scholarly journals Challenges and LIS Responses to Digital Literacy in Crisis

2021 ◽  
Vol 2 (1) ◽  
pp. 27-33
Author(s):  
Michelle Falk
Keyword(s):  
Social Justice ◽  
Digital Literacy ◽  
Digital Technologies ◽  
Digital Citizenship ◽  
Digital Inclusion ◽  
Community Values ◽  
Left Behind ◽  
Innovative Solutions ◽  
Economic Barriers ◽  
Digital Exclusion

As a result of the COVID-19 pandemic beginning in the Spring of 2020, vulnerable Canadians were left behind by digital exclusion, which was exacerbated by an increased reliance on digital technologies. In this article, I seek to provide an overview of the links between digital inclusion, social justice, and the values of the LIS profession. Because of the COVID-19 pandemic crisis, another crisis of digital exclusion has revealed the ways in which digital citizenship and socio-economic exclusion are fundamentally intertwined. In response, many LIS professionals have overcome extensive closures and reductions in resources to find innovative solutions to this crisis of inequality. This article will provide just a few examples of these responses from LIS organizations. Indeed, even among overwhelming barriers, LIS professionals have not lost sight of community values and commitment to social justice in challenging times. In unprecedented times, LIS professionals have found innovation to address ongoing social and economic barriers of digital exclusion.

scholarly journals Technological Socialization and Digital Inclusion: Understanding Digital Literacy Biographies among Young People in Madrid

2020 ◽  
Vol 8 (2) ◽  
pp. 222-232 ◽  
Author(s):  
Daniel Calderón Gómez
Keyword(s):  
Social Support ◽  
Young People ◽  
Digital Literacy ◽  
Qualitative Interviews ◽  
Digital Technologies ◽  
Digital Literacies ◽  
Digital Inclusion ◽  
Socialization Process ◽  
Digital Competencies ◽  
Digital Exclusion

The main goal of this article is to analyze young people’s technological socialization experiences to build a comprehensive model of the distinctive digital literacies interwoven with their biographies. Considering that digital accessibility is a necessary but not sufficient condition for inclusion, we identify which types of digital literacies are linked to the acquisition of digital competencies, confidence, and dispositions towards the incorporation of ICTs into daily activities; on the other hand, we also identify digital literacies that might engender motivated processes of self-exclusion from the digital realm, therefore reinforcing subjects’ digital exclusion. Methodologically, this article is based on 30 in-depth biographically-oriented qualitative interviews with young people living in the region of Madrid, Spain. Regarding results, four techno-social dimensions are proposed—motivation, degree of formality, degree of sociality, and type of technological domestication—to construct a typology of four ideal forms of digital literacy: unconscious literacy, self-motivated literacy, professional literacy, and social support. To achieve digital inclusion, self-motivation towards using digital technologies is mandatory, but social practices, academic and professional literacy might work as a secondary socialization process that enhance subjects’ affinity with ICTs. Nevertheless, the effect of social support is ambivalent: It could promote digital inclusion among people already interested in digital technologies, but it could also lead to dynamics of self-exclusion among people who are not confident regarding their digital competencies or disinterested in ICTs.

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.

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.

scholarly journals The Ironies of Digital Citizenship

2018 ◽  
Vol 4 (2) ◽  
pp. 39-62
Author(s):  
Lina Rahm
Keyword(s):  
Adult Education ◽  
Liberal Education ◽  
Digital Technologies ◽  
Digital Citizenship ◽  
Awareness Campaigns ◽  
The Past ◽  
Digital Exclusion ◽  
Fundamental Requirement ◽  
Parliamentary Support ◽  
Over Time

Abstract Our everyday use of digital technologies, platforms and infrastructures is often portrayed as an autonomous technical development, guided by clever and independent innovations, rather than broad sociotechnical imaginaries that inspire parliamentary support and governance. This article will consequently shed the light on the oftenoverlooked structural and societal efforts that have historically shaped the digital citizen of today. For the past 70 years or so, non-formal adult education about computers and computing has been a key part of political ambitions to create a desirable future. Over time, digital technologies have also become a precondition for the enactment of citizenship. That is, ‘digital citizenship’ is increasingly positioned as a fundamental requirement for democratic participation. The purpose of this paper is to trace how the digital citizen, and its accompanying problems, has been construed over time, particularly through educational imaginaries. What problems is the digital citizen a solution to? Who has been presented as problematic, and who, subsequently, has become the primary target for educational solutions? What skills have been described as indispensable for the digital citizen during different periods in history? By using Sweden as a vantage point this paper provides both concrete examples as well as perspectives on transnational discourses. In focus for the study are discourses concerning non-formal adult education, in the form of awareness campaigns, social programmes and adult liberal education about computers aimed at the general citizenry, during three periods in time: the 1950s, the 1980s, and today. The contribution is a critical take on how the citizen has increasingly become connected to digital technologies, and how this convergence has at the same time created digital exclusion.

A Study Regarding the Perception of Digital Citizenship Among Adults and the Assessment of This Perception

2017 ◽  
pp. 47-61
Author(s):  
Ahmet Cubukcu ◽  
Sahin Bazyan
Keyword(s):  
Field Study ◽  
Digital Literacy ◽  
Digital Technologies ◽  
Digital Citizenship ◽  
Digital Competence ◽  
Online Technologies ◽  
Effective Use ◽  
Over Time

Over time, as the influences of digital technologies on individuals' lives became apparent, the concept of digital citizenship as developed. Digital citizenship is considered to consist of 9 dimensions. These 9 dimensions have been previously described by Mike Ribble and his colleagues. These studies demonstrate not only the importance of effective use of digital technologies, and especially online technologies, but also the importance of ethically responsible and critical use. Over time, the concept of digital competence, which represents an integral aspect of digital citizenship, is also defined. In this study, a digital literacy model is created associated with the dimensions of digital citizenship and the aspects of digital competence. Based on this model, the perception of individuals regarding the conscious, proper and effective use of online technologies is assessed, and a comprehensive field study regarding digital citizenship is conducted.

scholarly journals Fomentando la competencia digital docente en la universidad: Percepción de estudiantes y docentes

2019 ◽  
Vol 38 (1) ◽  
pp. 167-182 ◽  
Author(s):  
Maria Domingo-Coscollola ◽  
Alejandra Bosco-Paniagua ◽  
Sara Carrasco-Segovia ◽  
Joan-Anton Sánchez-Valero
Keyword(s):  
Digital Literacy ◽  
Teaching And Learning ◽  
Digital Technologies ◽  
Educational Practice ◽  
Digital Citizenship ◽  
Mixed Method Research ◽  
Digital Competence ◽  
University Teachers ◽  
The University ◽  
Competencia Digital

Este artículo da cuenta del proyecto “Propuesta interuniversitaria de formación inicial de maestros en tecnologías digitales”. Para elaborarla, nos planteamos conocer la percepción de estudiantes y de docentes sobre qué necesidades abordar en relación con las tecnologías digitales y la competencia digital metodológica, y qué acciones institucionales son preferentes para desarrollar la competencia digital docente (CDD). En este estudio, utilizamos un diseño de investigación de métodos mixtos. Las técnicas e instrumentos usados han sido el análisis de la documentación disponible, grupos de discusión y cuestionarios. La propuesta va dirigida a las nueve universidades catalanas que imparten la formación de futuros docentes en los grados de Maestro de Educación Infantil y Primaria. Las principales conclusiones apuntan hacia la necesidad de vincular la universidad con la sociedad, así como de favorecer un desarrollo profesional del profesorado universitario y la alfabetización digital de sus estudiantes fomentando el aprendizaje colaborativo y la autoría. También, se destaca la importancia de priorizar la comunicación y la colaboración durante el proceso de enseñanza y aprendizaje usando recursos digitales útiles que lo faciliten. A su vez, se resalta la ética y la ciudadanía digital como una dimensión emergente a considerar en la práctica educativa. Finalmente, se apuntan tres acciones institucionales sobre CDD para contemplar en los planes de estudio universitarios. This article provides an account of the project "An inter-university proposal for the initial training of teachers in digital technologies". In order to prepare it, we consider the perception of students and teachers on what needs to be addressed with regard to digital technologies and methodological digital competence, and what institutional actions are preferential for the development of teachers’ digital competence (TDC). In this study, we used a mixed-method research design. The techniques and instruments used have been the analysis of available documentation, focus groups and surveys. The proposal is targeted at the nine Catalan Universities that provide training for future teachers in Pre-school and Primary Education Degrees. The main findings point to the need to link the university to the society, as well as to promote a professional development of university teachers and the digital literacy of their students by fostering collaborative learning and authorship.  Likewise, it highlights the importance of prioritizing communication and collaboration during the teaching and learning process using useful digital resources that facilitate it. At the same time, ethics and digital citizenship is highlighted as an emerging dimension to be considered in educational practice. Finally, three institutional actions about TDC are pointed out to consider in university curricula.

scholarly journals A digital inclusion

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Peter Walton
Keyword(s):  
Economic Development ◽  
Educational Achievement ◽  
Rapid Change ◽  
Digital Technologies ◽  
White Paper ◽  
Digital Inclusion ◽  
Technology Changes ◽  
Employment Participation ◽  
Community Effort ◽  
Digital Exclusion

Digital technologies now pervade every aspect of modern Australian society. Almost every aspect of how we live, work and play – from getting an education, accessing health care, communicating with friends to getting a job – is influenced by digital technology. In this era of rapid change, the trajectory of economic development, our future prosperity and our ambitions to be a socially inclusive nation will all be influenced by the increasing growth and reliance on digital technologies as a part of everyday life. Digital inclusion (and equality) is increasingly becoming one of the major social justice challenges of our time. Digital inclusion is vital to employment participation, economic development, educational achievement, social and civic inclusion, health and wellbeing. Many people continue to be digitally excluded in Australia and, importantly, as technology changes there is a growing risk of a participation gap in terms of a person’s ability to engage with technology. At present, the response to such a major issue in Australia is fragmented and only occasionally addressed holistically. Comprehensive national research on this issue is limited, the longer-term costs of digital exclusion have not been fully explored, nor do we have a national plan to mobilise a whole of community effort that ensures that all Australians have the skills and opportunity to benefit from digital citizenship. The purpose of this paper is to explore the current needs, challenges and benefits of digital inclusion in Australia. It explores how the concept of inclusion is evolving with changes in technology and to social structures. This article is a précis of a White Paper commissioned by Telstra. The aim is to advance our understanding of digital inclusion and introduce a more refined conceptual framework for defining and addressing digital equality.

Digital Access and Literacy

2020 ◽  
pp. 129-149
Author(s):  
Margarida M. Pinheiro ◽  
Dora Simões
Keyword(s):  
Digital Literacy ◽  
Online Communication ◽  
Digital Citizenship ◽  
Digital Inclusion ◽  
Development Education ◽  
Global Context ◽  
Goods And Services ◽  
Full Participation ◽  
Computer Based ◽  
Social Economic Development

The subject of digital literacy (DL) is critical to encourage the development of indispensable skills for full participation in the information society where we live. At the same time, the concept of digital divide (DD) embraces a multidimensional character justifying the reformulation of the name to digital inclusion (DI) that integrates factors such as social economic development, education, gender, or physical characteristics. The notion of DL works together with the notion of digital citizenship (DC): a DC is one who has the ability to participate in society by means of online communication, of finding information, or of using goods and services. The present study analyzes the digital access and literacy in schools in 21 OECD countries, positioning Portugal in the global context. To accomplish this objective, the study uses the results on familiarity with ICT and digital skills based on the PISA 2009 to 2015 computer-based assessment.

Transforming lives: Combating digital health inequality

IFLA Journal ◽  
2019 ◽  
Vol 45 (3) ◽  
pp. 187-198 ◽  
Author(s):  
Bob Gann
Keyword(s):  
Health Inequality ◽  
Digital Literacy ◽  
Digital Health ◽  
Patient Empowerment ◽  
Digital Inclusion ◽  
New Public Health ◽  
New Public ◽  
Health And Illness ◽  
Public Health Challenge ◽  
Digital Exclusion

For those who are connected digitally, the digital health revolution is an enormous opportunity for patient empowerment. However, half the world’s population are not online. Those who are least likely to be online are exactly those who experience the greatest burden of ill health. As information about health and illness is increasingly (and often exclusively) available in digital form, we face a new public health challenge – digital health inequality. Libraries are ideally placed to reach these population groups who may be hardest to reach. The IFLA (2017) Statement on Digital Literacy recognises that with libraries’ mission to help all their users access and apply the information they need for personal and community development, digital inclusion is an important part of the practice of librarianship. Successful interventions to improve digital inclusion involve targeting connecting, and transforming lives. This article focuses on initiatives to combat digital exclusion in England and Wales.

A Study Regarding the Perception of Digital Citizenship among Adults and the Assessment of This Perception

2016 ◽  
Vol 7 (3) ◽  
pp. 23-37
Author(s):  
Ahmet Cubukcu ◽  
Sahin Bazyan
Keyword(s):  
Field Study ◽  
Digital Literacy ◽  
Digital Technologies ◽  
Digital Citizenship ◽  
Digital Competence ◽  
Online Technologies ◽  
Effective Use ◽  
Over Time

Over time, as the influences of digital technologies on individuals' lives became apparent, the concept of digital citizenship as developed. Digital citizenship is considered to consist of 9 dimensions. These 9 dimensions have been previously described by Mike Ribble and his colleagues. These studies demonstrate not only the importance of effective use of digital technologies, and especially online technologies, but also the importance of ethically responsible and critical use. Over time, the concept of digital competence, which represents an integral aspect of digital citizenship, is also defined. In this study, a digital literacy model is created associated with the dimensions of digital citizenship and the aspects of digital competence. Based on this model, the perception of individuals regarding the conscious, proper and effective use of online technologies is assessed, and a comprehensive field study regarding digital citizenship is conducted.

Sign in / Sign up

Export Citation Format

Share Document