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Introduction: digital inclusion: empowering people through information and communication technologies (ICTS) / Massimo Ragnedda and Bruce Mutsvairo -- Digital inclusion in advanced countries. Reducing and preventing digital discrimination: digital inclusion strategies in Europe / Massimo Ragnedda -- Not so ubiquitous: digital inclusion and older adults in Australia / Sue Malta and Raelene Wilding -- Digital inclusion in international perspective: an asset-based approach to digital inclusion research in t US context / Bianca C. Reisdorf and Colin Rhinesmith -- Digital inclusion in BRICS countries. From access to proficiency: reconceptualising digital inclusion in a rural area in South Africa / Lorenzo Dalvit -- Mapping the evolutive trajectories of China's digital divide: a longitudinal observation / Jianbin Jin, Fanxin Meng, Anfan Chen, Lin Shi, and Tao Wang -- Changes in knowledge acquisition according to the proximity with digital media networks / Andrea Limberto -- Digital inclusion in the Middle East. Digital inclusion in Jordan: opportunities and hurdles / Hanna Kreitem -- An explanatory analysis of Facebook's effect on social cohesion in Iran / Hamid Abdollahyan and Mahin Sheikh Ansari -- "Nothing is ever truly new": the persisting digital exclusion in Israel, 2002-2013 / Amit M. Schejter, Orit Ben-Harush, and Noam Tirosh -- Digital inclusion in Africa. LCT and development: narrowing the digital divide and the knowledge gap of ICT users in Cameroon and Ghana / Kehbuma Langmia and Christiana Hammond -- Kenya's digital divide: challenged, evolving, and persistent / Norbert Wildermuth -- Afterword, why digital inclusion now? / Gerard Goggin

There is a large body of research that has examined digital inequities, inequalities, and divides—i.e., those countries, communities, and individuals digitally left behind or disadvantaged. Whereas we know quite a lot about what is lacking and for whom, there is less focus on what works to alleviate these inequalities and divides in a variety of cultural contexts. This thematic issue brings together scholarship on digital inclusion initiatives and research from over 20 countries and in the context of numerous aspects, including different types of initiatives as well as different types of target audiences for these initiatives. Each article provides unique insights into what does and does not work in various communities, making recommendations on what could be done to improve the examined initiatives. We hope that the breadth and depth of articles presented here will be useful not just for academic audiences seeking to broaden their understanding of digital inclusion and 'what can be done' rather than focusing on 'what is amiss,' but also for policymakers and digital inclusion initiatives who are eager to expand and advance their digital inclusion work within their communities.

This research brings together digital inequality scholars from across the Americas and Caribbean to examine efforts to tackle digital inequality in Uruguay, Chile, Peru, Brazil, Mexico, Cuba, Jamaica, the United States, and Canada. As the case studies show, governmental policy has an important role to play in reducing digital disparities, particularly for potential users in rural or remote areas, as well as populations with great economic disparities. We find that public policy can effectively reduce access gaps when it combines the trifecta of network, device, and skill provision, especially through educational institutions. We also note, that urban populations have benefitted from digital inclusion strategies to a greater degree. This underscores that, no matter the national context, rural-urban digital inequality (and often associated economic inequality) is resistant to change. Even when access is provided, potential users may not find it affordable, lack skills, and/or see no benefit in adoption. We see the greatest potential for future digital inclusion in two related approaches: 1) initiatives that connect with hard-to-reach, remote, and rural communities outside urban cores and 2) initiatives that learn from communities about how best to provide digital resources while respecting their diversely situated contexts, while meeting social, economic and political needs.

This research brings together digital inequality scholars from across the Americas and Caribbean to examine efforts to tackle digital inequality in Uruguay, Chile, Peru, Brazil, Mexico, Cuba, Jamaica, the United States, and Canada. As the case studies show, governmental policy has an important role to play in reducing digital disparities, particularly for potential users in rural or remote areas, as well as populations with great economic disparities. We find that public policy can effectively reduce access gaps when it combines the trifecta of network, device, and skill provision, especially through educational institutions. We also note, that urban populations have benefitted from digital inclusion strategies to a greater degree. This underscores that, no matter the national context, rural-urban digital inequality (and often associated economic inequality) is resistant to change. Even when access is provided, potential users may not find it affordable, lack skills, and/or see no benefit in adoption. We see the greatest potential for future digital inclusion in two related approaches: 1) initiatives that connect with hard-to-reach, remote, and rural communities outside urban cores and 2) initiatives that learn from communities about how best to provide digital resources while respecting their diversely situated contexts, while meeting social, economic and political needs.

According to Eurostat, in 2013 Portugal was the fifth country with the highest percentage of people that never used the Internet (33% of the population), preceded by Romania (42%), Bulgaria (41%), Greece (36%) and Italy (35%). On the other hand Denmark and Sweden have the lowest, both with 4%. Germany and United Kingdom have also low percentage 13% and 8% respectively. The average in the 28 EU member countries is 21%. Information and communications technology (ICT) are becoming more prevalent in all areas and fields of society. The digital inclusion has been seen as very beneficial to the individual, economy and society. So for the digital excluded, namely with disadvantaged background, like social exclusion, geographical exclusion or age exclusion (elderly), the ICT can take an even more important role to help them integrate in society. Despite a growth in the number of Internet users in the last decades, there are still a lot of people that don't use, or even never used this tool. This project aims to address this problem by engaging synergies of nine partners in four countries (Portugal, Italy, United Kingdom and Germany) whose good practices will be shared and validated by the Science and Technology Foundation in Portugal. This network will work both at local, regional, national and international levels in transversal and trans-sectorial areas, both in terms of the partners involved (academic and enterprise), and in terms of the focus group (VET; adult education with disadvantaged background; HEI with special focus on this group) literacy inclusion, re-qualification and employability. As a strategic partnership project this proposal intends to promote actions, to build contents, digital instruments and to analyse the impact of ICT in a glocal (global&local) world, rooted in a process of civilisational change (social, political, economic and cultural). Always taking leverage of the individual skills and competences of each partner, anchored by the best research and state of the art practices. The main ...

As more of our everyday lives become digital, it has become crucial to include everyone in the digital society. This special issue is examining the different layers of digital inclusion and data literacy by drawing on research, policy, and practice developments around literacies in various regions and contexts. It highlights the politics around them so as to propose policies that are needed to include more people in datafied societies, and what types of literacies they should learn. This issue includes three commentaries by experts in the field and five peer-reviewed academic papers that go towards tackling digital inclusion. This means to find solutions to the fact that many people are left behind technological advancements, and that these create what is commonly called - the digital divide.

With a growing range of education, information, government, and community services moving online, internet access is increasingly regarded as an essential service. The benefits of the digital economy cannot be shared when some members of the community are still facing real barriers to online participation. Digital inclusion is based on the premise that everyone should be able to make full use of digital technologies – to manage their health and wellbeing, access education and services, organise their finances, and connect with friends, family, and the world beyond. Digital inclusion is likely also to be important for our national welfare: it is, for example, a necessary element in the environmental, social and economic transformations embodied in the United Nations Sustainable Development Goals. The Australian Digital Inclusion Index (ADII) was first published in 2016, providing the most comprehensive picture of Australia's online participation to date. The ADII measures three vital dimensions of digital inclusion: Access, Affordability, and Digital Ability. It shows how these dimensions change over time, according to people's social and economic circumstances, as well as across geographic locations. Scores are allocated to particular geographic regions and sociodemographic groups, over a six-year period from 2014 to 2019. Higher scores mean greater digital inclusion. This 2019 ADII report incorporates data collected up to March 2019, and revises earlier editions. Key findings: Digital inclusion is improving in Australia The gaps between digitally included and excluded Australians are substantial and widening for some groups Rural Australia leads the way in NBN take-up and access improvements Building digital confidence is important for enhancing digital inclusion Although value for money has improved, affordability remains a key challenge Mobile-only users are less digitally included The age gap is substantial but narrowed in 2019 The digital inclusion gap between Australians with disability and other Australians is substantial but narrowed in 2019 Indigenous digital inclusion is low, but improving Geography plays a critical role Some Australians are particularly digitally excluded Collaboration across all levels of government is needed

With a growing range of education, information, government, and community services moving online, internet access is increasingly regarded as an essential service. The benefits of the digital economy cannot be shared equally when some members of the community are still facing real barriers to online participation. Digital inclusion is based on the premise that everyone should be able to make full use of digital technologies – to manage their health and wellbeing, access education and services, organise their finances, and connect with friends, family, and the world beyond. The Australian Digital Inclusion Index (ADII) was first published in 2016, providing the most comprehensive picture of Australia's online participation to date. The ADII measures three vital dimensions of digital inclusion: Access, Affordability, and Digital Ability. It shows how these dimensions change over time, according to people's social and economic circumstances, as well as across geographic locations. Scores are allocated to particular geographic regions and sociodemographic groups, over a five-year period from 2014 to 2018. Higher scores mean greater digital inclusion. This ADII report incorporates data collected up to March 2018.

In an increasingly digitalised society, participation becomes dependent on digital skills – the ability to understand and use the everyday Internet technologies that surround us. People who have difficulty acquiring these skills risk being digitally excluded. One such group is the elderly; all research studies show that they are disadvantaged. The project focuses on digital inclusion for elderly citizens, addressing goal 10 of the United Nations global sustainability goals: reduced inequality within and among countries. It brings together researchers, industry and government in a collaborative practice (action research) program designed to increase theoretical knowledge of digital inclusion in Sweden, and to provide useful guidelines and tools for improving societal involvement of elderly citizens. The collaborative practice approach incorporates survey and interview techniques to ensure scientific rigor. A feature of the project is the use of a cross-generational teaching and learning approach – young people (digital natives) interacting with elderly - which has not previously been researched. Our initial results show that the benefits for the elderly include reduced isolation, more autonomy and independence, and better health.

The progressive development of the Digital Age has given rise to a growing number of concepts related to individuals' experiences with their digital literacy, from the level of competence or lack thereof conceptualized in the digital divide, to the very concept of digital citizenship, essential today for participation in democratic societies. This article analyses the different interpretations made of these concepts with a view to clarifying their appropriate use according to the situations to be studied, understood as an intellectualized evolution of the realities and experiences lived by individuals and society. Since the beginning of the millennium, several national and regional digital inclusion projects began, encouraged by the European policies that aimed to alleviate the already existing digital gap. In this sense, the KZgunea program, the Basque government's digital inclusion project is analyzed as a paradigmatic case of the evolution of government programs and policies in favour of an adequate level of digital literacy that allows individuals to fully participate in all fields of today's increasingly digitized society. This report is part of a PhD thesis that analyzes digital literacy as an instrument of empowerment and social inclusion, to improve employability, and as a key to the construction of digital citizenship in the 21st century. Keywords: digital citizenship; digital literacy; digital divide; digital competence; digital inclusion programs.

As more of our everyday lives become digital, it has become crucial to include everyone in the digital society. This special issue is examining the different layers of digital inclusion and data literacy by drawing on research, policy, and practice developments around literacies in various regions and contexts. It highlights the politics around them so as to propose policies that are needed to include more people in datafied societies, and what types of literacies they should learn. This issue includes three commentaries by experts in the field and five peer-reviewed academic papers that go towards tackling digital inclusion. This means to find solutions to the fact that many people are left behind technological advancements, and that these create what is commonly called - the digital divide.

Strategies and policies to bridge identified and potential digital divides is a core challenge when forming an inclusive and participatory digital democracy and society. In line with the progress and development of digital technologies and applications governments have to address digital divides. This project discusses how social and digital divides have been addressed in a project called "The Digital media bus in Östergötland". This project builds on the library buses that have has been running in the region for long a long time. The libraries in Sweden also have to address digital inclusion and implement strategies towards increased use of and knowledge about information technologies. This analysis builds on an action research approach. The analyse here are focusing on the implementation, project management and how the project has addressed digital inclusion. Finally, we end up discussing the diversity of digital inclusion, elaborating on the meanings of digital divides and digital diversity.

This article analyses the way in which the digital divide affects Roma/Gitano minors. This ethnic group is a paradigmatic case among socially underprivileged groups in Spain; excluded from industrial society, they appear to be facing a similar situation in the post-industrial era. We, therefore, sought to explore the digital experiences of minors from this group in order to study social and digital exclusion/inclusion among them. The research strategy took a comprehensive approach, covering both offline and online behaviour. We focused on the results of fieldwork undertaken in Spain during 2017. In all, interviews were conducted with 17 adolescents (aged 11 to 18) as well as with several social workers who were providing support to the minors. Given that the use of technology has become a prerequisite for the welfare of children and for the development of their rights, the issue tends to centre on three main areas, commonly known as the three Ps: provision, participation, and protection. As such, the analysis of inequality was based on these areas. The findings presented in this article illustrate that the use of ICTs can contribute to empowering Roma/Gitano adolescents to improve the position they occupy as a group in the social structure.

The main goal of this article is to analyze young people's technological socialization experiences to build a comprehensive model of the distinctive digital literacies interwoven with their biographies. Considering that digital accessibility is a necessary but not sufficient condition for inclusion, we identify which types of digital literacies are linked to the acquisition of digital competencies, confidence, and dispositions towards the incorporation of ICTs into daily activities; on the other hand, we also identify digital literacies that might engender motivated processes of self-exclusion from the digital realm, therefore reinforcing subjects' digital exclusion. Methodologically, this article is based on 30 in-depth biographically-oriented qualitative interviews with young people living in the region of Madrid, Spain. Regarding results, four techno-social dimensions are proposed—motivation, degree of formality, degree of sociality, and type of technological domestication—to construct a typology of four ideal forms of digital literacy: unconscious literacy, self-motivated literacy, professional literacy, and social support. To achieve digital inclusion, self-motivation towards using digital technologies is mandatory, but social practices, academic and professional literacy might work as a secondary socialization process that enhance subjects' affinity with ICTs. Nevertheless, the effect of social support is ambivalent: It could promote digital inclusion among people already interested in digital technologies, but it could also lead to dynamics of self-exclusion among people who are not confident regarding their digital competencies or disinterested in ICTs.