Digital Inclusion and a different lens for my project

As you can see, it's been two weeks since my last confession! Work means that sometimes I purge on study over a few days. A bit like watching a good tv show...honest!

In the meantime, I have tweaked my project and found some key resources to link in to it.






Government Digital Inclusion strategy

It's not often that I come across something from the government and think...ohhh....this will be useful. However the inclusion strategy, which I had already heard about, was.

The UK Government defines digital inclusion as ‘having the right access, skills, motivation and trust to confidently go online’ (Cabinet Office, 2014). 

The strategy sets out how the government and partners from the public, private and voluntary sectors will increase digital inclusion. This means helping people become capable of using and benefiting from the internet. Now there are many discussions one can have around this strategy but in the context of my project it does two things. Firstly, it shows that there is a political context for inclusion (and my next task is to do a Political, Economic, Social, Technological - aka PEST analysis). Secondly it breaks down the barriers into a nice four piece set:

There are 4 main kinds of challenge people face:

• access - the ability to actually go online and connect to the internet
• skills - to be able to use the internet
• motivation - knowing the reasons why using the internet is a good thing
• trust - the risk of crime, or not knowing where to start to go online

Looking at each in more detail, we can see that digital exclusion involves some significant and wide ranging challenges. When someone has the access, skills, motivation and trust to go online to do things that benefit them day to day, they are digitally capable.

Tinder, Digital inclusion

My project’s aim is to explore barriers in relation to making the online world accessible to volunteers, focusing on motivational and trust barriers. 

Firstly, the ‘access’ barriers relate to connectivity and availability, over which the organisation has less influence. Secondly there already exists a wealth of debate about the ‘skills’ barrier, and it is assumed adults will need to learn new skills. My theory is, that when I do my PEST analysis, many of these will come up, as access and skills are top of the 'things we can probably do something about'.

Motivation an trust

The ‘motivation’ and ‘trust’ barriers are social and psychological, as well as practical barriers to digital inclusion. These barriers require people to explore their fears about safety and identity, and be able to translate their ‘offline’ selves to the ‘online’ world. 

My project activities will look at existing research and practices to identify the issues surrounding these barriers, in order to educate volunteers and provide a sound basis for taking an approach that links back to the values and methods of Scouting. For me these barriers are all about social empowerment.

Does inclusion matter?

The simple answer is yes. If education is a life-long process of development as an individual and as a part of society then adults as well as young people should be participating and interacting online. However there are challenges to overcome in assisting online participation.