Addressing Digital Divide through Digital Literacy Training Programs: A Systematic Literature Review
DOI:
https://doi.org/10.1344/der.2022.41.224-248Paraules clau:
Digital Literacy, Training Program, Marginalised, Digital Divide, Internet Outcomes, Digital Competences, Literature ReviewResum
Digital literacy training programs (DLTPs) are influential in developing digital skills to help build a more inclusive and participatory ecosystem. This study presents a review of 86 studies related to DLTPs for marginalised populations in developed and developing countries. It aims to understand (a) the profile of DLTPs, (b) the digital competences incorporated in the training curriculum and (c) tangible outcomes of Internet use post-training. The review indicated that developed countries focus more upon developing digital literacy in elderly populations. In contrast, the focus still lies in developing digital literacy among people with low skills and education levels in developing countries. The training curriculums focus mainly on developing information-seeking and communication competencies, besides the basic operations of digital devices. Most of the studies reported an increase in the personal-level outcomes around health, leisure and self-actualisation achieved post-training. This study can help policymakers, practitioners, and educational researchers improve the scope and quality of educational programs and contribute to people's digital empowerment and well-being.
Referències
Abdul Razzak, N. (2013). The effectiveness of a university-based professional development program in developing Bahraini school leaders’ management and leadership competencies of implementing effective school-wide professional development and ICT integration. Professional Development in Education, 39(5), 732–753. https://doi.org/10.1080/19415257.2012.759127
Aghaei Chadegani, A., Salehi, H., Md Yunus, M. M., Farhadi, H., Fooladi, M., Farhadi, M., & Ale Ebrahim, N. (2013). A comparison between two main academic literature collections: Web of science and scopus databases. Asian Social Science, 9(5), 18–26. https://doi.org/10.5539/ass.v9n5p18
Agovino, T. (2019). Bridging the Gender Divide. HRMagazine. http://proxy.cc.uic.edu/login?url=https://search.proquest.com/docview/2291458367?accountid=14552%0Ahttp://hz9pj6fe4t.search.serialssolutions.com?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Aabiglobal&rft_val_fmt=info:ofi/fmt:kev:m
Ajzen, I. (2012). The theory of planned behavior. Handbook of Theories of Social Psychology: Volume 1, 438–459. https://doi.org/10.4135/9781446249215.n22
Ala-Mutka, K. (2011). Mapping digital competence: towards a conceptual understanding. In Institute for Prospective Technological Studies. http://ftp.jrc.es/EURdoc/JRC67075_TN.pdf%5Cnftp://ftp.jrc.es/pub/EURdoc/EURdoc/JRC67075_TN.pdf
Aleandri, G., & Refrigeri, L. (2013). Lifelong Learning, Training and Education in Globalized Economic Systems: Analysis and Perspectives. Procedia - Social and Behavioral Sciences, 93, 1242–1248. https://doi.org/10.1016/j.sbspro.2013.10.022
Allen, K., Zoellner, J., Motley, M., & Estabrooks, P. A. (2011). Understanding the internal and external validity of health literacy interventions: A systematic literature review using the RE-AIM framework. Journal of Health Communication, 16(SUPPL. 3), 55–72. https://doi.org/10.1080/10810730.2011.604381
Arsenijevic, J., Tummers, L., & Bosma, N. (2020). Adherence to electronic health tools among vulnerable groups: Systematic literature review and meta-analysis. Journal of Medical Internet Research, 22(2). https://doi.org/10.2196/11613
Arthanat, S., Vroman, K. G., Lysack, C., & Grizzetti, J. (2019). Multi-stakeholder perspectives on information communication technology training for older adults: implications for teaching and learning. Disability and Rehabilitation: Assistive Technology, 14(5), 453–461. https://doi.org/10.1080/17483107.2018.1493752
Avgerou, C., & Madon, S. (2005). Information society and the digital divide problem in developing countries. IFIP Advances in Information and Communication Technology, 179, 205–217. https://doi.org/10.1007/0-387-25588-5_15
Bawden, D., & Robinson, L. (2009). The dark side of information: Overload, anxiety and other paradoxes and pathologies. Journal of Information Science, 35(2), 180–191. https://doi.org/10.1177/0165551508095781
Bawden David. (2008). Origins and concepts of digital literacy. In Digital Literacies: Concepts, Policies and Practices (Vol. 30, Issue 2008, pp. 17–32).
Bezerra, F., Favacho, C. H., Souza, R., & De Souza, C. (2014). Towards Supporting Systematic Mappings Studies: An Automatic Snowballing Approach. 29th SBBD Proceedings, 167–176. http://www.inf.ufpr.br/sbbd-sbsc2014/sbbd/proceedings/artigos/pdfs/72.pdf
Boechler, P., Dragon, K., & Wasniewski, E. (2015). Digital Literacy Concepts and Definitions. International Journal of Digital Literacy and Digital Competence, 5(4), 1–18. https://doi.org/10.4018/ijdldc.2014100101
Brandtzæg, P. B. (2010). Towards a unified Media-User Typology (MUT): A meta-analysis and review of the research literature on media-user typologies. Computers in Human Behavior, 26(5), 940–956. https://doi.org/10.1016/j.chb.2010.02.008
Buckingham, D. (2010). Defining Digital Literacy. In Medienbildung in neuen Kulturräumen (pp. 59–71). Springer. https://doi.org/10.1007/978-3-531-92133-4_4
Buckingham, D. (2015). Defining digital literacy: What do young people need to know about digital media? Nordic Journal of Digital Literacy, 2015(4), 21–34. https://doi.org/10.18261/issn1891-943x-2015-jubileumsnummer-03
Carretero, S., Vuorikari, R., & Punie, Y. (2017a). DigComp 2.1: The digital competence framework for citizens. http://svwo.be/sites/default/files/DigComp 2.1.pdf
Carretero, S., Vuorikari, R., & Punie, Y. (2017b). The Digital Competence Framework for Citizens With Eight. In Publications Office of the European Union (Issue May). https://doi.org/10.2760/38842
Chalkiadaki, A. (2018). A systematic literature review of 21st century skills and competencies in primary education. International Journal of Instruction, 11(3), 1–16. https://doi.org/10.12973/iji.2018.1131a
Chen, W., & Wellman, B. (2004). The Global Digital Divide - Within and Between Countries. IT & Society, 1(2003), 39–45. http://www.stanford.edu/group/siqss/itandsociety/v01i07/v01i07a03.pdf
Chiarle, A. (2017). The Recommendation of the European Parliament and of the Council. In Key Competencies and Contemporary Skill Development in Education. https://doi.org/10.4018/978-1-4666-9823-9.les1
Cho, M., & Kim, K. M. (2021). Exploring the disparity in tangible outcomes of internet use between persons with disabilities and persons without disabilities in South Korea. Disability and Health Journal, 14(3), 101101. https://doi.org/10.1016/j.dhjo.2021.101101
Christine Redecker. (2019). European Framework for the Digital Competence of Educators. Joint Research Centre (JRC) Science for Policy Report, 93. https://ec.europa.eu/jrc/en/digcompedu
Czaja, S. J., Boot, W. R., Charness, N., Rogers, W. A., & Sharit, J. (2018). Improving Social Support for Older Adults Through Technology: Findings From the PRISM Randomized Controlled Trial. Gerontologist, 58(3), 467–477. https://doi.org/10.1093/geront/gnw249
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly: Management Information Systems, 13(3), 319–339. https://doi.org/10.2307/249008
de Pontes, J., & Talamo, M. (2009). DIGITAL LITERACY: methodological parameters for informational skill. Web of Science, 19(2), 81–97. http://repositorio.unicamp.br/bitstream/REPOSIP/79582/1/WOS000269446000008.pdf
Detlor, B., & Julien, H. (2020). Success factors affecting digital literacy training initiatives led by local community organizations. Proceedings of the Association for Information Science and Technology, 57(1), e331. https://doi.org/10.1002/pra2.331
Dimaggio, P., Hargittai, E., Celeste, C., & Shafer, S. (2004). Digital inequality: From unequal access to differentiated use. In Social Inequality (Vol. 1, pp. 355–400). Russell Sage Foundation. http://files/435/DiMaggio et al. - 2004 - From unequal access to differentiated use A liter.pdf
Dooley, C. M. M., Lewis Ellison, T., Welch, M. M., Allen, M., & Bauer, D. (2016). Digital Participatory Pedagogy: Digital Participation as a Method for Technology Integration in Curriculum. Journal of Digital Learning in Teacher Education, 32(2), 52–62. https://doi.org/10.1080/21532974.2016.1138912
El Mawas, N., & Muntean, C. H. (2018). Supporting Lifelong Learning Through Development of 21St Century Skills. EDULEARN18 Proceedings, 1, 7343–7350. https://doi.org/10.21125/edulearn.2018.1723
Ernest, P., Guitert Catasús, M., Hampel, R., Heiser, S., Hopkins, J., Murphy, L., & Stickler, U. (2013). Online teacher development: Collaborating in a virtual learning environment. Computer Assisted Language Learning, 26(4), 311–333. https://doi.org/10.1080/09588221.2012.667814
Eshet-Alkali, Y., & Amichai-Hamburger, Y. (2004). Experiments in digital literacy. Cyberpsychology and Behavior, 7(4), 421–429. https://doi.org/10.1089/cpb.2004.7.421
European Commission. (2019). Digital Economy and Society Index Report 2019: Human Capital - Digital Inclusion and Skills. https://ec-europa-eu.proxy.library.uu.nl/newsroom/dae/document.cfm?doc_id=59976
Feerrar, J. (2019). Development of a framework for digital literacy. Reference Services Review, 47(2), 91–105. https://doi.org/10.1108/RSR-01-2019-0002
Ferrari, A. (2013). DIGCOMP: A framework for developing and understanding digital competence in Europe. https://doi.org/10.2788/52966
Ferreira, S., Torres, A., Mealha, Ó., & Veloso, A. (2015). Training Effects on Older Adults in Information and Communication Technologies Considering Psychosocial Variables. Educational Gerontology, 41(7), 482–493. https://doi.org/10.1080/03601277.2014.994351
Fourie, I., & Krauss, K. (2011). Information literacy training for teachers in rural South Africa. Journal of Systems and Information Technology, 13(3), 303–321. https://doi.org/10.1108/13287261111164871
Francis, J., Rikard, R. V., Cotten, S. R., & Kadylak, T. (2019). Does ICT Use matter? How information and communication technology use affects perceived mattering among a predominantly female sample of older adults residing in retirement communities. Information Communication and Society, 22(9), 1281–1294. https://doi.org/10.1080/1369118X.2017.1417459
Gauthier, R.-F. (2018). World Development Report 2018 « Learning to Realize Education’s Promise. Overview . In Revue internationale d’éducation de Sèvres (Issue 77). https://doi.org/10.4000/ries.6107
Gavel, Y., & Iselid, L. (2008). Web of Science and Scopus: A journal title overlap study. Online Information Review, 32(1), 8–21. https://doi.org/10.1108/14684520810865958
Glenn, A. D., & Carrier, C. A. (1986). Teacher Education and Computer Training: An Assessment. Peabody Journal of Education, 64(1), 67–80. https://doi.org/10.1080/01619568609538539
Gómez, D. C. (2020). Technological Socialization and Digital Inclusion: Understanding Digital Literacy Biographies among Young People in Madrid. Social Inclusion, 8(2), 222–232. https://doi.org/10.17645/si.v8i2.2601
Guitert, M., Romeu, T., & Colas, J. F. (2020). Basic digital competences for unemployed citizens: conceptual framework and training model. Cogent Education, 7(1). https://doi.org/10.1080/2331186X.2020.1748469
Hargittai, E. (2009). An update on survey measures of web-oriented digital literacy. Social Science Computer Review, 27(1), 130–137. https://doi.org/10.1177/0894439308318213
Hargittai, E., & Hinnant, A. (2008). Digital inequality: Differences in young adults’ use of the Internet. Communication Research, 35(5), 602–621. https://doi.org/10.1177/0093650208321782
Helsper, E. J., van Deursen, A. J. A. M., & Eynon, R. (2015). Tangible Outcomes of Internet Use: From Digital Skills to Tangible Outcomes project report. In Digital Skills to Tangible Outcomes project report (Issue June). www.oii.ox.ac.uk/research/projects/?id=112
Hong, Y. A., Zhou, Z., Fang, Y., & Shi, L. (2017). The digital divide and health disparities in china: Evidence from a national survey and policy implications. Journal of Medical Internet Research, 19(9). https://doi.org/10.2196/jmir.7786
Irizarry, C., Downing, A., & West, D. (2002). Promoting Modern Technology and Internet Access for Under-Represented Older Populations. Journal of Technology in Human Services, 19(4), 13–30. https://doi.org/10.1300/J017v19v04_02
ITU. (2018). Digital skills toolkit. International Telecommunication Union. https://www.itu.int/en/ITU-D/Digital-Inclusion/Documents/ITU Digital Skills Toolkit.pdf
ITU. (2019). Measuring Digital Development. ITU Publications. https://www.itu.int/en/mediacentre/Documents/MediaRelations/ITU Facts and Figures 2019 - Embargoed 5 November 1200 CET.pdf
Jenkins, H. (2010). Attitudes of teachers towards dysfluency training and resources. International Journal of Speech-Language Pathology, 12(3), 253–258. https://doi.org/10.3109/17549500903266071
Khan, F., & Ghadially, R. (2009). Gender-differentiated impact on minority youth of basic computer education in Mumbai city. Gender, Technology and Development, 13(2), 245–269. https://doi.org/10.1177/097185241001300204
Knobel, M., & Lankshear, C. (2006). Digital Literacy and Digital Literacies: Policy, Pedagogy and Research Considerations for Education. Nordic Journal of Digital Literacy, 1(01), 12–24. https://doi.org/10.18261/issn1891-943x-2006-01-03
Kuo, F. Y., Tseng, F. C., Lin, C. I. C., & Tang, W. H. (2013). Critical success factors for motivating and sustaining women’s ICT learning. Computers and Education, 67, 208–218. https://doi.org/10.1016/j.compedu.2013.03.006
L. Noll, C., & Wilkins, M. (2002). Critical Skills of IS Professionals: A Model for Curriculum Development. Journal of Information Technology Education: Research, 1(3), 143–154. https://doi.org/10.28945/352
Laeeq Khan, M., Welser, H. T., Cisneros, C., Manatong, G., & Idris, I. K. (2020). Digital inequality in the Appalachian Ohio: Understanding how demographics, internet access, and skills can shape vital information use (VIU). Telematics and Informatics, 50. https://doi.org/10.1016/j.tele.2020.101380
Lankshear, C., & Knobel, M. (2008). Digital Literacies: Concepts, Policies, and Practices (New Literacies and Digital Epistemologies). In Digital Literacies (p. 321).
Lasić Lazić, J., Milković, M., & Žigo, I. R. (2020). Digital Competences As Core Competences for Lifelong Learning. EDULEARN20 Proceedings, 1, 5911–5915. https://doi.org/10.21125/edulearn.2020.1537
Law, N., Woo, D., Torre, J. de la, & Wong, G. (2018). A Global Framework of Reference on Digital Literacy Skills for Indicator 4.4.2. In UNESCO (Vol. 51, Issue 51). https://www.voced.edu.au/content/ngv:87544
Lee, J. C. (2004). Access, Self-Image, and Empowerment: Computer Training for Women Entrepreneurs in Costa Rica. Gender, Technology and Development, 8(2), 209–229. https://doi.org/10.1080/09718524.2004.11910115
Lewin, C., Scrimshaw, P., Somekh, B., & Haldane, M. (2009). The impact of formal and informal professional development opportunities on primary teachers’ adoption of interactive whiteboards. Technology, Pedagogy and Education, 18(2), 173–185. https://doi.org/10.1080/14759390902992592
Li-Tsang, C. W. P., Lee, M. Y. F., Yeung, S. S. S., Siu, A. M. H., & Lam, C. S. (2007). A 6-month follow-up of the effects of an information and communication technology (ICT) training programme on people with intellectual disabilities. Research in Developmental Disabilities, 28(6), 559–566. https://doi.org/10.1016/j.ridd.2006.06.007
Loader, B. D. (2007). Young citizens in the digital age: Political engagement, young people and new media. In Young Citizens in the Digital Age: Political Engagement, Young People and New Media. https://doi.org/10.4324/9780203946725
Lyons, A. C., Kass-Hanna, J., Zucchetti, A., & Cobo, C. (2019). Leaving No One Behind: Measuring the Multidimensionality of Digital Literacy in the Age of AI and other Transformative Technologies. In the Future of Work and Education for the Digital Age (Issue March). https://t20japan.org/policy-brief-multidimensionality-digital-literacy/
Maceviciute, E., & Wilson, T. (2018). Digital means for reducing digital inequality: Literature review. Informing Science, 21, 269–287. https://doi.org/10.28945/4117
Marcos-Pablos, S., & García-Peñalvo, F. J. (2018). Decision support tools for SLR search string construction. ACM International Conference Proceeding Series, 660–667. https://doi.org/10.1145/3284179.3284292
Martin, A. (2006). DigEuLit – a European Framework for Digital Literacy: a Progress Report. Journal of ELiteracy, 2, 130–136.
Matli, W., & Ngoepe, M. (2020). Capitalizing on digital literacy skills for capacity development of people who are not in education, employment or training in South Africa. African Journal of Science, Technology, Innovation and Development, 12(2), 129–139. https://doi.org/10.1080/20421338.2019.1624008
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Miwa, M., Nishina, E., Kurosu, M., Takahashi, H., Yaginuma, Y., Hirose, Y., & Akimitsu, T. (2017). Changing patterns of perceived ICT Skill Levels of elderly learners in a digital literacy training course. Libres, 27(1), 13–25. https://doi.org/10.32655/libres.2017.1.2
Moher, D., Shamseer, L., Clarke, M., Ghersi, D., Liberati, A., Petticrew, M., Shekelle, P., Stewart, L. A., Estarli, M., Barrera, E. S. A., Martínez-Rodríguez, R., Baladia, E., Agüero, S. D., Camacho, S., Buhring, K., Herrero-López, A., Gil-González, D. M., Altman, D. G., Booth, A., … Whitlock, E. (2015). Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015 statement. Systemic Reviews, 4(1), 1–9. https://doi.org/10.1186/2046-4053-4-1
Mukherjee, T., Vigneswara Ilavarasan, P., & Kar, A. K. (2019). Digital literacy training, impact & moderating role of perceived value among unemployed women in India. ACM International Conference Proceeding Series, January. https://doi.org/10.1145/3287098.3291932
Nawaz, A., & Kundi, G. M. (2010). Digital literacy: An analysis of the contemporary paradigms. International Journal of Science and Technology Education Research, 1(2), 19–29. http://www.academicjournals.org/journal/IJSTER/article-abstract/68579321822
Newhagen, J. E., & Bucy, E. P. (2003). Media access: Social and psychological dimensions of new technology use. In Media Access: Social and Psychological Dimensions of New Technology Use. https://doi.org/10.4324/9781410609663
Nguyen, T. T. H., Tapanainen, T., & Obi, T. (2014). A review of information and communication technology (ICT) training for elderly people - Toward recommendations for developing countries. Proceedings - Pacific Asia Conference on Information Systems, PACIS 2014. https://aisel.aisnet.org/pacis2014/267
Okiror, J. J., Hayward, G., & Winterbottom, M. (2017). Towards in-service training needs of secondary school agriculture teachers in a paradigm shift to outcome-based education in Uganda. Journal of Agricultural Education and Extension, 23(5), 415–426. https://doi.org/10.1080/1389224X.2017.1338593
Pade-Khene, C. (2018). Embedding knowledge transfer in digital citizen engagement in South Africa: Developing digital literacy. Reading & Writing, 9(1), 1–9. https://doi.org/10.4102/rw.v9i1.193
Patankar, R., Vyas, S. K., & Tyagi, D. (2017). Achieving universal digital literacy for rural India. ACM International Conference Proceeding Series, Part F1280, 528–529. https://doi.org/10.1145/3047273.3047325
Patty, N. J. S., Koopmanschap, M., & Holtzer-Goor, K. (2018). A cost-effectiveness study of ICT training among the visually impaired in the Netherlands. BMC Ophthalmology, 18(1), 1–10. https://doi.org/10.1186/s12886-018-0761-y
Paul, J., & Criado, A. R. (2020). The art of writing literature review: What do we know and what do we need to know? International Business Review, 29(4), 101717. https://doi.org/10.1016/j.ibusrev.2020.101717
Pérez-Escoda, A., & Fernández-Villavicencio, N. G. (2016). Digital competence in use: From DigComp 1 to DigComp 2. ACM International Conference Proceeding Series, 02-04-Nove, 619–624. https://doi.org/10.1145/3012430.3012583
Pérez-Escoda, A., García-Ruiz, R., & Aguaded, I. (2019). Dimensions of digital literacy based on five models of development. Cultura y Educacion, 31(2), 232–266. https://doi.org/10.1080/11356405.2019.1603274
Petty, G. C., & Loboda, I. P. (2010). Effects of basic computer training on the self-efficacy of adult learner’s utilization of online learning. Encyclopedia of Information Communication Technologies and Adult Education Integration, 578–594. https://doi.org/10.4018/978-1-61692-906-0.ch034
Prensky, M. (2001). Digital Natives, Digital Immigrants Part 2: Do They Really Think Differently? On the Horizon, 9(6), 1–6. https://doi.org/10.1108/10748120110424843
Radovanović, D., Holst, C., Belur, S. B., Srivastava, R., Houngbonon, G. V., Le Quentrec, E., Miliza, J., Winkler, A. S., & Noll, J. (2020). Digital literacy key performance indicators for sustainable development. Social Inclusion, 8(2), 151–167. https://doi.org/10.17645/si.v8i2.2587
Ragnedda, M. (2017). The third digital divide: A weberian approach to digital inequalities. In The Third Digital Divide: A Weberian Approach to Digital Inequalities (1st ed.). Taylor & Francis. https://doi.org/10.4324/9781315606002
Ragnedda, M., & Muschert, G. W. (2015). Max weber and digital divide studies. International Journal of Communication, 9(1), 2757–2762.
Redecker, C. (2017). European framework for the digital competence of educators: DigCompEdu. In Joint Research Centre (JRC) Science for Policy report. https://doi.org/10.2760/159770
Rogers, W. A., Campbell, R. H., & Pak, R. (2001). A System Approach for Training Older Adults to Use Technology. In Communication, technology, and aging: Opportunities and challenges for the future (pp. 187–208). Springer.
Sáinz, M., Castaño, C., & Artal, M. (2008). Review of the concept of digital literacy and its implications on the study of the gender digital divide. IN3 Working Paper Series, 8, 1–17. https://doi.org/10.7238/in3wps.v0i8.904
Scheerder, A., van Deursen, A. J. A. M., & van Dijk, J. A. G. M. (2019). Negative outcomes of Internet use: A qualitative analysis in the homes of families with different educational backgrounds. Information Society, 35(5), 286–298. https://doi.org/10.1080/01972243.2019.1649774
Scheerder, A., van Deursen, A., & van Dijk, J. (2017). Determinants of Internet skills, uses and outcomes. A systematic review of the second- and third-level digital divide. Telematics and Informatics, 34(8), 1607–1624. https://doi.org/10.1016/j.tele.2017.07.007
Scheuermann, L., & Taylor, G. (1997). Netiquette. In Internet Research (Vol. 7, Issue 4, pp. 269–273). https://doi.org/10.1108/10662249710187268
Selwyn, N. (2004). Reconsidering political and popular understandings of the digital divide. New Media and Society, 6(3), 341–362. https://doi.org/10.1177/1461444804042519
Seo, H., Blomberg, M., Altschwager, D., & Vu, H. T. (2021). Vulnerable populations and misinformation: A mixed-methods approach to underserved older adults’ online information assessment. New Media and Society, 23(7), 2012–2033. https://doi.org/10.1177/1461444820925041
Shulla, K., Filho, W. L., Lardjane, S., Sommer, J. H., & Borgemeister, C. (2020). Sustainable development education in the context of the 2030 Agenda for sustainable development. International Journal of Sustainable Development and World Ecology, 27(5), 458–468. https://doi.org/10.1080/13504509.2020.1721378
Tewathia, N., Kamath, A., & Ilavarasan, P. V. (2020). Social inequalities, fundamental inequities, and recurring of the digital divide: Insights from India. Technology in Society, 61(September 2019), 101251. https://doi.org/10.1016/j.techsoc.2020.101251
Tirado-Morueta, R., Aguaded-Gómez, J. I., & Hernando-Gómez, Á. (2018). The socio-demographic divide in Internet usage moderated by digital literacy support. Technology in Society, 55(April), 47–55. https://doi.org/10.1016/j.techsoc.2018.06.001
UNESCO. (2014). UNESCO roadmap for implementing the global action programme on education for sustainable development. https://www.voced.edu.au/content/ngv:70467
UNESCO. (2017). Working Group on education: Digital skills for life and work. Broadband Commission For Sustainable Development, 9, 1–128. https://www.broadbandcommission.org/wp-content/uploads/2021/02/WG-Education-Report2017.pdf
United Nations. (2021). Leveraging digital technologies for social inclusion (No. 92; Issue 92). https://www.un.org/development/desa/dpad/wp-content/uploads/sites/45/publication/PB_92.pdf
van Deursen, A. J. A. M. (2020). Digital inequality during a pandemic: Quantitative study of differences in COVID-19-related internet uses and outcomes among the general population. Journal of Medical Internet Research, 22(8). https://doi.org/10.2196/20073
van Deursen, A. J. A. M., Helsper, E., & Eynon, R. (2014). Measuring digital skills. From digital skills to tangible outcomes project Report. In From Digital Skills to Tangible Outcomes project report (Issue November). http://eprints.lse.ac.uk/59996/%0Ahttp://files/843/Helsper and Eynon - From Digital Skills to Tangible Outcomes project r.pdf%0Ahttp://files/835/Helsper and Eynon - From Digital Skills to Tangible Outcomes project r.pdf
van Deursen, A. J. A. M., & Helsper, E. J. (2015). The Third-Level Digital Divide: Who Benefits Most from Being Online? Communication and Information Technologies Annual., 28(2), 29–52. https://doi.org/10.1108/s2050-206020150000010002
van Deursen, A. J. A. M., & van Dijk, J. A. G. M. (2010). Measuring internet skills. International Journal of Human-Computer Interaction, 26(10), 891–916. https://doi.org/10.1080/10447318.2010.496338
van Deursen, A. J. A. M., & van Dijk, J. A. G. M. (2014). The digital divide shifts to differences in usage. New Media and Society, 16(3), 507–526. https://doi.org/10.1177/1461444813487959
van Deursen, A. J. A. M., van Dijk, J. A. G. M., & Helsper, E. J. (2014). Investigating Outcomes of Online Engagement. In Media@LSE (No. 28; MEDIA@LSE Working Paper Series). http://files/534/van Deursen et al. - 2014 - Investigating outcomes of online engagement.pdf
van Dijk, J. A. G. M. (2005). The deepening divide: Inequality in the information society. In The Deepening Divide: Inequality in the Information Society (1st ed.). SAGE Publications. https://doi.org/10.4135/9781452229812
Van Dijk, J. A. G. M. (2012). The evolution of the digital divide: The digital divide turns to inequality of skills and usage. Digital Enlightenment Yearbook 2012, 57–75. https://doi.org/10.3233/978-1-61499-057-4-57
Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). UTAUT theory: Toward a Unified View. 27(3), 425–478.
Verhoeven, L., Voeten, M., van Setten, E., & Segers, E. (2020). Computer-supported early literacy intervention effects in preschool and kindergarten: A meta-analysis. Educational Research Review, 30(February), 100325. https://doi.org/10.1016/j.edurev.2020.100325
Voogt, J., Roblin, N. P., studies, N. R.-J. of curriculum, 2012, undefined, & Roblin, N. P. (2012). A comparative analysis of international frameworks for 21 st century competences: Implications for national curriculum policies. Journal of Curriculum Studies, 44(3), 299–321. https://doi.org/10.1080/00220272.2012.668938
Vuorikari, R., Kluzer, S., & Punie, Y. (2022). DigComp 2.2: The Digital Competence Framework for Citizens. European Union. https://doi.org/10.2760/115376
Vuorikari, R., Punie, Y., Carretero, S., & Van Den Brande, L. (2016). DigComp 2.0: The Digital Competence Framework for Citizens. In Jrc-Ipts (Issue June). https://doi.org/10.2791/11517
Warburton, J., Cowan, S., & Bathgate, T. (2013). Building social capital among rural, older Australians through information and communication technologies: A review article. Australasian Journal on Ageing, 32(1), 8–14. https://doi.org/10.1111/J.1741-6612.2012.00634.X
Yates, D. J., Gulati, G. J., & Tawileh, A. (2010). Explaining the global digital divide: The impact of public policy initiatives on digital opportunity and ICT development. Proceedings of the Annual Hawaii International Conference on System Sciences. https://doi.org/10.1109/HICSS.2010.196
Zelezny-Green, R., Vosloo, S., & Conole, G. (2018). Digital inclusion for low-skilled and low-literate people. https://www.incode2030.gov.pt/sites/default/files/261791eng.pdf
Zillien, N., & Hargittai, E. (2009). Digital distinction: Status-specific types of internet usage. Social Science Quarterly, 90(2), 274–291. https://doi.org/10.1111/j.1540-6237.2009.00617.x
Zyskowski, K. (2020). Aspiration as Labour: Muslim Women at a Basic Computer-Training Centre in Hyderabad. South Asia: Journal of South Asia Studies, 43(4), 758–774. https://doi.org/10.1080/00856401.2020.1781338
Descàrregues
Publicades
Número
Secció
Llicència
Drets d'autor (c) 2022 Digital Education Review
Aquesta obra està sota una llicència internacional Creative Commons Reconeixement-NoComercial-SenseObraDerivada 4.0.
The authors who publish in this journal agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication.
- The texts published in Digital Education Review, DER, are under a license Attribution-Noncommercial-No Derivative Works 4,0 Spain, of Creative Commons. All the conditions of use in: Creative Commons,
- In order to mention the works, you must give credit to the authors and to this Journal.
- Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.
