Page 71 - JOURNAL OF LIBRARY SCIENCE IN CHINA 2018 Vol. 42

070 Journal of Library Science in China, Vol. 8, 2016

Table 3. ICT acceptance and perceptions on ICT by rural digitally poor communities
Number Impacting route Interview segments
Perceived ease of use → ICT access I ever observe others’ using process. It ought to be complicated…I am
AH8 behavior too busy to learn computer, and not willing to learn. I guess I could
Self-efficacy → ICT access behavior not master the using skills
My family did not buy computer, in afraid of impacting my son’s
Negative perception → ICT access
AH12 study. He will definitely play computer without control. We will
behavior
possibly buy after he is enrolled in college
Perceived usefulness → ICT access It is not simply that we cannot afford it. We do not think we need it
behavior
GZ2 Perceived ease of use → ICT access in such life style… Young guys like to learn computer. We as seniors
are seldom willing to learn it, because it is time-consuming and
behavior troublesome. It is hard to master the skills
Self-efficacy → ICT access behavior
Perceived usefulness → ICT access
behavior Computers are mainly for games, online card. It is not useful at all and
HN4
Perceived ease of use → ICT access too complex to learn
behavior
Perceived ease of use → ICT access We have to farm at usual time…Computer is too complicated for me.
HN6
behavior It is impossible to master the skills in short time. No time to learn
Perceived usefulness → ICT access Computer is not useful for me, and I cannot play it.…Moreover, it
behavior
TJ1 affects children in a bad way, for example, they will have no time to
Negative perception → ICT access read books when playing computer too much
behavior

3.2 ICT using behavior

In ICT using stage, rural residents make use of digital devices to meet their own information needs
and make technologies to get involved deeply into their daily information practice after some kind
of primary experiences by access to ICT devices. In this field research, most of the villages offer
public computer, cyber cafe and other public computing sites. However, residents seldom utilize
them, especially those villagers who have no access to computer, cell phone or the Internet. That
is why they are likely to suffer from digital poverty. Similar with ICT access stage, we import the
three categories of concepts, inherent characteristics, external surroundings and ICT perceptions,
to discover the reasons for different ICT using behaviors.
For inherent characteristics of rural residents, divergence in age and career impacts their ICT
using behaviors. Young rural residents tend to use cell phone and computers (AH43, GZ3, GZ4);
while older residents are likely to watch TV or listen to radio (HN4). Residents with no farming
career would like to seek information by ICT devices (AH4), while those farming interviewees
rarely acquire information by digital devices (HN6, GS27). On the educational level, residents with
limited cultural preparations possess restricted reading abilities, and thus do not need magazines,
newspaper, computer and the Internet (GZ1). Therefore it is understandable for them to suffer from
digital poverty. Student communities with higher educational background are generally inclined to
be interested in ICT. However, whether or not they get access to and buy digital devices depends
on their low educational parents. With increasing educational level, students in rural areas are