Digital Inclusion

This paper contributes to the literature by proposing an analysis of digital inequalities in Russia that focuses on two aspects hitherto under explored: the inter-regionality (by comparing and contrasting eight federal districts) and the multidimensionality of digital inequalities (by taking into account the three levels of digital divide). Therefore, the aim is to address the phenomenon of digital divide in Russia by discussing the three levels of the digital divide (access / skills / benefits) in a comparative and interregional perspective.

This paper uses secondary data for its analysis, including both national (e.g. the total number of daily Internet users in Russia) and more regionalized data (related to particular federal districts of Russia). The choice of data sources was determined by an attempt to provide a detailed and multifaceted coverage of all three levels of the digital divide in Russia, which is not limited to the access problem only. For this purpose, we are using and re-elaborating various reports about the development of the Internet and ICTs in Russia prepared by national and international organizations to cover the first level of the digital divide. To shed light upon the second and third levels of the digital divide, we discuss digital literacy report (2018), the report on Internet openness index of Russian regions (2017), and the report on the digital life index of the Russian regions (2016). Finally, in the attempt to map out the key directions of the state policy aimed at decreasing digital inequality in Russia, on both federal and regional levels, we analyze the most important regional and national policy measures to foster digitalization such as the Digital Russia program, the Digital Government program, the Program of Eliminating Digital Inequality in Russia.

We consider this study to be both a first exploration and a baseline of the three level digital divides in Russia. The paper shows how the level of socioeconomic development of the federal districts, as well as a number of objective factors (distance/isolation, urbanization level, availability of infrastructure and costs for building new infrastructure, etc.) have impact upon digitalization of the regions. As a result, several federal districts of Russia (Central, Northwestern, and, in a number of cases, Ural and Volga federal districts) more often than others take leading positions in rankings, in terms of degree of Internet penetration, audience numbers, use of e-services, etc. This correlation however is not universal as we will show, and some regions lacking behind in terms of access can be booming in terms of digital literacy or other factors, like it happened with Far Eastern federal district for example. All in all, our research showed that digital inequality in Russia is still on place and will require more time for complete elimination, even though current state and public initiatives are being actively developed.

This paper will bring to light meaningful insights into the three levels of digital divides in Russia. Based on a multilevel (three levels of digital divide) and multi-sectional approach (the interplay of different types of inequalities), this paper contributed to overall better understanding of the digital inequalities phenomenon in Russia. It also allowed for a comparative interregional perspective, which has been missing in most papers on digital inequalities in Russia so far.

Some have pointed to divides in the availability of fixed home broadband Internet access as a contributor to rural students' lower levels of educational attainment. Based on standardized exams (SAT Suite) and a survey of rural Michigan students in grades 8-11, we find that rural students with broadband home Internet access are more interested in school and leave homework incomplete less often. However, the relationship to classroom grades (GPA) is relatively trivial. Yet, we find that students who are not dependent on a cell phone for Internet access and those with higher digital skills, especially social media skills, rank considerably higher on the SAT. Rural students with broadband Internet access are able to participate in a more diverse array of online media activities, which supports building digital skills. Any negative relationship between time spent on social media, video games, other digital media and educational outcomes is outweighed by the benefit to digital skills. However, aspects of rural culture; including the emphasis on activities such as sports, as a path to postsecondary schooling and upward, social mobility; may be stunting the positive relationship between access, digital skills, and educational aspirations. Whereas extra-curricular sports have no direct relationship to SAT performance, students who spend more time on sports receive higher grades and have higher educational aspirations than those with more digital skills. We discuss the implications for rural students' access to human capital and how the unequal relationship between digital skills and performance in the classroom and on the SAT may perpetuate inequalities.

This study investigated to what extent sons and daughters influence their parents’
adoption of digital media, particularly the internet, compared to other influence sources.
It also explored structural factors that play a role in this bottom-up process, such as
socio-economic differences and gender. Finally, it examined the relationship between this
bottom-up technology transmission process and parents’ levels of internet self-efficacy
and online activities. Drawing from socialization and diffusion of innovation research
and using a self-administered random mail survey, we found that children play a role in
including their parents in the digital environment, particularly among women, people
who are older (35 years old and above), and belong to lower socio-economic groups.
We also found that this bottom-up technology transmission is somewhat negatively
associated with parents’ internet self-efficacy. Implications and possible interpretations
of these results are discussed.

This study examines how low-income African American older adults, one of the groups most vulnerable to misinformation online, assess the credibility of online information. In examining this, we conducted both face-to-face interviews and a survey and then analyzed how their digital media use, demographics, self-efficacy, and involvement with particular topics were associated with their credibility assessments of online information. Our results suggest that education and topic involvement are statistically significant factors associated with assessments of message content and source credibility. Moreover, for our respondents, assessments of content credibility, as opposed to those of source credibility, were far more challenging. This research is one of the few studies examining online information credibility assessments made by low-income minority older adults. Theoretical and practical implications of our results are discussed in the context of misinformation, credibility assessment, and the digital divide.

Purpose – This article aims to highlight the main limitations of the emancipatory potentials of digital inclusion policies and information and communication technologies (ICTs). Increasingly, empowerment
is put forward as one of the main goals of digital inclusion. By applying user-centric and participatory approaches, assumptions are made that individuals will be empowered and, as such, will bere-included in society.

Design/methodology/approach – These assumptions, however, tend to ignore the social, economic, political and technical conditions within which individual choices are made and within which individuals must inevitably act. Instead of attempting to narrow the existing social gap between class-divided societies, and of probing the limitations given at the macro-level by questioning the wider social structure, digital inclusion policies tend to individualize problems that are in fact social in their nature.

Findings – This contribution will, therefore, aim to identify the key causes of structural (dis)empowerment and how these resonate to digital inclusion. The article positions itself within the political economy of communication research tradition and aims to confront the structural consequences of social inequalities, existing social hierarchies and power structures against mechanisms of digital inequalities and against the implementation of digital inclusion policies.

Originality/value – By proceeding from a critical perspective, it aims to demonstrate the limitations of user-centric and micro-level approaches, while questioning their normative interpretations of digital empowerment which tend to be reductionist in their essence and instrumental in their aims.

This study aimed to investigate the experiences of people with intellectual disability (ID) using information and communication technologies (ICTs) and the ways these technologies foster social connectedness. In partnership with a community mental health organization, this qualitative descriptive study explored the experiences of 10 people with ID using ICTs. Participants described how ICTs Opened the Door to Possibilities in their life - ICTs provided an avenue for connecting with other people, a means to pursue personal interests and a tool for organizing everyday life. Opening the door to possibilities was further understood as movement towards digital inclusion for people with ID, conceptualized as the fit between social opportunity and personal skills. We have identified the prominent role social supports play in creating (and constraining) opportunities for digital inclusion, and that digital inclusion has the potential to enable social connectedness and the development of agency. Consideration of the complex interaction between social opportunity and personal skills, and the mediating influence of supports, will enhance the inclusion of people with ID.

This article draws upon music training programs developed by Afro- Brazilian activists in the city of Salvador, Bahia, as a strategy for connecting training in musical production with computer skills. Though a seemingly incongruous pairing, we argue that for Afro-Brazilian young people learning how to create music helps provide a sense of cultural identity and consciousness that helps them then move into learning about technology. This two-step process creates a sense of “transformative empowerment” where a transformation in individuals’ sense of cultural identity facilitates changes in more professionalized areas addressed through the discourse on information and communications technologies for development (ICT4D).

Purpose: Korea is one of the most networked countries in the world that has been addressing the digital divide issue since the inception of broadband. This paper examines South Korea's digital divide policy and investigates how the digital divide has changed over time.

Purpose – This article explores challenges for rural Australian local governments during the transition to high‐speed broadband infrastructure. Despite the National Broadband Network’s promised ubiquitous connectivity, significant access discrepancies remain between rural and urban areas.
Methodology – Empirical findings are drawn from a full‐day workshop on digital connectivity, which included participants from seven rural local governments in New South Wales, Australia. Thematic analysis of the workshop transcript was undertaken in order to extrapolate recurring nuances of rural digital exclusion.
Findings – Rural communities face inequitable prospects for digital inclusion, and authorities confront dual issues of accommodating connected and unconnected citizens. Many areas have no or poor broadband access, and different digital engagement expectations are held by citizens and local governments. Citizens seek interactive opportunities, but rural authorities often lack the necessary resources to offer advanced participatory practices.
Research limitations/implications – While this research draws from a small sample of government officials, their insights are nonetheless heuristically valuable in identifying connectivity issues faced in rural Australia. These issues can guide further research into other regions as well as civic experiences of digital inclusion.
Practical/social implications – There is a need to reconceive Australia’s current policy approach to broadband. Greater rural digital inclusion may be achieved by focusing on connectivity as a public interest goal, targeting infrastructure developments to suit local contexts, and implementing participatory digital government practices.
Originality/value – The actions suggested would help ensure equity of digital inclusion across Australian municipal areas. Without such changes, there is a risk of rural citizens facing further marginalisation through digital exclusion.

Once acquainted with the modern information and communication tools made available with the advent of the Internet, five Brazilian rural communities participating in a pilot project to develop a self-sustaining telecenter model, engaged in citizen journalism using inexpensive digital video cameras. Community members used Web 2.0 collaborative tools to post short videos on the telecenter portal. The 95 video blogs published between September 2006 and May 2008 recorded various aspects of community life, including religious celebrations, oral history arts and crafts traditions, folklore, and environmental concerns. This study evaluates the impact of video blogging in these communities.