A Community Initiative that Diminished the Digital Divide

During the 1990s, businesses began relying on the convenience of ubiquitous computer systems and on the efficiencies of digital networks. This new techno-economic dynamic prompted White House administrations of the 1990s to take note of public policy issues surrounding the information superhighway and the digital divide. Yet, because the digital world seems intangible, relatively few policymakers connected the virtual world with its potential impact on the physical world [Frye, 2002]. A case study of a community organizing program was conducted to examine the digital divide in the United States and its connection to other factors. This field study of computer-illiterate people in a public housing community was undertaken to better understand the complexities of the have vs. have not divide so that effective public policies can be deployed to bridge the gap. Community members ran this program with assistance from volunteers and set their own technology learning plan to minimize their techno-disadvantage. Overall, the results indicate the importance of a community-driven organizing strategy. Even though the program was effective in that participants learned computers skills, their emotional state declined. Becoming computer literate did not eliminate feelings of isolation from mainstream society, which is considered a factor contributing to the divide. Those who are adversely digitally divided may also be divided by a culture of failure. Bridging the digital divide requires a more comprehensive approach--and not a quick fix. It requires a process that is, for example, driven by a local community program and strategy to initiate and sustain members\u27 use of technology

The E-Government Act: Promoting E-Quality or Exaggerating the Digital Divide?

In passing the E-Government Act of 2002, Congress has promised to improve the technological savvy of federal agencies and make more public forms and records available online. However, the question is whether doing so will alienate those Americans who do not have Internet access. Will the Act exaggerate the gap between the Internet haves and have-nots that is known as the digital divide? This iBrief identifies the e-quality issues arising from the E-Government Act and argues that implementation of the Act, however well intentioned, may exaggerate the digital divide

e-Government awareness among the techno-disadvantaged in the United States

This exploratory research focuses on awareness among techno-disadvantaged citizens in the United States. Specifically, we address whether awareness is associated with visitation and whether there are differences between those who are aware and those who are not aware. Following up on on a theory-based community initiative designed to improve computer literacy and access to information and communication technologies (ICT) for members of an underserved public housing community, a survey was undertaken. The results indicate that awareness is associated with visitation. Differences in demographic characterisitics, perceived ease of use (PEOU), and perceived access barriers between those who are aware of e-government websites, and those who are not, were found. While nearly half of the respondents are neither aware of nor have visited e-government websites, a slight majority is partaking of e-government services. We identify directions for future research and conclude by emphasizing the value of a theory-based community initiative to improve computer literacy, provide access to ICT, and advance e-government inclusion

The impact of local ICT initiatives on social capital and quality of life

This paper reviews the evidence for the effects of local ICT initiatives (‘community networks’) on neighbourhood social capital and quality of life and has been developed from the public SOCQUIT D11 report (Anderson et al, 2006)

Impact of Digital Technology on Library Resource Sharing: Revisiting LABELNET in the Digital Age

The digital environment has facilitated resource sharing by breaking the time and distance barriers to efficient document delivery. However, for the librarians, this phenomenon has brought more challenging technical and technological issues demanding addition of more knowledge and skills to learn and new standards to develop. The overwhelming speed and growing volume of digital information is now becoming unable to acquire and manage by single libraries. Resource sharing, which used to be a side business in the librarianship trade, is now becoming the flagship operation in the library projects

Redressing disadvantage and ensuring social cohesion: the role of distance education and elearning policies in the European Union 1957-2007

This paper analyses the development and implementation of the European Union's policies in distance higher education and elearning since the 1957 Treaty of Rome. Distance education emerged in the 1960s and 70s as an instrument at national level to redress disadvantage, and to provide flexible, high-quality and cost-effective access to higher education to adults who were unable, for geographical, employment or personal reasons, to attend on-campus. Analysis of EU policy documents and interviews with key individuals indicates that the support of influential policy entrepreneurs and networks brought distance education to the centre stage in EU education and training policy for a brief period in the early 1990s, culminating in the Maastricht Treaty on European Union (1992), which committed the EU to ‘encouraging the development of distance education’. Since then, distance learning has been superceded by elearning, and is linked in EU rhetoric to social cohesion in the context of making Europe the most competitive economy in the world. Yet, despite the great potential of elearning, this paper outlines the challenges to its wider adoption. These include the persistence of the digital divide in Europe; student resistance to elearning approaches; and the problem of achieving cost-effectiveness in elearning. Much remains to be done to ensure the flexibility in terms of time, place, pace, and indeed accessibility, which would enable adult students to participate in lifelong learning on a truly democratic basis

Museums & Society 2034: Trends and Potential Futures

What challenges will society and museums face in the next quarter-century? How will the demographic profile of America change between now and 2034? How will energy and infrastructure costs affect the sustainability of museums? What will Web 3.0 -- or 5.0 or 6.0 -- look like? Will the "real" survive the assault of the "virtual"? Will the number of leisure-time alternatives continue to grow? Will the lines between work and leisure, public and private, continue to blur? Most importantly, how will museums face these challenges and shape the future they will have to inhabit?This report, commissioned by the Center for the Future of Museums at the American Association of Museums, projects current social trends to 2034 and suggests how museums can face future challenges while continuing to meet their mission of public service. The report focuses on four major trends: demographic shifts, globalization, the revolution in information and communication technologies, and new cultural assumptions about the primacy of the individual as creator and curator

Two steps forward, one step back: Achievements and limitations of university-community partnerships in addressing neighbourhood socioeconomic disadvantage

This article discusses a partnership initiative that involved a major Australian research university (University of Melbourne), a local government and a network of local community service organisations. The partnership projects aimed to promote public access to university infrastructure for poor and marginalised residents, enhance the local value of research and teaching activities, and create employment opportunities. The article draws on an evaluation of the partnership, which focused on four keynote projects. It found that the partnership appeared to achieve positive outcomes for residents but was limited by tensions associated with the university’s ambivalent commitment to the value of such partnerships. These tensions remained difficult to resolve because they signalled present contestation over the foundational values of contemporary public universities.Keywords: university-community partnerships, neoliberalism, neighbourhoods, community developmen