New Faces of Digital Divide and How to Bridge It

2019 ◽  
pp. 431-443
Author(s):  
Viktor Freiman ◽  
Dragana Martinovic ◽  
Xavier Robichaud
Keyword(s):  
Digital Divide ◽  
Digital Literacy ◽  
New Technologies ◽  
Digital Technologies ◽  
Systematic Research ◽  
Digital Inclusion ◽  
Cognitive Content ◽  
Special Groups ◽  
Political Access ◽  
Intellectual Limitations

The chapter aims to explore, through the lens of digital divide, the challenges to alleviating socio-economic and intellectual limitations for prosperity of each individual. Cutting-edge research is reviewed to discuss in what way new technologies and access to them really help to develop citizens who are able to contribute in creative and democratic ways to society. While much effort has been done in the past decade to bridge the digital divide by resolving access issues and usage issues, the recent studies seem to indicate that the gap at all levels, nation-wide, community-wide, special groups-wide still exists and even deepens, especially regarding digital inclusion and meeting needs of at-risk population. More systematic research and innovative practical solutions are needed to address all the aspects of digital divide: physical, financial cognitive, content, and political access; also, we have to consider the technological and social resonances of digital technologies in terms of digital literacy and development of critical thinking.

New Faces of Digital Divide and How to Bridge It

2018 ◽  
pp. 7248-7258 ◽  
Author(s):  
Viktor Freiman ◽  
Dragana Martinovic ◽  
Xavier Robichaud
Keyword(s):  
Digital Divide ◽  
Digital Literacy ◽  
New Technologies ◽  
Digital Technologies ◽  
Systematic Research ◽  
Digital Inclusion ◽  
Cognitive Content ◽  
Special Groups ◽  
Political Access ◽  
Intellectual Limitations

The chapter aims to explore, through the lenses of digital divide, what are challenges to alleviating socio-economic and intellectual limitations for prosperity of each individual. Cutting-edge research is reviewed to discuss in what way new technologies and access to them really help to develop citizens who are able to contribute in creative and democratic ways to society. While much effort has been done, in the past decade, to bridge the digital divide, by resolving access issues and usage issues, the recent studies seem to indicate that the gap at all levels, nation-wide, community-wide, special groups-wide still exists and even deepens, especially regarding digital inclusion and meeting needs of at-risk population. More systematic research and innovative practical solutions are needed to address all the aspects of digital divide: physical, financial cognitive, content and political access; also, we have to consider the technological and social resonances of digital technologies in terms of digital literacy and development of critical thinking.

Digital Literacy and Cultural Mediations to the Digital Divide

2011 ◽  
pp. 51-74
Author(s):  
Monica Fantin ◽  
Gilka Girardello
Keyword(s):  
Young People ◽  
Digital Divide ◽  
Digital Literacy ◽  
New Technologies ◽  
Media Education ◽  
Digital Inclusion ◽  
Children And Young People ◽  
Poverty And Inequality

This chapter discusses the digital divide from the perspective of education and culture and highlights the forms in which the problem is presented in Brazil, understanding that it is not exclusive to this context. Given the complex challenges to digital inclusion in the context of globalization, the chapter emphasizes that for children and young people to be able to appropriate new technologies and languages in a significant manner, the promotion of digital literacy should be realized with respect to the concept of multiliteracies. Digital inclusion means much more than access to technologies and is understood as one of the fronts in the struggle against poverty and inequality. The authors propose that the understanding of the digital divide be enriched with the valorization of cultural mediations in the construction of digital literacy. In this sense, a culturalist perspective of media education can promote digital inclusion that is an experience of citizenship, belonging, and critical and creative participation of children and young people in the culture.

Digital Literacy and Cultural Mediations to the Digital Divide

2008 ◽  
pp. 310-340 ◽  
Author(s):  
Monica Fantin ◽  
Gilka Girardello
Keyword(s):  
Young People ◽  
Digital Divide ◽  
Digital Literacy ◽  
New Technologies ◽  
Media Education ◽  
Digital Inclusion ◽  
Children And Young People ◽  
Poverty And Inequality

This chapter discusses the digital divide from the perspective of education and culture and highlights the forms in which the problem is presented in Brazil, understanding that it is not exclusive to this context. Given the complex challenges to digital inclusion in the context of globalization, the chapter emphasizes that for children and young people to be able to appropriate new technologies and languages in a significant manner, the promotion of digital literacy should be realized with respect to the concept of multiliteracies. Digital inclusion means much more than access to technologies and is understood as one of the fronts in the struggle against poverty and inequality. The authors propose that the understanding of the digital divide be enriched with the valorization of cultural mediations in the construction of digital literacy. In this sense, a culturalist perspective of media education can promote digital inclusion that is an experience of citizenship, belonging, and critical and creative participation of children and young people in the culture.

scholarly journals Análisis bibliográfico sobre la brecha digital y la alfabetización en nuevas tecnologías

2017 ◽  
Vol 21 (2) ◽  
pp. 1
Author(s):  
Jesús De Benito-Castanedo
Keyword(s):  
Digital Divide ◽  
Digital Literacy ◽  
New Technologies ◽  
Essential Element ◽  
Educational Interventions ◽  
Current Situation ◽  
Digital Inclusion ◽  
Institutional Level ◽  
Nuevas Tecnologías ◽  
The Subject

This article analyzes the digital divide in Spain from a bibliographic perspective, focusing on the digital literacy as a fundamental, pedagogical element. Educational interventions in new technologies have been the subject of analysis, both at an academic and institutional level. Many ideas and strategies have emerged from this analysis to carry out digital literacy projects. Thus, the present paper reflects the conceptualization and current situation of the digital divide, considering the interventions in digital literacy as an essential element in the process of digital inclusion. The article culminates with simple guidelines to implement this type of educational actions; these guidelines also intend to be a useful tool for the educators’ work in the field of literacy in new technologies.

Digital Literacy and Cultural Mediations to the Digital Divide

2010 ◽  
pp. 231-253
Author(s):  
Monica Fantin ◽  
Gilka Girardello
Keyword(s):  
Young People ◽  
Digital Divide ◽  
Digital Literacy ◽  
New Technologies ◽  
Media Education ◽  
Digital Inclusion ◽  
Children And Young People ◽  
Poverty And Inequality

This chapter discusses the digital divide from the perspective of education and culture and highlights the forms in which the problem is presented in Brazil, understanding that it is not exclusive to this context. Given the complex challenges to digital inclusion in the context of globalization, the chapter emphasizes that for children and young people to be able to appropriate new technologies and languages in a significant manner, the promotion of digital literacy should be realized with respect to the concept of multiliteracies. Digital inclusion means much more than access to technologies and is understood as one of the fronts in the struggle against poverty and inequality. The authors propose that the understanding of the digital divide be enriched with the valorization of cultural mediations in the construction of digital literacy. In this sense, a culturalist perspective of media education can promote digital inclusion that is an experience of citizenship, belonging, and critical and creative participation of children and young people in the culture.

scholarly journals The Effects of Covid-19 on the Digital Literacy of the Elderly: Norms for Digital Inclusion

2021 ◽  
Vol 6 ◽  
Author(s):  
Claudia I. Martínez-Alcalá ◽  
Alejandra Rosales-Lagarde ◽  
Yonal M. Pérez-Pérez ◽  
Jose S. Lopez-Noguerola ◽  
María L. Bautista-Díaz ◽  
...  
Keyword(s):  
Older Adults ◽  
Digital Literacy ◽  
Educational Level ◽  
New Technologies ◽  
Effective Means ◽  
The Elderly ◽  
Total Sample ◽  
Digital Inclusion ◽  
Before And After ◽  
Group 2

The current sanitary crisis due to COVID-19 has further evidenced the enormous digital exclusion of older adults. Furthermore, the crisis has urged older adults to adopt new technologies to facilitate their tasks, as well as to provide them with an effective means against loneliness and social isolation caused by the confinement. In light of this, Digital Literacy is necessary for all those excluded from the digital era, who are characterized mainly by little or no ability to effectively use technologies. Nevertheless, detailed studies showing the leap from mixed (Blended Learning, BL) to digital literacy in the elderly have not been published. The objective of the present research was to analyze the level of Digital Literacy with the Digital Literacy Evaluation (DILE) of two groups of elderly adults with different levels of literacy (Group 1: G1, and Group 2: G2) during three stages: BL (Aug–Dec 2019); Transition (Feb–Jun 2020); and Digital (Aug–Dec 2020). Comparisons were made before each educational level (pre-pre-pre) and after each educational level (post-post-post) and during consecutive periods before and after each semester (pre vs post) and throughout different educational levels (G1: Basic 1, B1; Basic 2, B2; and intermediate 1, I1; and G2: Intermediate 1 to 3, I1, I2, and I3). Subsequently, considering all the elderly who had passed at least one of the literacy levels, we worked with a total sample of 176 older adults. The comparisons showed that, before the pandemic, G1’s pre digital literacy levels increased between B1 and B2 and that the differences continued with that increasing trend between the B1 level and the I1 completely digital treatment, and the same was observed for post measurements. On the other hand, for the G2, the differences in the DILE were statistically significant between the pre-condition of I2 (before the pandemic) and the I3 (completely digital treatment); and between the pre-conditions of I1 and I3; the same results were obtained for post treatments. Also, pre vs post scores on the DILE were statistically significant and older adults increased progressively their digital literacy despite the COVID-19 pandemic and jumped to the digital age.

Policies and Strategies for Digital Inclusion

2017 ◽  
pp. 256-284
Author(s):  
Laura Alcaide Muñoz ◽  
Manuel Pedro Rodríguez Bolívar ◽  
Francisco José Alcaraz Quiles
Keyword(s):  
Public Sector ◽  
Digital Divide ◽  
Digital Literacy ◽  
Public Services ◽  
Government Information ◽  
Access To Services ◽  
Digital Inclusion ◽  
Efficient Delivery ◽  
Legal Frameworks ◽  
The Eu

E-government has enhanced the availability of government information, and expanding access to services, offering greater transparency and accountability for public administrations. However, previous research indicates that there are significant barriers for citizens, assuming major obstacles. In this sense, the EU and, in particular, the Spanish government has formulated policies and legal frameworks to introduce in the field of the provision of public sector services, in order to customize and to access these services. These initiatives seek to promote the development of networks and services, to improve the e-administration and the adoption of digital solutions for efficient delivery of public services, and to promote the inclusion and digital literacy. Therefore, the purpose of this chapter is to obtain a vision of government strategies adopted by Spanish regional governments to reduce the digital divide.

An Interactive Ecosystem of Digital Literacy Services

2015 ◽  
Vol 8 (2) ◽  
pp. 13-31
Author(s):  
José Eder Guzmán-Mendoza ◽  
Jaime Muñoz-Arteaga ◽  
Ángel Eduardo Muñoz-Zavala ◽  
René Santaolaya-Salgado
Keyword(s):  
Digital Divide ◽  
Information And Communication Technologies ◽  
Digital Literacy ◽  
New Technologies ◽  
Knowledge Society ◽  
Communication Technologies ◽  
Economic Changes ◽  
Information And Communication ◽  
Educational Paradigm

Knowledge Society (KS) is influenced by Information and Communication Technologies (ICT), economic changes, political, cultural and social concepts allowing access to other levels of welfare and progress. However, the differences in terms of access and ICT skills between different groups in society have created a problem of digital divide. To overcome this problem, models and strategies are required to achieve a greater impact on the population and that population can develop skills that enhance inclusion in the society knowledge. This work proposes an Interactive Ecosystem of digital literacy that aims to set a new educational paradigm approach to encourage different learning communities to uses new technologies of information and communication that allows them to be more competitive in today's world and thus shorten the digital divide. Finally, a case study is shown as an implementation of the ecosystem throughout an architectural model in the state of Aguascalientes, México.

Skills of Digital Literacy to Address the Risks of Interactive Communication

2016 ◽  
Vol 9 (1) ◽  
pp. 54-64 ◽  
Author(s):  
Isabel Rodríguez-de-Dios ◽  
Juan-José Igartua
Keyword(s):  
Sexual Harassment ◽  
Digital Literacy ◽  
New Technologies ◽  
Digital Technologies ◽  
Literacy Intervention ◽  
Interactive Communication ◽  
Fully Integrated ◽  
Digital Skills ◽  
Instrumental Communication

New technologies are fully integrated into the lives of children, so every day they spend more and more time using them. It is noteworthy that technologies offer many opportunities and benefits for children, but they are also associated with disadvantages and dangers. For this reason, parents and educators fear that children could suffer any of the network risks: exposure to pornography, cyberbullying, sexual harassment or grooming, sexting, contact with strangers, and impersonation. In this situation, the authors should not deprive minors of the use of digital technologies. Nevertheless, the solution is to provide them with digital skills so they become digital literate and can use these tools safely. Therefore, through this study they sought to identify the skills that compound digital literacy: technological or instrumental, communication, information, critical, and security. Finally, the authors propose the implementation of a literacy intervention with the aim of providing the children with these skills.

Making the Move

2018 ◽  
pp. 639-656
Author(s):  
Cynthia S. Gautreau ◽  
Kristin K. Stang ◽  
Chris Street ◽  
Andrea Guillaume
Keyword(s):  
Instructional Practices ◽  
Digital Literacy ◽  
Management System ◽  
Teaching Practices ◽  
Online Teaching ◽  
New Technologies ◽  
Digital Technologies ◽  
College Of Education ◽  
Teaching With Technology ◽  
New Faculty

This paper is intended for new faculty and faculty who are new to using digital technologies and a learning management system in their instruction. As experienced faculty in the College of Education, the authors make a concerted effort to support faculty in their use of instructional technology. In this paper, the authors share their experiences with faculty who are taking early the early steps in the journey to integrate digital technologies into their instruction. The authors hope this article will help faculty on their journey by supporting them in teaching with technology. The authors focus on faculty development, adoption of new technologies into faculties' instructional practices, and introductory online teaching practices. The authors' ultimate goal is to support student learning by helping faculty encourage learning for the entire continuum of students: students who need to be supported as they develop digital literacy and those who come to us embracing technologies wholeheartedly.

Sign in / Sign up

Export Citation Format

Share Document