Variable geometries of connection: Urban digital divides and the uses of Information Technology

This paper proposes a new way of conceptualising urban ‘digital divides’. It focuses on the ways in which Information and Communication Technologies (ICTs) unevenly affect the pace of life within the urban environment. Based on a detailed case study of how ICT s are being used in an affluent and a marginalised neighbourhood in Newcastle-upon-Tyne, the paper suggests that urban digital divides need to be understood as more than uneven patterns of access. They emerge in this work as more than the presence or absence of specific technological artefacts. Rather, it is argued that different styles and speeds of technologically mediated life now work to define urban socio-spatial inequalities. The paper distinguishes between two such key styles and speeds. First, the paper argues that affluent and professional groups now use new media technologies pervasively and continuously as the ‘background’ infrastructure to sustain privileged and intensely distanciated, but time-stressed, lifestyles. Second, more marginalised neighbourhoods tend to be characterised by instrumental and episodic ICT usage patterns which are often collectively organised through strong neighbourhood ties. For the former, mediated networks help orchestrate neighbourhood ties; for the latter it is those neighbourhood ties that enable online access

THE TREND OF CLASS, RACE, AND ETHNICITY IN SOCIAL MEDIA INEQUALITY

International audienceBlogs were the original poster child of digital democracy as an egalitarian public forum. Some scholars have challenged this theory of equality based on race and ethnicity, but no empirical analysis of American adults has questioned a class-based divide over time. Blogs, as a form of digital content production, appear to mirror other technological innovations in which a small elite group of users begin to incorporate them in their daily living after which the innovation spreads quickly to the general population, as with basic Internet access. However, the author argues that unlike this consumptive practice, blogging fits into a productive framework that requires more resources. Furthermore, most studies on blogging and inequality, in general, derive from samples of college students, which make it difficult to understand class issues. By drawing on 13 national surveys of American adults from 2002 to 2008, this study incorporates class differences and finds that an educational gap in blogging persists, rather than narrows, even among people who are online. Race and ethnicity do not have a relationship with class in accounting for the inequality

Gradations in digital inclusion: children, young people and the digital divide

Little academic and policy attention has addressed the `digital divide' among children and young people. This article analyses findings from a national survey of UK 9—19-year-olds that reveal inequalities by age, gender and socioeconomic status in relation to their quality of access to and use of the internet. Since both the extent of use and the reasons for low- and non-use of the internet vary by age, a different explanation for the digital divide is required for children compared with adults. Looking beyond the idea of a binary divide, we propose instead a continuum of digital inclusion. Gradations in frequency of internet use (from non and low users through to weekly and daily users) are found to map onto a progression in the take-up of online opportunities among young people (from basic through moderate to broad and then all-round users), thus beginning to explain why differences in internet use matter, contributing to inclusion and exclusion. Demographic, use and expertise variables are all shown to play a role in accounting for variations in the breadth and depth of internet use