Toward Digital Inclusion

2018 ◽  
pp. 373-394
Author(s):  
Giuseppe Anzera ◽  
Francesca Comunello
Keyword(s):  
New Media ◽  
Human Factors ◽  
Digital Divide ◽  
Social Inclusion ◽  
Operational Definition ◽  
Digital Inclusion ◽  
Digital Divides ◽  
Complex Relationships ◽  
Definition Of ◽  
The Relationship

This chapter addresses the relationships between social inclusion and digital divide(s), mainly focusing on the conceptual frameworks that provide the basis for rethinking the relationship between technological, social, and human factors. Redefining the digital divide has deep consequences on the theoretical and empirical framework we apply to the digital divide and to the related social inclusion processes. It is widely acknowledged that the label digital divide can be partially misleading, because it is mostly emphasizing a binary dimension (haves vs. have not) and a mere technological dimension. In order to achieve a clear operational definition of the digital divide, we should avoid some misleading myths characterizing the debate and focus on the complex relationships between technological, social, and human factors (a dichotomous conceptualization, a narrow understanding of the technological factors involved, a technological deterministic approach), adopting, instead, an enabling technology approach. Therefore, the authors introduce a multilevel model for analyzing digital divides (Comunello, 2010), with a main focus on new media literacy (the model considers not only mere technology availability, but also real access, advanced reception practices, technical skills, content production, networking skills). Finally, they review some empirical methods for studying the digital divide, trying to underline how a more nuanced framework for analysing the digital divide can be adopted by empirical research.

Toward Digital Inclusion

2014 ◽  
pp. 62-82
Author(s):  
Giuseppe Anzera ◽  
Francesca Comunello
Keyword(s):  
New Media ◽  
Human Factors ◽  
Digital Divide ◽  
Social Inclusion ◽  
Operational Definition ◽  
Digital Inclusion ◽  
Digital Divides ◽  
Complex Relationships ◽  
Definition Of ◽  
The Relationship

This chapter addresses the relationships between social inclusion and digital divide(s), mainly focusing on the conceptual frameworks that provide the basis for rethinking the relationship between technological, social, and human factors. Redefining the digital divide has deep consequences on the theoretical and empirical framework we apply to the digital divide and to the related social inclusion processes. It is widely acknowledged that the label digital divide can be partially misleading, because it is mostly emphasizing a binary dimension (haves vs. have not) and a mere technological dimension. In order to achieve a clear operational definition of the digital divide, we should avoid some misleading myths characterizing the debate and focus on the complex relationships between technological, social, and human factors (a dichotomous conceptualization, a narrow understanding of the technological factors involved, a technological deterministic approach), adopting, instead, an enabling technology approach. Therefore, the authors introduce a multilevel model for analyzing digital divides (Comunello, 2010), with a main focus on new media literacy (the model considers not only mere technology availability, but also real access, advanced reception practices, technical skills, content production, networking skills). Finally, they review some empirical methods for studying the digital divide, trying to underline how a more nuanced framework for analysing the digital divide can be adopted by empirical research.

Toward Digital Inclusion

2017 ◽  
pp. 388-409
Author(s):  
Giuseppe Anzera ◽  
Francesca Comunello
Keyword(s):  
New Media ◽  
Human Factors ◽  
Digital Divide ◽  
Social Inclusion ◽  
Operational Definition ◽  
Digital Inclusion ◽  
Digital Divides ◽  
Complex Relationships ◽  
Definition Of ◽  
The Relationship

This chapter addresses the relationships between social inclusion and digital divide(s), mainly focusing on the conceptual frameworks that provide the basis for rethinking the relationship between technological, social, and human factors. Redefining the digital divide has deep consequences on the theoretical and empirical framework we apply to the digital divide and to the related social inclusion processes. It is widely acknowledged that the label digital divide can be partially misleading, because it is mostly emphasizing a binary dimension (haves vs. have not) and a mere technological dimension. In order to achieve a clear operational definition of the digital divide, we should avoid some misleading myths characterizing the debate and focus on the complex relationships between technological, social, and human factors (a dichotomous conceptualization, a narrow understanding of the technological factors involved, a technological deterministic approach), adopting, instead, an enabling technology approach. Therefore, the authors introduce a multilevel model for analyzing digital divides (Comunello, 2010), with a main focus on new media literacy (the model considers not only mere technology availability, but also real access, advanced reception practices, technical skills, content production, networking skills). Finally, they review some empirical methods for studying the digital divide, trying to underline how a more nuanced framework for analysing the digital divide can be adopted by empirical research.

Relationship between Magical Ideation and Noctcaelador

2005 ◽  
Vol 101 (2) ◽  
pp. 373-374
Author(s):  
William E. Kelly ◽  
Don Daughtry
Keyword(s):  
University Students ◽  
Perceptual Experience ◽  
Operational Definition ◽  
Common Variance ◽  
Magical Ideation ◽  
Strong Interest ◽  
The Common ◽  
Night Sky ◽  
Definition Of ◽  
The Relationship

This study explored the relationship between magical ideation and “noctcaelador” (strong interest in, and psychological attachment to, the night sky). 210 university students completed Eckblad and Chapman's 1983 Magical Ideation Scale and Kelly's 2004 Noctcaelador Inventory. Scores on the two scales were significantly positively related and accounted for 14% of the common variance. Based on this operational definition of magical ideation, a strong interest in the night-sky might be associated with uncommon beliefs and reports of unusual perceptual experience. Researchers must clarify and define these concepts to study possible relations.

From the Digital Divide to Multiple Divides

2013 ◽  
pp. 1622-1639
Author(s):  
Francesca Comunello
Keyword(s):  
New Media ◽  
Digital Divide ◽  
Development Project ◽  
Local Context ◽  
Key Factors ◽  
Information And Communication ◽  
Complex Relationships ◽  
Ict For Development

It is widely acknowledged that the label “digital divide” can be partially misleading, because it emphasizes a binary dichotomy (“haves vs. have nots”) and a mere technological dimension (in terms of physical availability of devices or conduits). Behind the dichotomous model, however, lie different use and adoption strategies. People cannot be described as being either in or out. Evaluating the complex relationships between technological, social, and human factors raises a number of questions, mainly related to the role of technology in social development. Moreover, we should also reconsider what is commonly meant by information and communication technology. In this chapter, I will try to introduce a multilevel model for analyzing the digital divide, focusing on effective access and new media literacy. The focus will be shifted from technology to humans. In every ICT for development project, local context and local needs should be regarded as the key factors.

Digital inclusion

2019 ◽  
Author(s):  
Ronald M. Baecker
Keyword(s):  
Digital Divide ◽  
Information And Communication Technologies ◽  
Digital Technology ◽  
Social Inclusion ◽  
Communication Technologies ◽  
The Internet ◽  
Digital Inclusion ◽  
Digital Devices ◽  
Information And Communication ◽  
The Rich

J. C. R. Licklider, Vannevar Bush, Doug Engelbart, Ted Nelson, and Alan Kay optimistically and exuberantly imagined how computers could better the lives of people. Much of this has come to pass. The Internet supports learning by ‘students’ at all levels. Information on laws, procedures, diseases, and medical care may be found on the web. The Internet now provides the easiest, or in some cases the only, way to pay bills or order items such as books, groceries, and even clothing. It is a means of communication with family, friends, individuals one would like to meet, individuals with whom one could share insights, and potential employers. Music, films, and other means of entertainment stream to our digital devices. This implies that those for whom digital technology is not available are at a disadvantage. The gap between the technology-haves and the technology-have-nots became known in the 1990s as a digital divide. The concept is nuanced; we can speak of availability or scarcity of hardware, such as personal computers (PCs) and mobile phones; of infrastructure such as cellular networks; of communications bandwidth that enables a smooth media viewing experience; of expertise in using the technology; of commitment to its use; and of engagement in the process. Some only consume information; others contribute their ideas via methods such as blogging and tweeting. Yet a better way to describe digital technology widely accessible is the goal of social inclusion, to allow all individuals, regardless of socioeconomic status, location, race, gender, or ability or disability, to take advantage of the benefits of modern computing and telecommunications. To have terminology that is even more evocative, we shall use the more modern and descriptive term of digital inclusion. This has been defined by the International Telecommunications Union as ‘empowering people through information and communication technologies (ICTs)’. The term ‘people’ is meant here to imply all people throughout the world. This chapter will first examine the digital divide between the haves and the have-nots (often the rich and the poor) within several nations. Examples of the benefits of digital inclusion will be cited.

The importance of digital literacy on the labour market

2020 ◽  
Vol 42 (4) ◽  
pp. 921-932
Author(s):  
Predrag Bejaković ◽  
Željko Mrnjavac
Keyword(s):  
Digital Literacy ◽  
Labour Force ◽  
Digital Inclusion ◽  
Content Type ◽  
Policy Interventions ◽  
Digital Skills ◽  
Employment Rates ◽  
Definition Of ◽  
The Relationship ◽  
New Strategies

PurposeThe purpose of this paper is to examine the relationship between digital skills and employment and in this way accentuate importance of policy interventions for improving digital literacy.Design/methodology/approachUsing Eurostat data, this paper demonstrates statistically significant correlation between digital skills and employment rates in EU.FindingsThis implies why it is so important for governments and employers to seek, propose and implement new strategies to promote digital inclusion, literacy and the training not only for new ICT professionals but also for the whole workforce.Social implicationsDigital skills, particularly digital literacy, are an important factor for socio-economic development of the society and employability of the labour force. Without adequate digital literacy, it is not possible to participate in the economy and the digital society, particularly having in mind the digital transformation that the world of work is experiencing in the content and the organisation. Beyond the work environment, it also affects the way people live and communicate.Originality/valueIn this paper, the importance and definition of digital literacy are elaborated, explaining the measurement of digital literacy and skills, as well as the relation between digital literacy and employability.

E-Learning as Social Inclusion

2011 ◽  
pp. 603-606
Author(s):  
D. Casacuberta
Keyword(s):  
Digital Divide ◽  
Social Inclusion ◽  
Digital Content ◽  
Digital Inclusion ◽  
Motor Disabilities ◽  
Problems And Solutions ◽  
E Learning

When talking about excluded people and how to develop programs towards digital and social inclusion, there has been little research to individuate targets. So far, there seems to be only two main subdivisions: • People with either sensorial or motor disabilities who may benefit from specific technologies in order to assure accessibility to digital content. • People that are digitally illiterate and therefore have to be taught the basics on using the computer and basic applications. Nevertheless, it is quite clear that the digital divide is a multidimensional phenomenon, and therefore, that digital inclusion strategies will benefit a lot if more specific strategies are developed, individuating problems and solutions related more closely to individual experiences. The aim of this article is to show how e-learning can be used as an e-inclusion tool to help excluded people improve their lives and be socially included.

Empowering and Disempowering Aspects of New Media Networking and Digital Democracy

2013 ◽  
Vol 4 (3) ◽  
pp. 84-94 ◽  
Author(s):  
Kenneth L. Hacker ◽  
Eric L. Morgan
Keyword(s):  
Public Policy ◽  
New Media ◽  
Political Participation ◽  
Digital Divide ◽  
Power Law ◽  
Network Theory ◽  
Power Law Distribution ◽  
Digital Democracy ◽  
The Relationship

The relationship between new media networking (NMN) and political participation continues to develop in complex ways. In light of evidence pointing to increased political participation through NMN, the structures of the networks people engage continue to exhibit both empowering and disempowering aspects. While some gaps associated with the Digital Divide are closing, others are opening. This essay utilizes network theory and power law distribution to further understand new media networks. The article concludes that there are inherent inequalities in new media networks, the inequalities can be addressed through public policy, and that they are made relevant through narratives of optimistic but realistic, progress.

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