciences, 72(5), 856-863.

Johnson, G. M. (2008). Verbal and visual reasoning in relation to patterns of Internet use. Internet Research, 18(4), 382-392.

Laberge, J. C., & Scialfa, C. T. (2005). Predictors of web navigation performance in a life span sample of adults. Human Factors, 47(2), 289-302.

Martinez-Alcala, C. I., Rosales-Lagarde, A., Alonso-Lavernia, M. D. L. Á., Ramirez-Salvador, J. Á., Jimenez-Rodriguez, B., Cepeda-Rebollar, R. M., ... & Agis-Juarez, R. A. (2018). Digital inclusion in older adults: A comparison between face-to-face and blended digital literacy workshops. Frontiers in ICT, 5, 21.

Moisala, M. (2017). Brain activations related to attention and working memory and their association with technology-mediated activities. Dissertationes Scholae Doctoralis Ad Sanitatem Investigandam Universitatis Helsinkiensis.

Ophir, E., Nass, C., & Wagner, A. D. (2009). Cognitive control in media multitaskers. Proceedings of the National Academy of Sciences, 106(37), 15583-15587.

Park, J., Yang, J., & Hsieh, Y. C. (2014). University level second language readers' online reading and comprehension strategies._ Language Learning & Technology, 18_(3), 148-172.

Perera Muthupoltotage, U., & Gardner, L. (2018). Digital literacy and self-regulated learning: Testing reciprocal relationships with longitudinal data. AMCIS.

PIAAC Expert Group in Problem Solving in Technology-Rich Environments. (2009). PIAAC problem solving in technology-rich environments: A conceptual framework. OECD Education Working Papers, No. 36. Paris: OECD Publishing.

Quinn, K. (2018). Cognitive effects of social media use: A case of older adults. Social Media + Society, 4(3), 1-9.

Ralph, B. C., Thomson, D. R., Seli, P., Carriere, J. S., & Smilek, D. (2015). Media multitasking and behavioral measures of sustained attention. Attention, Perception, & Psychophysics, 77(2), 390-401.

Saade, R. G., & Kira, D. (2009). Computer anxiety in e-learning: The effect of computer self-efficacy. Journal of Information Technology Education: Research, 8(1), 177-191.

Sage, K., Augustine, H., Shand, H., Bakner, K., & Rayne, S. (2019). Reading from print, computer, and tablet: Equivalent learning in the digital age. Education and Information Technologies, 24(4), 2477-2502.

Sage, K., Piazzini, M., Downey IV, J.C. & Masilela, L (2020) Reading from print, laptop computer, and e-reader: Differences and similarities for college students' learning. Journal of Research on Technology in Education, 1-20.

Smythe, S., & Breshears, S. (2017). Complicating access: Digital inequality and adult learning in a public access computing space. Canadian Journal for the Study of Adult Education, 29(1), 67-81.

U.S. Department of Education. Highlights of the 2017 U.S. PIAAC Results Web Report (NCES 2020-777). Institute of Education Sciences, National Center for Education Statistics. Retrieved from: https://nces.ed.gov/surveys/piaac/current_results.asp.

Van Ingen, E., & Matzat, U. (2018). Inequality in mobilizing online help after a negative life event: the role of education, digital skills, and capital-enhancing Internet use. Information, Communication & Society, 21(4), 481-498.

Wangberg, S. C., Andreassen, H. K., Prokosch, H. U., Santana, S. M. V., Sørensen, T., & Chronaki, C. E. (2008). Relations between Internet use, socio-economic status (SES), social support and subjective health. Health Promotion International, 23(1), 70-77.

Xavier, A. J., D'orsi, E., De Oliveira, C. M., Orrell, M., Demakakos, P., Biddulph, J. P., & Marmot, M. G. (2014). English longitudinal study of aging: Can internet/e-mail use reduce cognitive decline? Journals of Gerontology - Series A Biological Sciences and Medical Sciences, 69(9), 1117-1121.

Yoon, H., Jang, Y., Vaughan, P. W., & Garcia, M. (2020). Older adults' Internet use for health information: Digital divide by race/ethnicity and socioeconomic status. Journal of Applied Gerontology, 39(1), 105-110.

Zhang, S., & Duke, N. K. (2008). Strategies for Internet reading with different reading purposes: A descriptive study of twelve good Internet readers. Journal of Literacy Research, 40(1), 128-162.