Social and Digital disadvantage
(Helsper, 2008)
Helsper’s (2008) study explored the relationship between
social and digital disadvantage using available empirical data. It is a
comprehensive look at the links between digital and social engagement and focuses
on the debates around socio-economic links to digital inclusion. The study
picks up on the question about use – and asks does it matter that many
households don’t use the internet?
Key findings
The report found that those in socially deprived areas were
also least likely to have access to digital resources, and the analysis
suggested that this had not been improving. However it points out that there
are clear exceptions from the norm. These included the ‘unexpectedly engaged’,
who tended to be younger, single, socially disadvantaged and certain ethnic
groups. It also included the ‘unexpectedly disengaged’, who were those in more
rural areas, older and unemployed. The
analysis highlighted that educational achievement, employment and rural access
could affect engagement, but this was not necessarily because of access or
skill. There were links found with the level at which people accessed
technology and social isolation and economic disadvantage. Those who suffer
specific social disadvantages were least likely to benefit from technology that
could potentially help them (for example, those with poor education faced
barriers to access education, the elderly faced a reduction in the likelihood
of using social application).
Digital choice
Helsper introduces the idea of ‘digital choice’. This concept, I think, encapsulates the idea that
just because you can go online, you do. Online initiatives that focus purely on
access and digital services, forget about the support factors that are needed
for social inclusion, which may help with engagement with technology. Attitude
to technology are just as important as access quality and the access location.
This picks up on some
of the categories that the Tinder foundation have
highlighted:
Digitally Excluded – perceive they
have no access
Digitally Dismissive – choose not
to use, but have access and skills
Digitally Included – have the desire,
access and skills
Digitally Determined – have the
access but it is not readily available
Digital choice is driven by cultural factors and social context. This
means that individuals may have positive and negative attitudes and we need to
tackle these attitudes and cultural barriers. This report in particular
highlights that despite discussions around inclusion, the potential for the internet
to address social isolation and economic disadvantage are largely untapped,
because the focus has been on the barriers and have not included the enablers.
There is a need to address ‘digital choice’ as well as ‘digital divides’. Digital
disengagement is a complex problem and there are social, cultural and
attitudinal factors that inform digital choice.
Beyond
the digital divide (Selwyn and Facer, 2007)
This report from Future lab, brings us back into the sphere
of education, and focuses on the more traditional approach to ‘digital divides’
and the uptake of digital technology. This puts inclusion back in to the realms
of ability; “All members of society are able to access the affordances created
and offered by technology use”; and focuses on the debates around digital
literacies, which is the area of the report that is of most interest here. However
it’s worth noting that the authors remind us that access is not just a bout
broadband, but also about wireless and satellite connectivity.
The report states that skills are not limited to basic
physical actions like keyboard skills but also to those which have technical
and social qualities. We need both a
basic literacy, that is the ability to read and write; and a ‘functional’
literacy, the ability to put our skills in to use. The report develops three core areas of
literacy:
- Information literacy – to be able to discern the quality of content
- Adaptive literacy – to be able to develop new skills whilst using ICT
- Occupational literacy – to apply skills in a business, education or domestic environment.
Definitions of digital inclusion
INCLUSION – DIVIDE – CHOICES -
PARTICIPATION
So where does that take us on our analysis and development
of the concept of digital inclusion? Clearly inclusion is a complex area, and,
going back to what we said at the start, it is not just about access or about
skills. People need to decide whether using technology is meaningful in their
lives, but we also need to remember that inclusion is not just about deficits
and barriers but also about opportunities, outcomes and practices. These reports
highlight the conversations that continue to take place at a government and
education level. There are barriers, access is important, people need the
skills and there are technology and social issues to address.
We need to localise these conversations, so that we truly understand
the cultural and social enablers. I have
already written my
thoughts on inclusion with my own context and that of the project, linking
back to the ideas of openness. For me it’s about participation, and empowering
people (giving them the motivation and belief in themselves), to participate
online. It’s not about the financial or economic benefits to the individual,
but about the wider societal impact of participating in the world with others.
This takes me back to how I think that self-efficacy links to empowerment.
Seale (2009) reminded us that people bring their own set of motivations, skills
and resourcefulness to the online world, and my hope is that by highlighting
the skills and resourcefulness, as well as the values that people share in my
context, we can encourage participation and inclusion.
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Helsper, Ellen (2008) Digital inclusion: an analysis of
social disadvantage and the information society. Department for Communities
and Local Government, London, UK. [online] Available at: http://www.esd.org.uk/esdtoolkit/communities/DigitalInclusion/tools%5COXiS%20Report.pdf
Seale, J. (2009). Digital Inclusion. A research briefing by
the technology enhanced learning phase of the teaching and learning research
programme. [online] Available at: http://www.tlrp.org/docs/DigitalInclusion.pdf
Selwyn, N., & Facer, K. (2007). Beyond the digital
divide. Opening Education Reports. Bristol: Futurelab. Retrieved
October, 24, 2007. [online]. Available at: http://www2.futurelab.org.uk/resources/documents/opening_education/Digital_Divide.pdf
