User:Roha102/sandbox

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Under "Participation Gap" within History Section:

I can add an extra source and some information to this section:

In 2016, a total of 132.7 million Indonesians were connected to the Internet, out of 256.2 million, wherein countries like China and South Africa

Although there is a concerted effort to narrow the Digital Divide within developing nations, there are still significant amount of people that do not have access to the internet. For example, in 2015, roughly 33% of households in South Africa claim they didn't use the internet because they saw no relevance in doing so. Additionally, these responses generally came from impoverished areas wherein a significant amount of the population were not formally employed.[1] Similarly in China, internet use has slowly declined due to a lack of knowledge in using the internet. [2] Moreover, in 2016, 132.7 million out of 256.2 million Indonesians were connected to the internet.[3]

For example, In China, roughly over 50% of non-internet users state they don't use the internet due to a lack of internet knowledge. Additionally, as of 2015, the spread of internet usage has slowed down as well with the primary reason for non-use identified as a lack of internet knowledge[2] (China Internet Network Information Center, 2016). Similarly, in South Africa, it was found in 2015 that 33% of households reasoned they didn't use the internet because they saw no purpose in using it. Furthermore, the responses from both countries generally came from impoverished areas wherein a significant amount of the population were not formally employed.

In 2016, a total of 132.7 million Indonesians were connected to the Internet, out of 256.2 million.

Generally these responses emanated from disadvantaged communities where large portions of the population were not engaged in formal employment (Statistics South Africa, 2015)

Statistics South Africa(2015), General Household Survey, www.statssa.gov.za


Bejakovic, P., & Mrnjavac, Z. (2020). The importance of digital literacy on the labour market. Employee Relations: The International Journal, 42(4), 921–932. https://doi.org/10.1108/ER-07-2019-0274

Under "In the Workplace" Section I will add the following:

A study on the role of digital literacy in the EU labour market provides regression analysis that shows there exists positive relationships between people having digital literacy and being employed, meaning you are more likely to be employed the more digitally literate of a person you are.  

Digital technologies (such as productivity suites, mobile devices, and collaboration platforms) are now an integral part of most workplaces (Cascio & Montealegre, 2016). Implementing such technologies, however, does not guarantee their success (Schallenmueller, 2016), it is essential that individuals adopt and use them as intended for benefits to be realised (Venkatesh et al., 2003). The digital literacy of the workforce can contribute to this outcome (Mohammadyari and Singh, 2015). While a growing body of literature suggests that employees’ digital skills are important to enable both individuals and organisations to make the most of the digital workplace, empirical understanding of their effect on technology adoption and performance is currently limited.

The present study investigates the effect of digital literacy on behavioural intention to continue using the digital workplace and, ultimately, on individual performance. Data was gathered from the workforce of a major UK charitable organisation. A new conceptual model was developed (see Figure 1) and the pathways within it assessed. It takes as its base model the Unified Theory of Acceptance and Use of Technology (UTAUT; Venkatesh et al., 2003), adapting it using measures of information systems (IS) continuance intention and individual performance (Bhattacherjee, 2001), as well as including digital literacy (Van Deursen, Helsper and Eynon, 2016) as a new antecedent.

Bejakovic, P., & Mrnjavac, Z. (2020). The importance of digital literacy on the labour market. Employee Relations: The International Journal, 42(4), 921–932. https://doi.org/10.1108/ER-07-2019-0274


The 2014 Workforce Innovation and Opportunity Act (WIOA) defines digital literacy skills as a workforce preparation activity. In the modern world employees are expected to be digitally literate, having full digital competence. Those who are digitally literate are more likely to be economically secure, as many jobs require a working knowledge of computers and the Internet to perform basic tasks. Additionally, digital technologies such as mobile devices, production suites and collaboration platforms are ubiquitous in most office workplaces and are often crucial in daily tasks[4]. Likewise, many White collar jobs are today performed primarily on computers and portable devices. Many of these jobs require proof of digital literacy to be hired or promoted. Sometimes companies will administer their own tests to employees, or official certification will be required. Additionally, a study on the role of digital literacy in the EU labour market you are more likely to be employed the more digitally literate of a person you are.[5]

As technology has become cheaper and more readily available, more blue-collar jobs have required digital literacy as well. Manufacturers and retailers, for example, are expected to collect and analyze data about productivity and market trends to stay competitive. Construction workers often use computers to increase employee safety.


While a growing body of literature suggests that employees' digital skills are important to enable both individuals and organisations to make the most of the digital workplace, empirical understanding of their effect on technology adoption and performance is currently limited. Drawing on prior models of technology acceptance and continuance, the present study investigated the effect of digital literacy on behavioural intention to continue using the digital workplace and, ultimately, on individual performance. Linear regression was used to analyse the conceptual model using survey data from 142 employees of a major UK charitable organisation. Results partially supported the model, demonstrating that employees' digital skills effect continuance intentions and individual performance via their perceptions of ease of use. The findings suggest an important role for digital literacy, both as an antecedent to the more general determinants of technology adoption, and in organisational interventions designed to encourage digital workplace adoption.


Under "In Entrepreneurship" Section, I will add:

A research paper published in The Journal of Asian Finance, Economics and Business provides critical insight that suggests digital literacy has the greatest influence on the performance of SME entrepreneurs.  The authors suggest the findings from this paper can help craft performance development strategies for said SME entrepreneurs and argue their research shows the essential contribution of digital literacy in developing business and marketing networks.  

The constraints of SMEs to use e-commerce include, among others, lack of technical understanding of information technology, the high cost of Internet access only accessible to some people, complaints from buyers because the goods do not match the original and some other constraints (Candra & Ashari, 2014). [6]

The acquisition of digital literacy is also important when it comes to starting and growing new ventures. The emergence of World Wide Web and digital platforms has led to a plethora of new digital products or services[72] that can be bought and sold. Entrepreneurs are at the forefront of this development, using digital tools or infrastructure[73] to deliver physical products, digital artifacts,[74] or Internet-enabled service innovations.[75] Research has shown that digital literacy for entrepreneurs consists of four levels (basic usage, application, development, and transformation) and three dimensions (cognitive, social, and technical).[76] At the lowest level, entrepreneurs need to be able to use access devices as well as basic communication technologies to balance safety and information needs. As they move to higher levels of digital literacy, entrepreneurs will be able to master and manipulate more complex digital technologies and tools, enhancing the absorptive capacity and innovative capability of their venture.

Within an entrepreneurial framework, if Small to Medium Enterprises(SME's) possess the ability to adapt to dynamic shifts in technology, then they can take advantage of trends, marketing campaigns as well as communications to consumers in order to generate more demand for their goods and services. Likewise, if entrepreneurs are digitally literate, then online platforms like social media can help businesses receive feedback and generate community engagement that could potentially boost their business's performance as well as their brand image. A research paper published in The Journal of Asian Finance, Economics and Business confirms this intuition and provides critical insight that suggests digital literacy has the greatest influence on the performance of SME entrepreneurs.  The authors suggest the findings from this paper can help craft performance development strategies for said SME entrepreneurs and argue their research shows the essential contribution of digital literacy in developing business and marketing networks.  [3] Additionally, the study found digitally literate entrepreneurs are able to communicate and reach wider markets than non-digitally literate entrepreneurs because of the use web-management and e-commerce platforms supported by data analysis and coding. That said, constraints do exists for SME's to use e-commerce. Some of these constraints include lack of technical understanding of information technologies, high cost of internet access(especially if you live in a rural/underdeveloped area), and other constraints. [6]


-Candra, N., & Ashari, R. (2014). Technology Readiness and E-Commerce Adoption among Entrepreneurs of SMEs in Bandung City , Indonesia. Gadjah Mada International Journal of Business, 16(1), 69-88. https://journal.ugm.ac.id/gamaijb/ article/download/5468/4443

[7]



Tuty SARIWULAN, Suparno SUPARNO, Disman DISMAN, Eeng AHMAN, & Suwatno SUWATNO. (2020). Entrepreneurial Performance: The Role of Literacy and Skills. The Journal of Asian Finance, Economics and Business (JAFEB), 7(11), 269–280.


Under "Global Impact" Section:

Research has indicated that digital literacy is a crucial component for developing nations' economy. This research comes from the African Journal of Science, Technology, Innovation and Development(AJSTID).  The focus of the research is centered on rural and township areas of South Africa that do not possess skills in information and communication technology(ICT), more so on those who are not in education, employment, or training(NEET).  The study itself concluded that digital literacy is one of the skills which remains critical for prospective work to increase their chances of achieving continuous work opportunities. 

Washington (September 26, 2018) – Senator Ed Markey (D-Mass.), a member of the Senate Foreign Relations Committee, today applauded committee passage of his legislation to help expand quality and open access to the internet in the developing world. Today, the Senate Foreign Relations Committee unanimously agreed to advance H.R.600, the Digital Global Access Policy Act, or Digital GAP Act, which is based on Senator Markey’s DIGITAL AGE Act, which he first introduced in 2016.

“American ingenuity created the internet and American leadership should help bring its power to the developing world,” said Senator Markey. “Bridging the global digital divide can help promote prosperity, strengthen democracy, expand educational opportunity and lift some of the world’s poorest and most vulnerable out of poverty. The Digital GAP Act is a passport to the 21st century digital economy, linking the people of the developing world to the most successful communications and commerce tool in history. I look forward to working with my colleagues to get this legislation signed into law and to harness the power of the internet to help the developing world.”

https://www.markey.senate.gov/imo/media/doc/DIGITAL%20GAP%20Act.pdf

Senator Markey Praises Senate passage of his legislation to help expand internet access and increase digital literacy in developing Countries: U.S. Senator Ed Markey of Massachusetts. (2018, September 26). Retrieved April 09, 2021, from https://www.markey.senate.gov/news/press-releases/senator-markey-praises-senate-passage-of-his-legislation-to-help-expand-internet-access-and-increase-digital-literacy-in-developing-countries


For a number of years, there has been a concerted effort by the United Arab Emirates to take a prominent role in introducing e-business initiatives throughout the Gulf region, and this effort has translated into widespread access of internet technology for its own citizens. The country, in setting out to become a hub for foreign and domestic companies, realized that to achieve these goals it must provide appropriate e-business frameworks and infrastructures, which it has successfully done. Although, while not the only means of acquiring digital literacy, regular exposure to the internet does contribute to gaining these necessary 21st century skills. It might be expected that with such widespread access to the internet the population would contribute to becoming digitally competent. Using an ethnographic case study methodology, this paper investigates issues contributing to what might be a new form of digital divide; cultural issues which limit the acquisition of such digital skills. [8]

Additionally, there has been demand for the G20 to take more steps in promoting digital transformation across the world via using a variety of tools to help strengthen digital literacy policies. In a paper written in the open-access Economic Journal, study found that using a multidimensional digital literacy index could improve the efficacy of G20's policy decisions as current definitions of digital literacy do not adequately address the types of knowledge and perspectives that are essential for having a strong grasp of digital literacy and the ability a person would need to perform as well as possible in technical positions. Essentially, the key goal for using such an index would be to locate the areas that need help the most in the most efficient way possible.

A representative multidimensional digital literacy index will strengthen G20 policy makers’ decision-making abilities. The absence of comparable data limits the ability of the policy maker to make informed decisions. Current definitions of digital literacy do not encapsulate the types of literacies and perspectives that underpin the knowledge, and ability a user requires to perform optimally in a position. An important consideration is the need to ensure the data collection strategy, that informs the construction of the index, is based on representative sampling inclusive of all members of a country’s population. The key goal is to assist policy makers to be able to locate the areas of most need and direct scarce resources in an optimal manner.

Participation Gap vs Digital Divide[edit]

As mentioned before, when Henry Jenkins coined the term participation gap, he did so with the expressed purpose of differentiating it from Digital divide [9].  According to Jenkins, the participation gap refers to people who have sustained access to and competency with digital technologies are exist due to Media Convergence, whereas the Digital Divide simply distinguishes the gap from people who have internet access from those who don't [10].  An example of this would be someone who uses public resources such as the public library(wherein there is limited access to certain websites, software, and ability to store and upload information) and someone who owns their own PC and has more sustained and uninhibited access to content that the internet has to offer.

In Society[edit]

Digital literacy is necessary for the correct use of various digital platforms. Literacy in social network services and Web 2.0 sites helps people stay in contact with others, pass timely information, and even buy and sell goods and services. Digital literacy can also prevent people from being taken advantage of online, as photo manipulation, E-mail frauds and phishing often can fool the digitally illiterate, costing victims money and making them vulnerable to identity theft.[11]However, those using technology and the internet to commit these manipulations and fraudulent acts possess the digital literacy abilities to fool victims by understanding the technical trends and consistencies; it becomes important to be digitally literate to always think one step ahead when utilizing the digital world.

With the emergence of social media, individuals who are digitally literate now have a major voice online.[dubious – discuss][12] Websites like Facebook and Twitter, as well as personal websites and blogs, have enabled a new type of journalism that is subjective, personal, and "represents a global conversation that is connected through its community of readers."[13]These online communities foster group interactivity among the digitally literate. Social media also help users establish a digital identity or a "symbolic digital representation of identity attributes."[14] Without digital literacy or the assistance of someone who is digitally literate, one cannot possess a personal digital identity (this is closely allied to web literacy).

Research has demonstrated that the differences in the level of digital literacy depend mainly on age and education level, while the influence of gender is decreasing.[15][16][17] Among young people, digital literacy is high in its operational dimension. Young people rapidly move through hypertext and have a familiarity with different kinds of online resources. However, the skills to critically evaluate content[for whom?] found online show a deficit.[18] With the rise of digital connectivity amongst young people, concerns of digital safety are higher than ever. A study conducted in Poland, commissioned by the Ministry of National Knowledge measured the digital literacy of parents in regards to digital and online safety. It concluded that parents often overestimate their level of knowledge, but clearly had an influence on their children’s attitude and behavior towards the digital world. It suggests that with proper training programs parents should have the knowledge in teaching their children about the safety precautions necessary to navigate the digital space.[19]

Digital divide[edit]

Main article: Digital divide

Digital divide refers to the disparities among people - such as those living in developed and developing world - concerning access to and the use of information and communication technologies (ICT),[20] particularly computer hardware, software, and the Internet.[21] Individuals within societies that lack economic resources to build ICT infrastructure do not have adequate digital literacy, which means that their digital skills are limited.[22] The divide can be explained by Max Weber's social stratification theory, which focuses on access to production rather ownership of the capital.[23] The former becomes access to ICT so that an individual can accomplish interaction and produce information or create a product and that, without it, he or she cannot participate in the learning, collaboration, and production processes.[23] Digital literacy and digital access have become increasingly important competitive differentiators for individuals using the internet meaningfully.[24] Increasing digital literacy and access to technology for peoples who have been left out of the information revolution is of common concern[for whom?]. In an article by Jen Schradie called, The Great Class Wedge and the Internet's Hidden Costs, she discusses how social class can affect digital literacy.[25]  This creates a digital divide.

Research published in 2012 found that the digital divide, as defined by access to information technology, does not exist amongst youth in the United States.[26] Young people report being connected to the internet at rates of 94-98%.[26] There remains, however, a civic opportunity gap, where youth from poorer families and those attending lower socioeconomic status schools are less likely to have opportunities to apply their digital literacy.[27] The digital divide is also defined as an emphasizing the distinction between the “haves” and “have-nots,” and presented all data separately for rural, urban, and central-city categories.[28] Also, existing research on digital divide reveal the existence of personal categorical inequalities between young and old people.[29] An interpretation also identify digital divide between technology accessed by the youth outside the school and inside the classroom.[30]

Participation gap[edit]

Media theorist Henry Jenkins coined the term participation gap[31] and distinguished the participation gap from the digital divide.[32] According to Jenkins, the participation gap is the disparity in skills that emerge when individuals have different levels of access to technology.[33] Jenkins states that students learn different sets of technology skills if they only have access to the internet in a library or school.[33] In particular, Jenkins observes that students who have access to the internet at home have more opportunities to develop their skills and have fewer limitations, such as computer time limits and website filters commonly used in libraries.[33] The participation gap is geared toward millennials. As of 2008, when this study was created they were the oldest generation to be born in the age of technology. As of 2008 more technology has been integrated into the classroom. The issue with digital literacy is that students having access to the internet at home that is equivalent to what they interact with in class. Some students only have access while at school and in a library. They aren't getting enough or the same quality of the digital experience. This creates the participation gap, along with an inability to understand digital literacy.[34]

Digital natives and digital immigrants[edit]

digital natives using a smart car

Marc Prensky invented and popularized the terms digital natives and digital immigrants to describe respectively an individual born into the digital age and one adopting the appropriate skills later in life.[35] A digital immigrant refers to an individual who adopts technology later in life. These two groups of people have had different interactions with technology since birth, a generational gap.[36] This directly links to their individual unique relationship with digital literacy. Digital natives brought upon the creation of ubiquitous information systems (UIS).  These systems include mobile phones, laptop computers and personal digital assistants.  They have also expanded to cars and buildings (smart cars and smart homes), creating a new unique technological experience.

Carr claims that digital immigrants, although they adapt to the same technology as natives, possess a sort of accent which restricts them from communicating the way natives do. In fact, research shows that, due to the brain's malleable nature, technology has changed the way today's students read, perceive, and process information.[37] Marc Prensky believes this is a problem because today's students have a vocabulary and skill set educators (who at the time of his writing would be digital immigrants) may not fully understand.[35]

Statistics and popular representations of the elderly portray them as digital immigrants. For example, Canada in 2010 found that 29% of its citizens 75 years of age and older, and 60% of its citizens between the ages of 65-74 had browsed the internet in the past month.[38] Conversely, internet activity reached almost 100% among its 15 through 24-year-old citizens.[38]

  1. ^ "Bridging the digital divide: measuring digital literacy — Economics E-Journal". www.economics-ejournal.org. Retrieved 2021-05-03.
  2. ^ a b "Weibo network, information diffusion and implications for collective action in China", The Internet, Social Networks and Civic Engagement in Chinese Societies, Routledge, pp. 96–114, 2016-04-14, ISBN 978-1-315-74411-7, retrieved 2021-05-03
  3. ^ a b Sariwulan, Tuty; Suparno, Suparno; Disman, Disman; Ahman, Eeng; Suwatno, Suwatno (2020). "Entrepreneurial Performance: The Role of Literacy and Skills". The Journal of Asian Finance, Economics and Business. 7 (11): 269–280. doi:10.13106/jafeb.2020.vol7.no11.269. ISSN 2288-4637.
  4. ^ Cascio, Ramiro Montealegre, Wayne F. "Technology-Driven Changes in Work and Employment". cacm.acm.org. Retrieved 2021-05-04.{{cite web}}: CS1 maint: multiple names: authors list (link)
  5. ^ Bejaković, Predrag; Mrnjavac, Željko (2020-01-01). "The importance of digital literacy on the labour market". Employee Relations: The International Journal. 42 (4): 921–932. doi:10.1108/ER-07-2019-0274. ISSN 0142-5455.
  6. ^ a b "(PDF) Technology Readiness and E-Commerce Adoption among Entrepreneurs of SMEs in Bandung City, Indonesia". ResearchGate. Retrieved 2021-05-02.
  7. ^ Astuti, Novika Candra; Nasution, Reza Ashari (2014-02-28). "Technology Readiness and E-Commerce Adoption among Entrepreneurs of SMEs in Bandung City, Indonesia". Gadjah Mada International Journal of Business. 16 (1): 69. doi:10.22146/gamaijb.5468. ISSN 2338-7238.
  8. ^ Jewels, Tony; Albon, Rozz (2018). "Reconciling Culture and Digital Literacy in the United Arab Emirates". Information and Technology Literacy: Concepts, Methodologies, Tools, and Applications. Retrieved 2021-05-03.
  9. ^ "MySpace and the Participation Gap". Henry Jenkins. Retrieved 2021-05-03.
  10. ^ Jenkins, Henry; Plasencia, Adolfo (2017-05-04), "Convergence Culture: Where Old and New Media Collide", Is the Universe a Hologram?, The MIT Press, ISBN 978-0-262-03601-6, retrieved 2021-05-03
  11. ^ Longardner, Tara (2015). "US News". The Growing Need for Technical and Digital Literacy.
  12. ^ nashoa (January 6, 2014). "Social networks using web 2.0". IBM.
  13. ^ Marlow, Cameron. "Audience, Structure, and Authority in the Weblog Community" (PDF). MIT Media Laboratory. Retrieved 2 June 2006.
  14. ^ Dixon, Mark (2005). "Identity Map" Archived 2016-11-26 at the Wayback Machine. Oracle.
  15. ^ Hargittai, Eszter (1 April 2002). "Second-Level Digital Divide: Differences in People's Online Skills". First Monday. 7 (4). doi:10.5210/fm.v7i4.942. S2CID 245248.{{cite journal}}: CS1 maint: unflagged free DOI (link)
  16. ^ van Dijk, J (2005). The Deepening Divide. Inequality in The Information Society. London: Sage Publications.[page needed]
  17. ^ van Deursen, A.J.A.M.; van Dijk, J.A.G.M. (April 2009). "Improving digital skills for the use of online public information and services". Government Information Quarterly. 26 (2): 333–340. doi:10.1016/j.giq.2008.11.002.
  18. ^ Gui, Marco; Argentin, Gianluca (1 September 2011). "Digital skills of internet natives: Different forms of digital literacy in a random sample of northern Italian high school students". New Media & Society. 13 (6): 963–980. doi:10.1177/1461444810389751. hdl:10281/10985. S2CID 41647591.
  19. ^ "Tomczyk". www.sajournalofeducation.co.za. doi:10.15700/saje.v41n1a1833. Retrieved 2021-04-30.
  20. ^ Lim, Ee-Peng; Foo, Schubert; Khoo, Chris; Chen, Hsinchun; Fox, Edward; Shalini, Urs; Thanos, Costanino (2002). Digital Libraries: People, Knowledge, and Technology: 5th International Conference on Asian Digital Libraries, ICADL 2002, Singapore, December 11-14, 2002, Proceedings. Berlin: Springer Verlag. p. 379. ISBN 3540002618.
  21. ^ Saileela, Dr R. Babu, Dr S. Kalaivani & Dr K. Empowering India Through Digital Literacy (Vol. 1). Lulu. p. 111. ISBN 9780359527632.{{cite book}}: CS1 maint: multiple names: authors list (link)
  22. ^ Global, IGI (2017). Information and Technology Literacy: Concepts, Methodologies, Tools, and Applications: Concepts, Methodologies, Tools, and Applications. Hershey, PA: IGI Global. p. 587. ISBN 9781522534181.
  23. ^ a b Ragnedda, Massimo; Muschert, Glenn W. (2013). The Digital Divide: The Internet and Social Inequality in International Perspective. Oxon: Routledge. p. 172. ISBN 9780415525442.
  24. ^ Celik, Aliye Pekin (2007). Our Common Humanity in the Information Age: Principles and Values for Development. United Nations Publications. ISBN 978-92-1-104570-3.[page needed]
  25. ^ Reedy, Katharine; Parker, Jo, eds. (2018-08-07). Digital Literacy Unpacked. doi:10.29085/9781783301997. ISBN 9781783301997.
  26. ^ a b Cohen, C. J., & Kahne, J. (2011). Participatory Politics: New Media and Youth Political Action. Chicago, IL: MacArthur Network on Youth and Participatory Politics.
  27. ^ Kahne, Joseph; Middaugh, Ellen (2008). Democracy for some: The civic opportunity gap in high school (PDF) (Report). CiteSeerX 10.1.1.431.9197.
  28. ^ "Krugman, Prof. Paul Robin, (Born 28 Feb. 1953), Professor of Economics and International Affairs, Woodrow Wilson School of Public and International Affairs, Princeton University, since 2000; Centenary Professor, London School of Economics and Political Science". Oxford University Press. 2012-12-01. doi:10.1093/ww/9780199540884.013.u254875. {{cite book}}: |work= ignored (help); Missing or empty |title= (help)
  29. ^ Ragnedda, Massimo; Muschert, Glenn W. (2013). The Digital Divide: The Internet and Social Inequality in International Perspective. Oxon: Routledge. p. 33. ISBN 9780415525442.
  30. ^ Buckingham, David (2013). Beyond Technology: Children's Learning in the Age of Digital Culture. Hoboken, NJ: John Wiley & Sons. pp. 1988–1989. ISBN 9780745655307.
  31. ^ Jenkins, Henry (June 21, 2006). "MySpace and the Participation Gap". Confessions of an Aca-Fan. Retrieved 2020-02-05.
  32. ^ Boyd, Danah (2014). It's Complicated: The Social Lives of Networked Teens. New Haven, Connecticut: Yale University Press. pp. 177–194. ISBN 978-0-300-16631-6.
  33. ^ a b c "The Participation Gap: A Conversation with media expert and MIT Professor Henry Jenkins". National Education Association. March 18, 2008. Retrieved November 27, 2016.
  34. ^ Dalton, Russell J. (2017-11-23). "The Participation Gap". Oxford Scholarship Online. doi:10.1093/oso/9780198733607.001.0001. ISBN 9780198733607.
  35. ^ a b Prensky, Marc (September 2001). "Digital Natives, Digital Immigrants Part 1". On the Horizon. 9 (5): 1–6. doi:10.1108/10748120110424816.
  36. ^ Jarrahi, Mohammad Hossein; Eshraghi, Ali (2019-10-11). "Digital natives vs digital immigrants: A multidimensional view on interaction with social technologies in organizations". Journal of Enterprise Information Management. 32 (6): 1051–1070. doi:10.1108/JEIM-04-2018-0071. ISSN 1741-0398.
  37. ^ carr, nicholas (October 2008). "Is Google Making Us Stupid?". Yearbook of the National Society for the Study of Education. 107 (2): 89–94. doi:10.1111/j.1744-7984.2008.00172.x.
  38. ^ a b Allen, Mary (2013). "Cultural consumption on the Internet by older Canadians". Statistics Canada. Perspectives on Canadian Society.

OG Section[edit]

Digital divide[edit][edit]

Main article: Digital divide

Digital divide refers to the disparities among people - such as those living in developed and developing world - concerning access to and the use of information and communication technologies (ICT), particularly computer hardware, software, and the Internet. Individuals within societies that lack economic resources to build ICT infrastructure do not have adequate digital literacy, which means that their digital skills are limited. The divide can be explained by Max Weber's social stratification theory, which focuses on access to production rather ownership of the capital. The former becomes access to ICT so that an individual can accomplish interaction and produce information or create a product and that, without it, he or she cannot participate in the learning, collaboration, and production processes. Digital literacy and digital access have become increasingly important competitive differentiators for individuals using the internet meaningfully. Increasing digital literacy and access to technology for peoples who have been left out of the information revolution is of common concern[for whom?]. In an article by Jen Schradie called, The Great Class Wedge and the Internet's Hidden Costs, she discusses how social class can affect digital literacy.  This creates a digital divide.

Research published in 2012 found that the digital divide, as defined by access to information technology, does not exist amongst youth in the United States. Young people report being connected to the internet at rates of 94-98%. There remains, however, a civic opportunity gap, where youth from poorer families and those attending lower socioeconomic status schools are less likely to have opportunities to apply their digital literacy. The digital divide is also defined as an emphasizing the distinction between the “haves” and “have-nots,” and presented all data separately for rural, urban, and central-city categories. Also, existing research on digital divide reveal the existence of personal categorical inequalities between young and old people. An interpretation also identify digital divide between technology accessed by the youth outside the school and inside the classroom.

Digital natives and digital immigrants[edit][edit]

digital natives using a smart car Marc Prensky invented and popularized the terms digital natives and digital immigrants to describe respectively an individual born into the digital age and one adopting the appropriate skills later in life. A digital immigrant refers to an individual who adopts technology later in life. These two groups of people have had different interactions with technology since birth, a generational gap. This directly links to their individual unique relationship with digital literacy. Digital natives brought upon the creation of ubiquitous information systems (UIS).  These systems include mobile phones, laptop computers and personal digital assistants.  They have also expanded to cars and buildings (smart cars and smart homes), creating a new unique technological experience.

Carr claims that digital immigrants, although they adapt to the same technology as natives, possess a sort of accent which restricts them from communicating the way natives do. In fact, research shows that, due to the brain's malleable nature, technology has changed the way today's students read, perceive, and process information. Marc Prensky believes this is a problem because today's students have a vocabulary and skill set educators (who at the time of his writing would be digital immigrants) may not fully understand.

Statistics and popular representations of the elderly portray them as digital immigrants. For example, Canada in 2010 found that 29% of its citizens 75 years of age and older, and 60% of its citizens between the ages of 65-74 had browsed the internet in the past month. Conversely, internet activity reached almost 100% among its 15 through 24-year-old citizens.

Participation gap[edit][edit]

Media theorist Henry Jenkins coined the term participation gap and distinguished the participation gap from the digital divide. According to Jenkins, the participation gap is the disparity in skills that emerge when individuals have different levels of access to technology. Jenkins states that students learn different sets of technology skills if they only have access to the internet in a library or school. In particular, Jenkins observes that students who have access to the internet at home have more opportunities to develop their skills and have fewer limitations, such as computer time limits and website filters commonly used in libraries. The participation gap is geared toward millennials. As of 2008, when this study was created they were the oldest generation to be born in the age of technology. As of 2008 more technology has been integrated into the classroom. The issue with digital literacy is that students having access to the internet at home that is equivalent to what they interact with in class. Some students only have access while at school and in a library. They aren't getting enough or the same quality of the digital experience. This creates the participation gap, along with an inability to understand digital literacy.

In society[edit][edit]

Digital literacy is necessary for the correct use of various digital platforms. Literacy in social network services and Web 2.0 sites helps people stay in contact with others, pass timely information, and even buy and sell goods and services. Digital literacy can also prevent people from being taken advantage of online, as photo manipulation, E-mail frauds and phishing often can fool the digitally illiterate, costing victims money and making them vulnerable to identity theft. However, those using technology and the internet to commit these manipulations and fraudulent acts possess the digital literacy abilities to fool victims by understanding the technical trends and consistencies; it becomes important to be digitally literate to always think one step ahead when utilizing the digital world.

With the emergence of social media, individuals who are digitally literate now have a major voice online.[dubious – discuss] Websites like Facebook and Twitter, as well as personal websites and blogs, have enabled a new type of journalism that is subjective, personal, and "represents a global conversation that is connected through its community of readers." These online communities foster group interactivity among the digitally literate. Social media also help users establish a digital identity or a "symbolic digital representation of identity attributes." Without digital literacy or the assistance of someone who is digitally literate, one cannot possess a personal digital identity (this is closely allied to web literacy).

Research has demonstrated that the differences in the level of digital literacy depend mainly on age and education level, while the influence of gender is decreasing. Among young people, digital literacy is high in its operational dimension. Young people rapidly move through hypertext and have a familiarity with different kinds of online resources. However, the skills to critically evaluate content[for whom?] found online show a deficit.

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