*4.3.2 Conversion factors*

Conversion factors support the transformation of internal and external resources into capabilities and functionings through the exercise of one's agency. Léa's personal factors included her drive to interact with her loved ones using chat applications. Indeed, access to the device (as an external resource) and her skills to use the device (as an internal resource) were not sufficient to achieve the functioning of chatting if she did not have the motivation to interact with her social circle. From a social point of view, the conversion factors included the online availability of her family and friends through text messages. The availability of her friends and family supported the transformation of her external and internal resources into her interactions with her loved ones. To demonstrate this point, she replied to her messages while simultaneously showing them to the researchers during the third meeting. She was thus available and responsive to the messages she received. In return, her loved ones were aware that she could be reached via chat applications. In other words, Léa was recognized as an agent of her social interactions by her loved ones, which motivated her to chat with them.

From the environmental point of view, the digital environment in which Léa interacted with her loved ones supported her level of digital literacy, specifically through the auto-suggest function. During the meeting with Léa's parents, her father explained that, "sometimes, it's a bit like the mechanism of suggestions on [the] iPhone. When you write something, it offers you three words right away". Considering her beginner level, the auto-suggested words helped complete her messages, thereby giving her the opportunity to interact through text messages. Without *Daily Use of Digital Literacy among Young People with Intellectual Disabilities: A Capability… DOI: http://dx.doi.org/10.5772/intechopen.114035*

this function, Léa may not have been able to interact through the support of only her internal resources. In this sense, the auto-suggest function was a conversion factor that supported her internal reading and writing resources.

#### *4.3.3 From capabilities to functionings*

While chatting with her loved ones, Léa realized two main capabilities: affiliation and emotions. By sending messages to her loved ones, she participated in social interactions and experienced relationships "with" others and "for" others. Additionally, this interaction leads her to further develop her relationships and become attached to her loved ones, as well as demonstrate her love for them. Like Julia, Léa revealed her agency in the way she used the resources and the conversion factors to achieve capabilities and functions which were important to her. For example, she chose whom she communicated with through text messages, indicating that her relationships with those people she communicated with were significant to her. She could have opted to exchange with certain people and not with others. Through her agency, she also decided what she retained from these activities, to then transform them into further resources.

### **5. Discussion**

The objective of this study was to describe the digital literacy practices of adolescents with ID outside of school settings. This study also aimed to describe the resources and the conversion factors that enabled these practices, and to comprehend the meaning of these practices. By understanding the extracurricular use of digital literacy, the research highlights the potential of digital inclusion towards the enhancement of young people with ID's agency and self-determination. This study also improves our understanding of young people's literacy practices and the role of various conversion factors, which can be used in classroom teaching and learning. Consequently, in this section, these two major themes are addressed.

#### **5.1 Expression of agency and self-determination**

Digital literacy practices displayed by the two participants of this study demonstrated the role of digital technology in enabling the expression of agency and to support the development of self-determination. Throughout the analysis, the participants' agency was observed when mobilizing the various conversion factors to transform their resources into valued capabilities. These instances of agency became apparent when choosing to listen to one song rather than another or by deciding to respond to people who sent them text messages. The demonstration of agency was essential to the development of their self-determination, which was the participants' ability to make decisions and act independently. Existing literature also indicates this potential of digital technologies to support the development of self-determination of young people with ID by facilitating social interactions and reducing their reliance on others [17, 19].

With the integration of self-determination in the school curricula for young people with ID, as is the case in Quebec (Canada), this observation raises inquiries related to the place given to digital inclusion in educational settings. Is quality education that empowers young people to use digital tools in their everyday activities being provided? Are there guidelines promoting or limiting the use of information and communication technology? This study supports certain directions for future research.

#### **5.2 Practices and conversion factors**

Through the description of the two participants' digital literacy practices, several similarities were noted with those of people without ID [10, 54]. Indeed, these practices are universally employed to interact with others, to conduct various search activities (e.g., music, subjects of interest), and to listen to music [10, 17, 55, 56].

Through the mosaic approach, the descriptions of the digital literacy practices revealed a wide array of uses by the two participants. Previous research has also indicated that digital activities can be used for entertainment and social connections [25, 57]. However, the mosaic approach, as a methodological tool, and the capability approach, as a theoretical framework, highlighted how digital technology supports decision-making across varied fields and the development of critical capabilities, such as bodily health, affiliation, senses, play, emotions, and control over one's environment. Recognizing these diverse benefits can also enrich teaching and learning at school to help students participate. By considering the different uses digital tools offer, it can be possible to create diverse learning activities in and out of school. However, these activities should align with objectives that are meaningful to students, and by extending their use beyond entertainment or social interaction; even though both are also equally important. For young people, including those with ID, Barlott et al. [19] point that there are further uses of mobile phones when compared to those of computers. However, one can wonder if this is acknowledged in teaching. Is the predominant focus on computers, which are seldom utilized and often less accessible to individuals with ID outside of school? To understand the diversity of their students with ID's daily practices, teachers can draw inspiration from the mosaic approach by encouraging students to illustrate (e.g., through video, photography, drawing, and writing) the different ways in which they use digital tools.

This study also recognizes that various resources and conversion factors are essential in the development of young people's digital literacy. With respect to internal resources, the skills and knowledge that enabled young people with ID to put digital literacy into practice were discussed. Regarding external resources, the role that access to digital tools played was identified. The link between student abilities and access to digital tools is also highlighted by other existing studies [16, 19]. However, Björquist and Tryggvason [16] emphasize that while access to technological tools is necessary for their use, it is not always sufficient. Barlott et al. [19] stresses the importance of understanding the opportunities individuals with ID have to actually use the technology they have access to. In this regard, this study demonstrates the relevance of social support as a conversion factor which provides opportunities for young people to practise their digital literacy. To enable young people's agency, friends and family play a key role by recognizing young people's ability to interact with them through digital technology or listen to the music they like. This observation aligns with those of other scholars [57–59]. Nevertheless, these findings raise concerns about the kinds of support provided to young people with ID at school. The attitude of the participants' social circle functioned as a social conversion factor, because they believed in the participants' abilities to use digital technology. This study asks, do these same opportunities exist in classrooms, for young people to exercise their agency through significant activities? When asked to write, do young people have the freedom to write about topics which interest them in appealing formats? Are young people with ID writing to people who interact and respond to them? When reading, is their motivation practical or pleasurable, driven by curiosity, or a desire to learn? All these questions seem central to support the literacy and digital literacy practices of young individuals with ID.

*Daily Use of Digital Literacy among Young People with Intellectual Disabilities: A Capability… DOI: http://dx.doi.org/10.5772/intechopen.114035*

At the same time, it must be acknowledged that the support offered can either enhance or hinder opportunities in digital inclusion for young people with ID [19]. Encouraging personal choice fosters digital inclusion, while controlling access to technology can undermine young people's participation. The restrictions imposed on young people's use of digital technologies must be challenged. While one can understand the need for teachers to restrict access and the use of digital tools in the classroom, they could also consider including students in discussions about how technologies can and cannot be used in the classroom in a more democratic manner.

Several studies related to digital technology use highlight the associated risks with it [18]. Instead of educating people with ID on responsible and safe digital practices, their access to digital technology is arbitrarily restricted as a means of risk management [19]. However, this approach poses significant limitations in the provision of learning opportunities. It also fosters people with ID's reliance on others for their digital technology use. Barlott et al. [19] emphasize the importance of providing support rather than enforcing control over the use of information and communication technology. Therefore, the teaching of safe digital use practices at school for all students, including those with ID, must be included. While naivety is often associated with ID [13], Alfredsson Agren et al. [10] point that young people with ID exhibit fewer risky behaviors than those without ID. In this regard, that study clearly illustrates the capacity of young people with ID to learn to use digital technologies safely and responsibly.

### **6. Conclusion**

This study offered an understanding of the significance that out-of-school digital literacy practices held for two adolescents with ID. By analyzing the participants' data through the lens of the NLS and the capability approach as a theoretical framework, it was clear that young people with ID build skills and knowledge which allowed them to make choices in the practice of what they valued most. The role of schools in empowering students, such as the participants in this study, is well recognized in the current body of literature [60]. However, very little research explicitly attempts to define how young people with ID's agency in digital literacy can be enhanced through teaching and learning practices at school. An interesting avenue for future research would involve asking students about their extracurricular practices and mobilizing them as a pedagogical resource person. As Mumbardó-Adam et al. [61] indicate, the empowerment of people with ID is more effective when connections are forged in a structured and lasting way between families and school activities. Given the importance of digital literacy for these young people and its role in fostering their participation, in both the society and at school, it seems essential to continue exploring young people with ID's existing and aspirational digital literacy practices.

### **Acknowledgements/funding**

The authors of this chapter would like to thank the participants of this study and their families for their generosity and participation. They would also like to thank the Social Sciences and Humanities Research Council of Canada for funding this project. Finally, the authors acknowledge Dr. Rashmi Rangarajan (Postdoctoral Research at Vaud University of Education [HEP de Vaud], Switzerland) for reviewing and editing this chapter for flow and clarity.
