Group items tagged

In this article, Hargittai likens the digital divide continuum to the varied dimensions of literacy and concludes that addressing the digital divide requires refinement in the understanding of use and skill - and incorporating those varied uses and skills into educational curricula. She explains that "the history of literacy shows that our understanding of functional literacy has evolved considerably over time requiring flexibility in education policy to keep up with the changing landscape." Full Citation: Hargittai, E. (2003). The Digital Divide and What to do About It. In D. C. Jones (Ed.), New Economy Handbook. San Diego, CA: Academic Press.

I'm starting to think that 21st century literacy- as it pertains to technology and social media- and the pending growth of the digital divide could be an interesting topic to focus on for the project.

This article raises an interesting parallel to our discussion this week on communities and gaming. It considers the idea that young people are experts at how to use computers, games and programs, but not how to make, develop and craft those games and programs: "It's the difference between reading and writing. We're teaching them how to read, we're not teaching them how to write. The narrowness of how we teach children about computers risks creating a generation of digital illiterates." Potentially raises a new line of questioning into the issue of educating millennials and being born into the digital age.

The mayor of Chicago has implemented a plan in partnership with Comcast to bring cheaper high-speed internet to low-income families and students. They have also created Smart Communities centers to educate people about computer use.

Another article found in my search for information about the "global digital divide." According to the article, last week, the United Nations released a report that "argued that disconnecting individuals from the Internet is a violation of human rights and goes against international law" and that all States should seek to ensure there is "as little restriction to online content as possible." The Atlantic points out, following Wired's Threat Level blog, that the UN report came "the same day that a monitoring firm found two-thirds of Syria's Internet access has been shut down without notice." While access isn't the only factor in the digital divide on a global or a national scale (disparities in information or new media literacy is also a huge factor, for example), I agree that the availability of unfettered access as a matter of government policy is the bare minimum.

It confuses me that it can be considered a basic human right if, for a portion of the population, it's hard to access and at times, can be unreachable. Even though I know it's more what Tom said about it being a negative right, the phrasing just doesn't sit right. Either way, this is a great thing and I'm surprised it didn;t happen sooner.

I had come across this article as well in our group project research, Maggie, and I think that the UN is taking steps to bring the conversation on the right to freedom of opinion and expression into the digital age, as Tom mentions. Article 19 of the UN Declaration of Human Rights, in place since 1948, states: "Everyone has the right to freedom of opinion and expression; this right includes freedom to hold opinions without interference and to seek, receive and impart information and ideas through any media and regardless of frontiers." So in the context of the recent shutdown of ISPs by Syria, more generally the use of the Internet as a means of civic and political dissidence, and even the debate around net neutrality in this country, I agree with Maggie that the UN's approach seems to clarify and reiterate unfettered access to information.

Mary had mentioned "Smart Communities" in one of the class discussions, which brought to mind this very cool teen website that I discovered last semester, called YouMedia, designed to support and develop media literacy skills......