the digital access project the digital divide the “digital divide” refers to the gap between...

The Digital Access Project

The Digital Divide

The “digital divide” refers to the gap between The “digital divide” refers to the gap between those that have (or lack) access to computers those that have (or lack) access to computers and the Internet.and the Internet.

2005, 70% of Americans use the Internet at work, school 2005, 70% of Americans use the Internet at work, school or homeor home

Home broadband penetration =59% of adultsHome broadband penetration =59% of adults

Digital Divide data collected by land-line phoneDigital Divide data collected by land-line phone

“Digital Divisions”, Report of the Pew Internet & American Life Project, October 2005


Digital InclusionDigital Inclusion

focuses on how information and focuses on how information and

communication technology (ICT) communication technology (ICT)

affects individuals, affects individuals,

communities and countriescommunities and countries


Digital Inclusion

The ObjectiveThe Objective: Social Inclusion : Social Inclusion

The StrategyThe Strategy: Individual and : Individual and Community EmpowermentCommunity Empowerment The ToolsThe Tools: Enabling Technologies: Enabling Technologies

> computers, networks, software, > computers, networks, software, the Internetthe Internet


This Approach Asks:

What social and political barriers to technology What social and political barriers to technology access and literacy exist?access and literacy exist?

How does technology affect human rights, How does technology affect human rights, civic participation, and social inclusion?civic participation, and social inclusion?

How does technology affect economic How does technology affect economic development?development?


Digital Inclusion Assumptions

Technology should combat social exclusion, Technology should combat social exclusion, not reinforce it not reinforce it

““Access” is not about computers and the Access” is not about computers and the Internet--it’s about social inclusion and equity Internet--it’s about social inclusion and equity

Technology can have a profound economic Technology can have a profound economic and social impact on communities--and social impact on communities--“one cell phone”“one cell phone”


Why is Digital Inclusion Critical?

Economic & Social Realities:Economic & Social Realities: Participation in the global, knowledge-based Participation in the global, knowledge-based

economy requires the ability to access and economy requires the ability to access and manage information manage information

Underserved, marginalized communities have Underserved, marginalized communities have the most to gain, the most to lose the most to gain, the most to lose

Technology literacy, like literacy itself, is an Technology literacy, like literacy itself, is an essential prerequisite to social inclusionessential prerequisite to social inclusion


Critical Drivers of ICT UseICT = information & communication technology

E-mail, Search, MapsE-mail, Search, Maps NewsNews Access to online job listings, applicationsAccess to online job listings, applications Educational use, online learningEducational use, online learning Online transactions (travel,e-bay, banking, etc.)Online transactions (travel,e-bay, banking, etc.) e-government services (taxes, licenses)e-government services (taxes, licenses) Health information (Medicaid part D)Health information (Medicaid part D) Civic engagement & e-democracyCivic engagement & e-democracy User generated content-blogs, websites, music sharingUser generated content-blogs, websites, music sharing


A Nation Online?

•70% of Whites 70% of Whites •57% of African-Americans57% of African-Americans•38% of Americans with disabilities38% of Americans with disabilities•37% of Hispanics 37% of Hispanics •29% who have not graduated from High 29% who have not graduated from High SchoolSchool•26% age 60 or older26% age 60 or older

“Digital Divisions”, Pew Internet & American Life Project, October 2005


What About the Other 30%?

• Limited technology literacy skillsLimited technology literacy skills• Anxiety, fear of technology tools--Anxiety, fear of technology tools--16% are “hard core resistors”16% are “hard core resistors”• Limited education, low literacy levelsLimited education, low literacy levels• Language & accessibility barriersLanguage & accessibility barriers• Irrelevant contentIrrelevant content• Affordable broadband service Affordable broadband service • Cost of entry (hardware)Cost of entry (hardware)

Persistent barriers include:Persistent barriers include:


Digital Inclusion Strategies

Improve Access/ ConnectivityImprove Access/ Connectivity Provide broader access to the Internet, lower Provide broader access to the Internet, lower cost of entry (municipal wireless??)cost of entry (municipal wireless??)

Develop content Develop content that is accessible, relevant that is accessible, relevant andand contextualcontextual

Increase Technology LiteracyIncrease Technology LiteracyHelp groups and individuals use technology Help groups and individuals use technology to do what THEY want to do, address to do what THEY want to do, address underlying social factorsunderlying social factors


Off-line in America

U.S. DEPARTMENT OF COMMERCE, A Nation Online, 2004


“Don’t Need it. Not Interested in it.”

18% of those not online answered:“I am not interested in anything on the Internet.''

This exceeds the 12 percent who said they either weren't sure how to use the Internet or couldn't afford a computer.

* Pew Internet & American Life Study, 2005


Too Much (useless) Information?

A Children’s Partnership report on A Children’s Partnership report on online content reveals “not online content reveals “not interested” usually meansinterested” usually means

““content/information is not content/information is not designed for ME, or my family, designed for ME, or my family, or my community”or my community”

Wendy Lazarus and Francisco Mora“Online Content for Low-Income and Underserved Americans:

The Digital Divide's New Frontier”


Content MATTERS Content Barriers Cited by Low Income Adults

Lack of local informationLack of local information Provide practical information focusing on local

community Literacy BarriersLiteracy Barriers

Develop information at a basic literacy level Language BarriersLanguage Barriers

Online translation tools Information in native languages

Lack of Cultural DiversityLack of Cultural Diversity Provide Relevant health, social and cultural Provide Relevant health, social and cultural

informationinformation


e-Lingua Franca?

70% of website pages are in English70% of website pages are in English

--70% of the worlds population doesn’t speak --70% of the worlds population doesn’t speak English as their primary languageEnglish as their primary language

2000 U.S. census: 2000 U.S. census:

18% of residents report English is not the 18% of residents report English is not the primary language spoken at homeprimary language spoken at home


Literacy and Accessibility

48% of Americans have low literacy skills, 48% of Americans have low literacy skills, most online content is written at a 10th grade most online content is written at a 10th grade level, should be 6th grade level level, should be 6th grade level

8-10% of Americans have some kind of 8-10% of Americans have some kind of disability ( +30% of seniors), few sites meet disability ( +30% of seniors), few sites meet Section 508, ADA accessibility guidelinesSection 508, ADA accessibility guidelines

Limited vision is the most common disabilityLimited vision is the most common disability


Technology Literacy Is…The ability to responsibly, creatively, and The ability to responsibly, creatively, and effectively use appropriate technology to:effectively use appropriate technology to:

communicate;access, collect, manage, integrate, and evaluate information;solve problems and create solutions;build and share knowledge; and

improve and enhance learning in all subject areas and experiences.


Improving Technology LiteracyHuman mitigation is critical to improving technology literacy skills.

Best practices include:

Demystify technologyProvide time and space to experimentBuild knowledge through incremental successesCreate relevant, project-based workshopsEncourage peer learning, mentoringInvolve learners in program design


Social Networks & Technology Literacy

Weak social networks=low tech literacy within Weak social networks=low tech literacy within communitiescommunities

CTCs (telecenters) address both CTCs (telecenters) address both ACCESSACCESS and and TECHTECH LITERACYLITERACY gaps --and create social gaps --and create social networking opportunitiesnetworking opportunities

Neighborhood-based community technology Neighborhood-based community technology centers, not labs or computer rooms centers, not labs or computer rooms


Digital Inclusion <is linked to> Social Inclusion

Both requireBoth require

Civic & Social ParticipationCivic & Social Participation

Access to Education, LiteracyAccess to Education, Literacy

Economic Self-Sufficiency Economic Self-Sufficiency (individual)(individual)

Economic Development Economic Development (community)(community)


21st Century Civic Engagement

Small groups look BIG on the ‘net--Small groups look BIG on the ‘net--new opportunities for citizen groupsnew opportunities for citizen groups

Easier access to elected representatives, more Easier access to elected representatives, more opportunity for public discourse (e-democracy)opportunity for public discourse (e-democracy)

Greater access to government information and Greater access to government information and legislation, increased transparencylegislation, increased transparency


Social Inclusion & Democracy

““To communicate in the post-modern To communicate in the post-modern society is the power to interact with society is the power to interact with networks of information. It is not networks of information. It is not sufficient to have a free mind, if our sufficient to have a free mind, if our words cannot circulate like the words of words cannot circulate like the words of others.”others.”

--Sergio Amadeu de Silva--Sergio Amadeu de SilvaE-government director, San Paulo BrazilE-government director, San Paulo Brazil


Education

Information + Access + LiteracyInformation + Access + Literacy= Knowledge?= Knowledge?

Educators are faced with Educators are faced with hypermedia-conditioned learnershypermedia-conditioned learners

Youth have better technology literacy Youth have better technology literacy skills than adult teachers and parentsskills than adult teachers and parents


Coming Soon!

Human brains like stimulation, more synapses Human brains like stimulation, more synapses firing!~!! We seem to enjoy multi-tasking-- are firing!~!! We seem to enjoy multi-tasking-- are we evolving??we evolving??

We have a generation of multimedia readers We have a generation of multimedia readers and writers who prefer a combination ofand writers who prefer a combination of

– AudioAudio– VisualVisual– TextText

Better Brains?


Left Brain, Right Brain, New Brain The Internet is nothing less than the

equivalent of a phonetic alphabet

The human brain is once again evolving to a new level

Students are acquiring new, desirable skills• Networking• Associative Logic• Graphic Literacy• Information Space• Multi-tasking

Rodney Riegle, P.h.Dhttp://www.coe.ilstu.edu/rpriegle/wwwdocs/evolution.htm.


Good news, or? This could be good news in terms of global or This could be good news in terms of global or

cross-cultural collaboration --reducing cross-cultural collaboration --reducing language barriers language barriers

Multimedia can accommodate diverse learning Multimedia can accommodate diverse learning styles, how our individual brains receive and styles, how our individual brains receive and process information process information (“I’m a visual learner”)(“I’m a visual learner”)

Students learn best from projects they Students learn best from projects they “present”, multimedia enhances project based “present”, multimedia enhances project based learninglearning


“Producers Not Consumers”

““Media” should not competeMedia” should not competewith literacy, it adds layerswith literacy, it adds layers

Media projects reinforceMedia projects reinforce critical thinking critical thinking & media literacy skills & media literacy skills

Youth and adults Youth and adults cancan learn how to use learn how to use complex technology--but only if it’s relevantcomplex technology--but only if it’s relevant


Collaborative, Contextual Learning

Students collaborate and present work Students collaborate and present work internationally-- via PODCASTS and Blogsinternationally-- via PODCASTS and Blogs

Radio Willow Web:Radio Willow Web:http://www.mpsomaha.org/willow/radio/

Room 208: Room 208: http://www.bobsprankle.com/blog/

Educational Podcast Network:Educational Podcast Network:http://epnweb.org/index.php?openpod=16#16


Too Much Media, Not Enough Literacy?

We respond to computer screens more like TV We respond to computer screens more like TV than a book or newspaperthan a book or newspaper

We SCAN web pages--looking for a link! We SCAN web pages--looking for a link!

On-screen text is hard to read -- too much On-screen text is hard to read -- too much overwhelms even the most determined overwhelms even the most determined readersreaders

Have we, and are we teaching children to Have we, and are we teaching children to become become scanners scanners instead ofinstead of readers?readers?


HYPERCULTURE

How does hypermedia, coupled with ICT, How does hypermedia, coupled with ICT, influence writers? influence writers?

As VIEWERS, we seem to want complexity As VIEWERS, we seem to want complexity (and (and can process a lot of information) can process a lot of information) --Popular screenplays and TV now contain --Popular screenplays and TV now contain multiple/ simultaneous plot lines. multiple/ simultaneous plot lines. (e.g. CRASH, Amazing race, Lost, Alias, etc.)(e.g. CRASH, Amazing race, Lost, Alias, etc.)

Do Do READERSREADERS want this same experience? want this same experience?


Does Hypermedia Threaten Literacy?

Q. If ICT provides new opportunities for knowledge creation, should we expand

our (centuries old) definition-- and revisit our assumptions

about literacy?


From Hypermedia to Hip-Hop

“A hip-hop duo called Gnarls Barkley has risen to the top of United Kingdom music charts without selling a single disc.

"Crazy" went to number one with 31,000 download sales, before the song became available on a physical medium.”

(And why do we care?)


How to Become a Rock Star (circa 2006)

To score their #1 hit, the Gnarls didn’t need a record deal to pay for production, recording, duplication, promotion and distribution

To reach a world-wide audience, they didn’t need to tour

They didn’t need to make and get a video on MTV


All Gnarls Barkley Needs is a MySpace Blog.

THEY GET TO KEEP ALL THE MONEY They maintain creative control over their work

They can make as many “albums” as they want


The Internet Changes Everything

The speed of change, and the scale of The speed of change, and the scale of change is intimidatingchange is intimidating

““Many-to-many” online publishing Many-to-many” online publishing replaces few-to-many (print) model?replaces few-to-many (print) model?

•Email is Email is one-to-oneone-to-one•Web is Web is one-to-manyone-to-many•Blogs are Blogs are many-to-manymany-to-many


Network Theory & Behavior

If artists/creators understand how networks function, both socially + technically,we can create new audiences for our work, and maybe even new kinds of work.

Do not be afraid.Do not be afraid.


4 Tools for Writer/Publishers

Blogging softwareBlogging software

RSS SyndicationRSS Syndication

Creative Commons LicensingCreative Commons Licensing

Content Aggregators Content Aggregators (gather.com)(gather.com)


Don’t Fear the Blog

By the time you finish reading this sentence, 3 new people will start blogs

70,000 will begin writing blogs for the first time today

Since you started this paragraph, 83 new blog entries were added to the Internet

Is this article junk? (or: finding the good stuff in the blogosphere)by Tom Gerace November 13, 2005


Beyond the Rant (e.g. “PowerLine”)

User-driven media is exploding around the globe--this is not a western fad

Blogs are being created in places like China and Singapore, where traditional media is restricted

Human rights and indigenous (democracy) movements benefit from instant, international attention


Blogs: An Enabling Technology?

Technology is neutral, not good or bad

Content management technologiesreduce friction between creators and markets (audiences)

Blogs promise diversity, yet the 100 most popular blogs are by white male authors

(blog popularity is accorded by links to and from site--the online world is pretty ”clubby”)*

*March 21, Newsweek“ Blogging Beyond the Men's Club”


Shameless Promotion

http://ctepmediavlog.blogspot.com/


User Driven, Content-On-Demand

MySpace has passed the NY Times, AOL and CNN in reach and page views

Community evaluation creates credibility

User-driven content is redefining how we use the Internet

Syndication has a new name, RSS


Real Simple Syndication (RSS)

RSS provides content creators with a new means of online distribution

Simple programming code is added to your webpage or blog

Users subscribe to your “feed”, using an RSS “reader” to grab and display content

RSS readers are being integrated into browsers, My Yahoo!, etc


You Can Take It With You

Let me have my < music/books/poems/radio shows/videos/weather reports/pictures/news clips/short stories/CONTENT> when it’s convenient for ME.

I will pay for this convenience.

Portability MobilityFlexibility


Protecting & Sharing Creative Works

Creative Commons defines the spectrum of possibilities between full copyright — all rights reserved — and the public domain — no rights reserved.

CC licenses help you keep your copyright while inviting certain uses of your work — a "some rights reserved" copyright.

QuickTime™ and aTIFF (LZW) decompressor

are needed to see this picture.

QuickTime™ and aTIFF (LZW) decompressorare needed to see this picture.


Creative Commons

Attribution. You let others copy, distribute, display, and perform your copyrighted work — and derivative works based upon it — but only if they give credit the way you request.

Noncommercial. You let others copy, distribute, display, and perform your work — and derivative works based upon it — but for noncommercial purposes only

No Derivative Works. You let others copy, distribute, display, and perform only verbatim copies of your work, not derivative works based upon it.

Share Alike. You allow others to distribute derivative works only under a license identical to the license that governs your work.


Creative Commons


Emerging Business ModelsWriters sharing in profits? What a concept!

“Gather.com”Content is rated by readersDeveloped by APMG/MPRRevenue is shared via Gather Points™Popularity/page reads drives author revenues


Cultivating Networks

ICT provides new opportunities for broaderparticipation:

ContentVoicesReaders Writers


Digital Inclusion-ensures greater social, civic, educational and

economic participation

-expands (improves)& diversifies networks


www.DigitalAccess.org

www.TechnologyPower.org

www.Gather.com

www.creativecommons.org

http://en.wikipedia.org/wiki/RSS_(protocol)

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