Conceptualizing a Contextual Measurement for Digital Divide/s: Using an Integrated Narrative

Conceptualizing a Contextual Measurement for Digital Divide/s: Using an Integrated Narrative

Karine Barzilai-Nahon, Ricardo Gomez, Rucha Ambikar
Copyright: © 2013 |Pages: 15
DOI: 10.4018/978-1-4666-1852-7.ch015
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Abstract

Measurements for the digital divide/s have often engaged in simplified, single factor measurements that present partial and static conceptualization and, therefore, measurements of the digital divide/s. The following chapter encourages policy makers to choose appropriate tools and programs to measure digital divide/s according to three dimensions: (1) the purpose of the tool; (2) levels of observation; and (3) methods of approaching the data. Then it describes an integrated contextual iterative (ICI) approach suggested by the authors as an effective way to assess digital divide/s including perspectives of different stakeholders. The approach is illustrated with examples from a research project studying public access venues in 25 countries around the world.
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Background

The definition of the digital divide/s and the empirical analysis of its components have been much debated in existing literature on the subject (Dewan & Riggins, 2005; Hargittai, 2003; James, 2008; Warschauer, 2003). Traditional thinking in disciplines like communications, sociology, information systems and science on the issue of digital divide/s revolved around the issue of access. Policy makers attached overriding importance to the physical availability of infrastructure and connectivity – a function, perhaps, of the reality of resource allocation to address the digital divide/s in the 90s. However, as Warschauer (2003) argues,

a digital divide is marked not only by physical access to computers and connectivity, but also by access to the additional resources that allow people to use technology well. However, the original sense of the digital divide term - which attached overriding importance to the physical availability of computers and connectivity, rather than to issues of content, language, education, literacy, or community and social resources - is difficult to overcome in people's minds.

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