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Die aktuelle Corona-Krise verschärft mit jedem Tag ohne Schule vor Ort bestehende soziale Ungleichheit. Dabei spielt auch die sogenannte Digitale Kluft eine Rolle. Entsprechende Erkenntnisse aus vorliegender Forschung unterstützen die Sorge der sich weitenden Bildungsschere. Wenn Schulen sukzessive wieder geöffnet werden, sollten Kinder und Jugendliche aus weniger privilegierten Milieus besonders berücksichtigt werden. Unter der Perspektive von Bildungsgerechtigkeit kann hier Bildungspolitik unseres Erachtens unkonventionell und schnell handeln, auch unter breiterer Einbindung von Lehramtsstudierenden. (DIPF/Orig.) ; The current corona crisis aggravates existing social inequality with every day without schooling on-site. Here the so-called digital divide also plays a crucial role. Corresponding findings from existing research reinforce the concern about the widening education gap. When schools are gradually reopening, children and young people from less privileged milieus should be given special consideration. From the perspective of educational justice, we believe that education policy can act unconventionally and quickly here, also with the broader involvement of teacher training students. (DIPF/Orig.)

One of the challenges the Mexican education system faces is the building of capacities to foster civic and political participation in young people, a fundamental task in citizen formation. In such a way that political education promotes the transformation of individuals to develop comprehensive thinking skills, which generates the exercise of a full and active society. Sotirovic and McLeod (2004) approach the perspective of political socialization as a process of community learning, through which citizens acquire beliefs, feelings and information for the purpose of achieving maturity and political identity. This system addresses exposure to the media and its effects on the individual, that is, cognitive ones such as consciousness, knowledge and the image of politicians; the affective ones like interests, attitudes towards leaders, subjects and attachment to the political system; and, finally, those of behavior as interpersonal discussion and political participation. In that sense, a comparative analysis of the six areas of knowledge established by the National Institute of Statistics and Geography (INEGI, 2014) is established, with the objective of evaluating the political learning of young people, which is strengthened through media consumption and its link with democratic participation, because it is considered a relevant context of vulnerability in civic and political life.

One of the challenges the Mexican education system faces is the building of capacities to foster civic and political participation in young people, a fundamental task in citizen formation. In such a way that political education promotes the transformation of individuals to develop comprehensive thinking skills, which generates the exercise of a full and active society. Sotirovic and McLeod (2004) approach the perspective of political socialization as a process of community learning, through which citizens acquire beliefs, feelings and information for the purpose of achieving maturity and political identity. This system addresses exposure to the media and its effects on the individual, that is, cognitive ones such as consciousness, knowledge and the image of politicians; the affective ones like interests, attitudes towards leaders, subjects and attachment to the political system; and, finally, those of behavior as interpersonal discussion and political participation. In that sense, a comparative analysis of the six areas of knowledge established by the National Institute of Statistics and Geography (INEGI, 2014) is established, with the objective of evaluating the political learning of young people, which is strengthened through media consumption and its link with democratic participation, because it is considered a relevant context of vulnerability in civic and political life.

Chapter 1. Introduction -- Chapter 2. Loneliness Essentialism and Mental Illness Stigmatization -- Chapter 3. Media Representation of Loneliness in China -- Chapter 4. Making sense of the lonely crowd, today. Youth, emotions and loneliness in a networked society -- Chapter 5. Lonelier than ever? Romania's forgotten Seniors -- Chapter 6. 'Experiences of loneliness; people with a learning disability and barriers to community inclusion' -- Chapter 7. The emotional public sphere and social media: performativity, mobilization and media hypes -- Chapter 8. Mediatised Emotions: A Framework for Understanding the Display of Affect in the Network Society -- Chapter 9. Communication of loneliness emotions in the online vlogs, and their moral value -- Chapter 10. Connected emotions on Tinder: the development of social skills and a digital self among users from Mexico City and Madrid -- Chapter 11. Emotions of belonging and playing families across borders in Sub-Saharan Africa -- Chapter 12. Loneliness as Advertising Strategy. A Structurational Perspective on Health and Social Interaction in German Adverts -- Chapter 13. Lonely Indian Housewives: Gendered Portrayal of Loneliness in Bollywood Cinema -- Chapter 14. Online connectedness as a cure for loneliness? -- Chapter 15. Biodigital influencers and the feeling of surprise they leave behind: new alternatives to fight loneliness in a networked society -- Chapter 16. In defence of social media: Towards a digital strategy of combating loneliness -- Chapter 17. Conclusion

Based on interviews with 75 women transitioning from incarceration, our research identifies technology access and skills barriers facing this population and their underlying concerns and motivations in navigating privacy online. Our results suggest precarious housing and financial situations, concerns about ex-partners, mental health issues, and lack of self-efficacy pose challenges for their access to and use of digital technologies and influence their online privacy perspectives. Many participants reported relying primarily on cellphones for various tasks including job applications. Closing public places including libraries amid the COVID-19 pandemic put them at an even greater disadvantage, as many of them depend on computers or Wi-Fi available in those places. Nothing-to-lose attitudes were salient among this group resulting in many not taking precautionary measures online or choosing to go offline. Our research highlights the importance of building academic-community partnerships to provide technology and privacy education tailored for this population's particular needs and desires.

Virtual newsrooms have enormous potential: enabling journalists around the world to pool their knowledge, skills and perspectives within joint projects, such as the Panama Papers. These virtual newsrooms are supported by Online Collaborative Software (OCS), the most popular of which is Slack. But although many of the world's top news organisations now use Slack, there is no empirical research examining its impact on workplace processes or culture. This article presents the results of a year-long ethnographic study of a global digital news outlet, whose remote journalists collaborate, almost exclusively, via Slack. We found that the platform deepened relationships and enabled new creative practices across geographic regions. However, it also contributed to the erasure of the line between private and professional spheres for workers, and introduced new opportunities for management to shape newsroom culture. We argue that the concept of 'space' as developed by Harvey can helpfully frame the analysis of these new, important digital platforms.

Digital equity initiatives traditionally enable access to devices and Internet service, but increasingly, designers are also recognizing the importance of access to people and programs that support digital skills development. Families in under-served communities are most likely to need such supports but least likely to have them available. We explore the extent to which parents and children might serve as these sources of support for each other in low- and lower-middle-income families, who have seldom been the focus of research on children, families, and technology. We examine how sociodemographic factors and parents' own technology use relate to patterns in how parents and children guide each other's technology experiences. We then explore how siblings' collaborative experiences are influenced by the extent to which inter-generational technology practices are either parent- or child-driven. We conclude by discussing the implications of our findings for strengthening digital equity initiatives targeting school-age children and their families.

This article explores older New Zealanders' perceptions of the barriers to, benefits and negative consequences of computer-based information and communication technologies (ICTs) through the analysis of focus group discussions involving 98 respondents. Older people engage with computers in a context constituted by discourses positioning them as declining in the ability to learn skills such as computing, but creating a burden on society if they do not. In this paradoxical context, participants identified emotional and material barriers, as well as benefits and negative consequences to computer use that are shaped by age and gender. Significant gaps between the New Zealand Government's identification of the benefits of computing for older people and the benefits identified by older people themselves are highlighted. The article argues for the need for a more balanced approach acknowledging potential negative consequences, promoting the 'people-centred' benefits of computer use over and above the national economic benefits emphasized in the government's drive to encourage older people's uptake of computer-based ICTs.

This article explores the professionalization and politicization of digital commentaries on Orange's brand in sub-Saharan Africa. It's first underlines the overrepresentation of negative comments published on Facebook and Twitter as well as the diversity of boycott actions initiated by "customer" Internet users: Orangesatch (2013), Boycott-orange-Niger (2015) Stop anarchs of Orange Mali (2015) Africa boycott Orange (2016) or Talatay-Orange (2018). It describes the nature of digital commentaries, ideological, political and even geopolitical issues, as well as the use of Cultural Jamming by contestants who develop technical and social skills. The study exposes the tactics favored by the Orange brand including the establishment of "Team digital" to animate and manage its official pages and accounts and the use of bloggers/influencers to strengthen its reputational authority. Finally, the promotional or entertaining nature of the responses provided by the brand's community managers, in a situation of sensitive communication that can lead to a crisis, questions the skills related to the reputation of the brand. ; Cet article explore la professionnalisation et la politisation des commentaires numériques sur la marque de l'opérateur mobile Orange en Afrique subsaharienne. Il souligne d'abord la surreprésentation de commentaires négatifs publiés sur Facebook et Twitter ainsi que la diversité des actions de boycottinitiées par les internautes«clients»:orangesatch (2013), Boycott-orange-Niger (2015) Stop aux anarques d'orange Mali (2015) Afrique boycott orange (2016) ou encore Talatay-orange (2018). Il détaille ensuite la nature des commentaires numériques, aux soubassements idéologiques, politiques, voire géopolitiques, ainsi que le détournement des messages publicitaires de la marque (Cultural Jamming) par les contestataires disposant a priori de compétences techniques et sociales. L'étude expose les tactiques privilégiées par la marque Orange notamment la mise en place de «Team digitale» pour animer ses pages Facebook et comptes officiels Twitter ainsi que le recours à des blogueurs/influenceurs pour renforcer son autorité réputationnelle. Enfin, le caractère promotionnel ou divertissant des réponses apportées par les community managers de la marque, dans une situation de communication sensible pouvant déboucher sur une crise, interroge les compétences reliées à l'autorité énonciative de la marque.

The essay proposes a reflection on the theme of digital awareness within the normative and socio-cultural context of child protection, with respect to the rapid and continuous transformation of digital media in contemporary society and the intensification of the dynamics of domestication of socio-cultural practices mediated by technological devices (Silverstone, 1995). Specifically, the reflection on digital awareness in this essay proposes an interpretative key of protection of a sociological nature, mainly focused on information and education, i.e. on the enhancement of cognitive and metacognitive tools of the individual, especially in the age of development, to safeguard their emotional, psychological and social integrity when establishing relationships and socio-cultural interactions through the media device. Starting from the definition of digital awareness, within the theoretical framework on digital skills, shared by the European Union in recent years (DigComp 2.0), we will try to reflect on the degree of diffusion and rooting of this same competence in the new generations, starting from the presentation of a research of the observatory Mediamonitor Minori, and then propose recommendations and educational suggestions in order to allow and encourage a process of development of this type of competence in the new generations, as well as raise awareness of the institutional bodies to activate more systematic educational and information policies for citizens.

Digital communications are part of the mandatory knowledge and skills that determine the degree of readiness for professional realization today. At the same time, they are an indispensable condition for social inclusion and an increasingly distinct indicator in determining the degree of development of modern societies. The article reviews the different reference frameworks of knowledge, skills, and competences in the field of digital communications, media literacy, new communication technologies, as well as the policies of the European Union in this area. The different reference frameworks can be used as a reliable tool by educational institutions to increase media literacy in general, but also to create a mechanism for more specialized professional education in the field of communications, especially in journalism, PR, and communication management.

Für die Abgeordneten des britischen Parlaments reicht es nicht länger aus, eine bestimmte Partei zu repräsentieren und über einen sicheren Sitz zu verfügen, der die Wiederwahl garantiert. Man muss davon ausgehen, dass die heutigen Abgeordneten den Beweis dafür antreten müssen, dass sie nicht nur die Partei sondern darüberhinaus auch den Wahlkreis repräsentieren. Dabei fühlen sie einen wachsenden Druck nachzuweisen, dass sie den letzteren Aspekt ihres Berufes auch ernst nehmen. Daher kann man sie bei vielen Aktivitäten beobachten, die als der Profilierung dienend oder als Öffentlichkeitsarbeit zu bezeichnen sind. Derartige Aktivitäten werden normaler Weise mit der PR für wohltätige Zwecke und/ oder Interessengruppen identifiziert. Abgeordnete sind Teil einer selbstgesteuerten Kampagne, profilieren sich in den lokalen Medien, und nutzen in verstärktem Maße auch das Internet um Reklame für sich selbst, ihre Aktivitäten und eine Reihe von Themen, die für die Abgeordneten und Teile ihre Wählerschaft von Bedeutung sind, zu machen. Die Ansätze von Grunig und Hunt zur PR-Theorie oder auch von Ferguson zur Managementtheorie bieten Erklärungsmuster für mögliche Motivationen hinter den unterschiedlichen Strategien, derer sich Abgeordnete bedienen. Der Beitrag stellt die Frage, ob es sich bei den genannten Aktivitäten nur um PR handelt oder ob sich dafür weniger zynische Motive finden lassen. Geht es in anderen Worten einfach um Stimmenfang, was sicherlich ein entscheidender Aspekt ist, oder steckt auch der Wunsch dahinter, die Interaktion zwischen den lokalen Wählerschaften und ihren parlamentarischen Repräsentanten zu stärken. (UNübers.)

Cover -- Title -- Copyright -- Contents -- Chapter 1 -- Approaching and Understanding Bias -- Chapter 2 -- Navigating the Misinformation Age -- Chapter 3 -- How to Win the Fight Against Bias -- Chapter 4 -- Putting Your Skills into Action -- Glossary -- Further Information -- Bibliography -- Index -- About the Author -- Back Cover.

Design thinking is commonly presented as a solution-oriented approach to innovation. It aims to solve so-called "wicked problems," with various textbooks and toolkits promising to equip their readers with the skills needed to do so. By rendering design thinking as a magic bullet for problem-solving towards innovation and social change, some of its proponents fall back on a solutionist position. This is despite a growing body of research highlighting critical approaches to design thinking. Drawing on, and adding to, such literature, this article examines how innovation and social change are concretely conceptualised in design thinking guides. Using a cultural media studies approach, the article first contrasts design thinking literature with critical design research, emphasizing the notion of (technological) solutionism. It then zooms in on a purposively selected case: a design thinking textbook aimed at tertiary students. Based on an interpretative analysis of this example, it discusses what understandings of innovation and social change are encouraged in the envisioned design thinking. In linking the reviewed literature and observations from the case study, the analysis highlights two main arguments: First, complex interrelations between innovation and social change are causally simplified in outlining design thinking, thereby fostering techno-fix approaches and mindsets: Readers are encouraged to not merely select but in fact construct solvable "problems," in turn avoiding confrontations with substantive issues that cannot be fixed through the envisioned design thinking. Second, innovation is conflated with corporate activities and normative questions of innovation, (in-)equality, privilege, and social change are neglected, in turn suggesting a misleading symbiosis between economic and societal interests.

Digital literacy is inherently a social phenomenon. In fact, I'd argue that, in isolation, an individual cannot be literate at all. Digital literacy is very closely aligned with the knowledge and use of ICT devices and applications. We can call it computer related knowledge. Digital skills are contextual patterns – recognition as a result of immersion/ involvements of activities.The transition from an industrial – based economy to information based on in the 21 st century requires a well literate computer society. Currently, government around the world, business organizations and individuals are interested and concerned with digital literacy skills. The new source of wealth is today computer tools and digital literate society, actually in the past labor, land and financial capital were considered as a wealth. But today ICT is a new emerging wealth of a nation, ICT increase wealth, employer opportunity, and fast development for a given nations. Today, digital literacy skills are easily diffused and have liquid / fluid nature for the digital economy.Training for IT and digital literacy is needed. Digital literacy must relate with personal and organizational goals as well as institutional goals.(gizealew and sisay, 2019) Many experts tell us that modern workers must acquire these 21st-century skills: creativity, critical thinking, collaboration, communication, information, media, and technology. However, today we know that skills are not enough to survive in the digital era. What is also needed is digital literacy.Digital literacy is the set of competencies required for full participation in a knowledge society. It includes knowledge, skills, and behaviors involving the effective use of digital devices such as smart phones, tablets, laptops and desktop PCs for purposes of communication, expression, collaboration, and advocacy.This paper presents a literature review on digital literacy importance and why digital literacy is important for business organization and government entity. The research type is desk research, use secondary sources. The paper emphasizes and examines the importance of digital literacy and relationship with economic development. Finally digital skills highly affected the digital transformation economy of a nation.