Stories of Digital Lives and Digital Divides: Newcomer Families and Their Thoughts on Digital Literacy

2019 ◽  
Vol 72 (6) ◽  
pp. 774-778 ◽  
Author(s):  
Tiffany L. Gallagher ◽  
Dane Di Cesare ◽  
Jennifer Rowsell
Keyword(s):  
Digital Literacy ◽  
Digital Divides ◽  
Newcomer Families

The Intersection of Public Policy and Public Access: Digital Divides, Digital Literacy, Digital Inclusion, and Public Libraries

2012 ◽  
Vol 31 (1) ◽  
pp. 1-20 ◽  
Author(s):  
Paul T. Jaeger ◽  
John Carlo Bertot ◽  
Kim M. Thompson ◽  
Sarah M. Katz ◽  
Elizabeth J. DeCoster
Keyword(s):  
Public Policy ◽  
Digital Literacy ◽  
Public Libraries ◽  
Public Access ◽  
Digital Inclusion ◽  
Digital Divides

Information Policies

2017 ◽  
pp. 2262-2274
Author(s):  
Maria Teresa Fernández-Bajón
Keyword(s):  
Digital Literacy ◽  
Knowledge Society ◽  
Web Content ◽  
Digital Inclusion ◽  
Digital Divides ◽  
Eu Policies ◽  
Accessibility Guidelines ◽  
Use Of The Internet ◽  
Inclusive Society ◽  
Content Accessibility

EU policies for digital inclusion outline strategies and action plans based around the implementation of a digitally inclusive society in its member countries. The governing principles of these policies are based on the concept of a knowledge society for everyone, with no place for digital divides that might threaten cohesion and prosperity in Europe and, as such, these policies must encourage greater use of the Internet, increase broadband coverage, promote digital literacy and uphold the Web Content Accessibility Guidelines. In 2010, the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Regions Committee, publishes the Digital Agenda for Europe, (2010). A key document that outlines the European policy for ICTs and establishes the priorities of the EU in this area until 2020. The purpose of the Agenda is to outline a space that allows maximization of the economic and social potential of ICTs and specifically Internet as an essential support of society.

Information Policies

2016 ◽  
pp. 275-286
Author(s):  
Maria Teresa Fernández-Bajón
Keyword(s):  
Digital Literacy ◽  
Knowledge Society ◽  
Web Content ◽  
Digital Inclusion ◽  
Digital Divides ◽  
Eu Policies ◽  
Accessibility Guidelines ◽  
Use Of The Internet ◽  
Inclusive Society ◽  
Content Accessibility

EU policies for digital inclusion outline strategies and action plans based around the implementation of a digitally inclusive society in its member countries. The governing principles of these policies are based on the concept of a knowledge society for everyone, with no place for digital divides that might threaten cohesion and prosperity in Europe and, as such, these policies must encourage greater use of the Internet, increase broadband coverage, promote digital literacy and uphold the Web Content Accessibility Guidelines. In 2010, the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Regions Committee, publishes the Digital Agenda for Europe, (2010). A key document that outlines the European policy for ICTs and establishes the priorities of the EU in this area until 2020. The purpose of the Agenda is to outline a space that allows maximization of the economic and social potential of ICTs and specifically Internet as an essential support of society.

scholarly journals Formal and Non-formal Skills Improvement for the Marginalised Youth in Uganda

2021 ◽  
Vol 9 (1) ◽  
pp. 10-26
Author(s):  
Racheal Ddungu Mugabi ◽  
Rosemary Nakijoba ◽  
Deborah Sarah Nakirijja ◽  
May Sengendo
Keyword(s):  
Distance Learning ◽  
Digital Literacy ◽  
Real Life ◽  
Skills Development ◽  
Practical Training ◽  
Digital Divides ◽  
General Decline ◽  
The Government ◽  
Continued Learning ◽  
Training Programmes

The aim of the article was to explore ways in which formal and non-formal skills development programmes can be improved for education continuity and employability of marginalised youth. This is attributed to the fact that coronavirus disease (COVID-19) with its related lockdowns is causing not only unprecedented disruption in the provision of skills, but also catalysed innovation in distance learning. A qualitative case study with some elements of action research, systematic inquiry and non-participant classroom observation with capability and empowerment theories supported the inquiries. Thematic analysis was used. Results reveal that while access to skills development was maintained in some spaces through a rapid shift to distance learning, the pre-existing social and digital divides deprived marginalized groups of continued learning and putting them behind schedule. Many institutions and learners lack operational distance-learning platforms, digital skills and devices. Save for the few exceptions, distance learning policies by the government have not yet been able to facilitate the acquisition of practical skills, which are critical components for the success of education and employability. Evidence points not only to pedagogical dimensions with educator’s incompetence to provide a supportive environment, but also to designing structured educational resources versus the abundance of online resources, disruptions to assessment and certification, and a general decline in the quality of practical training causing demotivation among learners and educators. The general increased economic hardship has also increased the likelihood of marginalised youth dropping out of education. The study recommends a robust shift on how skills are delivered-shift to digital literacy and adoption to technology, forge national and regional public private partnerships to increase the availability of accessible distance learning solutions, allocate more financial resources, develop new training programmes by marrying curricula to real life working situations, assess and certify online for educational continuity and employability.

scholarly journals Exploring digital inequalities in Russia: an interregional comparative analysis

2020 ◽  
Vol 44 (4) ◽  
pp. 767-786 ◽  
Author(s):  
Anna Gladkova ◽  
Massimo Ragnedda
Keyword(s):  
Digital Divide ◽  
Digital Literacy ◽  
Socioeconomic Development ◽  
Federal District ◽  
Russian Regions ◽  
Digital Government ◽  
Digital Inequality ◽  
Content Type ◽  
Digital Divides ◽  
Federal Districts

PurposeThis paper contributes to the literature by proposing an analysis of digital inequalities in Russia that focuses on two aspects hitherto under explored: the interregionality (by comparing and contrasting eight federal districts) and the multidimensionality of digital inequalities (by taking into account the three levels of digital divide). Therefore, the aim is to address the phenomenon of digital divide in Russia by discussing the three levels of the digital divide (access / skills / benefits) in a comparative and interregional perspective.Design/methodology/approachThis paper uses secondary data for its analysis, including both national (e.g. the total number of daily Internet users in Russia) and more regionalized data (related to particular federal districts of Russia). The choice of data sources was determined by an attempt to provide a detailed and multifaceted coverage of all three levels of the digital divide in Russia, which is not limited to the access problem only. For this purpose, we are using and re-elaborating various reports about the development of the Internet and ICTs in Russia prepared by national and international organizations to cover the first level of the digital divide. To shed light upon the second and third levels of the digital divide, we discuss digital literacy report (2018), the report on Internet openness index of Russian regions (2017) and the report on the digital life index of the Russian regions (2016). Finally, in the attempt to map out the key directions of the state policy aimed at decreasing digital inequality in Russia, on both federal and regional levels, we analyze the most important regional and national policy measures to foster digitalization such as the digital Russia program, the digital government program and the program of eliminating digital inequality in Russia.FindingsWe consider this study to be both a first exploration and a baseline of the three level digital divides in Russia. The paper shows how the level of socioeconomic development of the federal districts, as well as a number of objective factors (distance/isolation, urbanization level, availability of infrastructure and costs for building new infrastructure, etc.) have impact upon digitalization of the regions. As a result, several federal districts of Russia (Central, Northwestern, and, in a number of cases, Ural and Volga federal districts) more often than others take leading positions in rankings, in terms of degree of Internet penetration, audience numbers, use of e-services, etc. This correlation, however, is not universal as we will show, and some regions lacking behind in terms of access can be booming in terms of digital literacy or other factors, like it happened with the Far Eastern Federal district for example. All in all, our research showed that digital inequality in Russia is still on place and will require more time for complete elimination, even though current state and public initiatives are being actively developed.Originality/valueThis paper will bring to light meaningful insights into the three levels of digital divides in Russia. Based on a multilevel (three levels of digital divide) and multi-sectional approach (the interplay of different types of inequalities), this paper contributed to overall better understanding of the digital inequalities phenomenon in Russia. It also allowed for a comparative interregional perspective, which has been missing in most papers on digital inequalities in Russia so far.

scholarly journals Is Europe prepared to go digital? Making the case for developing digital capacity: an exploratory analysis of Eurostat survey data

2021 ◽  
Author(s):  
Robin van Kessel ◽  
Brian Li Han Wong ◽  
Ivan Rubinic ◽  
Katarzyna Czabanowska
Keyword(s):  
Digital Literacy ◽  
Internet Access ◽  
Primary Objective ◽  
Exploratory Analysis ◽  
Wicked Problem ◽  
Access Price ◽  
Digital Divides ◽  
Digital Skills ◽  
Cross Country ◽  
The Cross

Digital divides are globally recognised as a wicked problem that threatens to become the new face of inequality. They are formed by discrepancies in Internet access, digital skills, and tangible outcomes (e.g. health, economic) between populations. Previous studies indicated that Europe has an average Internet access rate of 90%, yet rarely specify for different demographics and does not report on the presence of digital skills. This exploratory analysis used the 2019 community survey on ICT usage in households and by individuals from Eurostat, which is a sample of the population aged 16-74 on Internet access and digital skills. The cross-country comparative analysis includes EEA and Switzerland. Data was collected between January and August 2019 and analysed between April and May 2021. Large differences in Internet access were observed (75-98%), especially between North-Western (94-98%) and South-Eastern Europe (75-87%). Low age, high education levels, employment, and living in an urban environment appear to positively influence the development of higher digital skills. The cross-country analysis exhibits a positive correlation between high capital stock and income/earnings and the digital skills development, while showing that the internet-access price bears marginal influence over digital literacy levels. The findings suggest Europe is current unable to host a sustainable digital society without exacerbating cross-country inequalities. Investment in building digital capacity in the general population should be the primary objective of European countries to ensure they can benefit maximally from the advancements of the Digital Era.

Overcoming digital divides in higher education: Digital literacy beyond Facebook

2015 ◽  
Vol 17 (10) ◽  
pp. 1733-1749 ◽  
Author(s):  
Danica Radovanović ◽  
Bernie Hogan ◽  
Danijela Lalić
Keyword(s):  
Higher Education ◽  
Digital Literacy ◽  
Digital Divides

Selected Dynamics Impacting Emerging Platform Design in Africa

2021 ◽  
pp. 141-162
Author(s):  
Wouter J. Grove ◽  
Johan Breytenbach
Keyword(s):  
Digital Literacy ◽  
Literacy Skills ◽  
Design Decisions ◽  
Platform Design ◽  
Digital Platforms ◽  
Design Concepts ◽  
Digital Divides ◽  
Nuanced Understanding ◽  
The Impact ◽  
Media Data

This chapter explores the concept of platforms, which is not clearly defined in the IS literature. Platforms lead to changes in emerging markets, thus disrupting the logic of innovation, yet these platforms seem to be deepening various digital divides. There is an increasing awareness of digital platforms leading to disconnect and isolation in Africa and the creation of a Second Digital Divide. Platform emergence as IS phenomenon is inextricably linked to the design concepts of platform scaling and platform evolution. The design decisions deliberately made to facilitate scaling receives mention first, followed by a dissection of selected aspects of the emergence process that are externally dictated by changes in contexts, ecosystems, actors, or technologies. The positioning of emerging digital platform design within IS contributes to a more nuanced understanding of the impact that digital platforms design decisions may have on vulnerable African citizens with limited media, data, and digital literacy skills.

Analisis Materi Pokok Matematika Kelas III MI/SD

2020 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Shindy Lestari
Keyword(s):  
Elementary School ◽  
Character Education ◽  
Subject Matter ◽  
Financial Literacy ◽  
Digital Literacy ◽  
Industrial Revolution ◽  
School Mathematics ◽  
Field Of Study ◽  
Elementary School Mathematics ◽  
Important Field

Analysis of mathematics subject matter in elementary school is a very important field of study taught at every level of education. The 2013 curriculum separates the field of mathematics studies from themes so that this field of study is a subject that stands alone. Through mathematics subject matter taught in elementary school can train students to think critically, rationally, logically, innovatively so that they have competitiveness. As for the problems discussed from the subject matter in elementary school mathematics which is seen from the suitability of the teacher's book and the student's book, in this case it discusses: 1) the scope of mathematics material grade 3rd elementary school, 2) the characteristics of mathematics subject matter in elementary school, 3) the relevance in elementary school mathematics subject matter to the scientific structure, namely student character, HOTS, 4C skills, literacy numeracy, digital literacy, financial literacy and character education, 4) learning innovation based on integration-interconnection in accordance with the science of development and technology and the needs of the community in the Industrial Revolution Era 4.0.

Digital Literacy-Practice among Academicians: A study conducted in a B-School

2018 ◽  
Vol 05 (03) ◽  
pp. 1-8
Author(s):  
Sandhya Tewari ◽  
Keyword(s):  
Digital Literacy ◽  
Literacy Practice
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