Edinburgh Napier University

  Purpose: The aim of this paper is to present empirical research which examines the ways youth workers in the United Kingdom perceive their work in the context of digital literacy project facilitation. There is currently limited research focusing on digital youth workers' perspectives on opportunities and challenges affecting their interactions with and perceptions of young people's digital literacy. Thus, this study aims to: (1) contribute to the scholarly discussion on digital youth work and digital youth literacy (2) elicit and analyse youth workers' perceptions of the opportunities and challenges of youth digital literacy project facilitation (3) and propose recommendations for further research in this area. Method: Twenty interviews with digital youth workers in the United Kingdom were conducted in 2017. The interviews were based on themes drawn from a literature review that explored the areas of digital literacy, youth information behaviours in the digital age, digital youth work, and digital youth participation. Analysis: Research data analysis was guided by a 'grounded theory' (Charmaz, 2006) methodological approach and conducted using NVivo 10 software. Results show a clear alignment with the existing literature in the areas of youth digital literacy and digital youth work. The analysis presented here focuses on two emerging themes: (1) Digital technologies in youth work: youth workers' hopes and fears; (2) Digital literacy in youth work: youth worker's perspectives on the digital skills gap between young people and adult youth work facilitators. Conclusion: The results of this study reveal that youth workers are both excited and sceptical about the digital development in the field. There is an existing anxiety associated with the lack of digital literacy skills in the youth work sector. Thus, it is argued here that further research and practical digital training initiatives should be undertaken to examine youth worker's digital literacy skills.