The emergence of a "digital underclass" in Great Britain and Sweden: changing reasons for digital exclusion

Research into reasons for Internet non-use has been mostly based on one-off cohort studies and focused on single-country contexts. This article shows that motivations for being offline changed between 2005 and 2013 among non- and ex-users in two high-diffusion European countries. Analyses of Swedish and British data demonstrate that non-user populations have become more concentrated in vulnerable groups. While traditional digital divide reasons related to a lack of access and skills remain important, motivational reasons increased in importance over time. The ways in which these reasons gain importance for non- and ex-user groups vary, as do explanations for digital exclusion in the different countries. Effective interventions aimed at tackling digital exclusion need to take into consideration national contexts, changing non-user characteristics, and individual experience with the Internet. What worked a decade ago in a particular country might not work currently in a different or even the same country.</jats:p

Do the rich get digitally richer? Quantity and quality of support for digital engagement

This paper asks what predicts having access to and using social support networks that might help an individual in using the Internet. Following the course taking by digital divide or digital inclusion research, this paper uses socio-cultural, socio-economic, social, and digital indicators to predict access to and the type of potential and actual social support networks that might help an individual in using the Internet. In addition, the paper examines the quality of the support received which is neglected in most investigations that mainly focus on quantitative indicators of support. The study draws on a representative survey conducted in the Netherlands; 1,149 responses were obtained. The results show that while there are no real inequalities in access to and use of support, the quality of the support that people access is unequally distributed replicating existing patterns of disadvantage. Thus, access to support is another level at which the digital divide manifests and strengthens itself. Those who experience most problems online also seem to have the most difficulty obtaining high quality support even when it is available, creating an even larger ‘gap’ between those who do and do not need support

Collateral benefits of Internet use: explaining the diverse outcomes of engaging with the Internet

This article examines the extent to which economic, cultural, social, and personal types of engagement with the Internet result in a variety of economic, cultural, social, and personal outcomes. Data from a representative survey of the Dutch population are analyzed to test whether engagement with a certain type of activity is related to “collateral” benefits in different domains of activities, independent from the socioeconomic or sociocultural characteristics of the person. The results show that what people do online and the skills they have affect outcomes in other domains and that this is independent of the characteristics of the person. This means that policy and interventions could potentially overcome digital inequalities in outcomes through skills training and providing opportunities to engage online in a broad variety of ways. A semiologic rather than an economistic approach is more likely to be effective in thinking about and tackling digital inequalities

Tangible outcomes of Internet use: from digital skills to tangible outcomes project report

In the past decade, digital divide discussions have moved from discussions of use or non-use, to a more nuanced recognition of different types and levels of access, motivation, skills and Internet use in a discourse that centres around digital inclusion and inequality. However, there remain challenges in measurement and conceptualisation. In 2014, the authors of this report started a project with the main objective to develop theoretically informed measures that can be used to explain how people use the Internet and what the benefits might be. A first report (van Deursen, Helsper &amp; Eynon, 2014) looked at how to measure digital skills, an area in which a good amount of research has been done, although good measures with a solid theoretical grounding are scarce. In the current report, the authors move towards a research area that is very underdeveloped: the tangible outcomes that Internet use might result in. Most research in this area focuses on measuring engagement or different uses of the Internet and then assumes that activities performed online result in the corresponding outcomes. An unequal distribution of these types of engagement in turn is assumed to reinforce existing levels of social inequality. In this report, the framework used to design measures of engagement and related outcomes starts from the premise that outcomes of Internet use can be mapped onto different types of offline resources. It argues that a clear separation needs to be made between undertaking different kinds of activities in the digital sphere (i.e. digital resource fields) and the tangible outcomes in different spheres of everyday life (i.e. offline resource fields) that result from this engagement. &nbsp

Development and validation of the Internet Skills Scale (ISS)

Although a number of instruments have been used to measure Internet skills in nationally representative surveys, there are several challenges with the measures available: incompleteness and over-simplification, conceptual ambiguity, and the use of self-reports. Here, we aim to overcome these challenges by developing a set of reliable measures for use in research, practice, and policy evaluations based on a strong conceptual framework. To achieve this goal, we carried out a literature review of skills-related studies to develop the initial Internet skills framework and associated instrument. After the development of this instrument, we used a three-fold approach to test the validity and reliability of the latent skill constructs and the corresponding items. The first step consisted of cognitive interviews held in both the UK and the Netherlands. Based on the cognitive interview results, we made several amendments to the proposed skill items to improve clarity. The second step consisted of a pilot survey of digital skills, both in the UK and in the Netherlands. During the final step, we examined the consistency of the five Internet skill scales and their characteristics when measured in a representative sample survey of Dutch Internet users. The result is a theoretical, empirically and cross-nationally consistent instrument consisting of five types of Internet skills: operational, navigation information, social, creative, and mobile

youth Digital Skills Indicator

The youth Digital Skills Indicator was developed as part of the ‘Youth Skills (ySKILLS)’ project and added to the ‘From Digital Skills to Tangible Outcomes’ digital skills measurement toolkit. Please read the accompanying document on the underlying rationale for these scales and on how to create and use composite scales in the following document: Helsper, E.J., Schneider, L., van Deursen, A.J.A.M., van Laar, E. (2021). The youth Digital Skills Indicator: Report on the conceptualisation and development of the ySKILLS digital skills measure. KU Leuven, Leuven: ySKILLS. Available at: https://yskills.eu

The youth Digital Skills Performance Tests

Report on the development of real-life tasks encompassing information navigation and processing, communication and interaction, and content creation and production skills. This report discusses the development of a high-quality measurement instrument – real-life performance testing – for a range of digital skills amongst young people with the overall aim of providing a comprehensive overview of the methodological issues that had to be addressed. Carefully designed and implemented performance tests measure actual actions and what is regarded as real-life ways of engaging with technology. Areas considered are the constraints of various types of performance tests and the coding and analytical procedures involved. The tests cover three different dimensions of skills: (1) information navigation and processing skills; (2) communication and interaction skills; and (3) content creation and production skills. The design of the performance tests is discussed in light of the findings of developing and testing cross-nationally compatible tasks. The developed performance tests provide valuable insights into information navigation and processing, communication and interaction, and content creation and production skills. In addition, the development process itself provided valuable lessons for future applications. Based on crossnational experiences with the developed tests, this report demonstrates features of test development and application procedures to improve the quality of such assessments. Our experiences target specific issues of performance test development beyond the well-known disadvantages of being time and labour intensive. The aim is to expand knowledge on how to design a performance test and encourage other researchers to use this direct assessment method of digital skills

Developing performance tests to measure digital skills: lessons learned from a cross-national perspective

This article discusses the development of task-based performance tests designed to measure digital skills among children aged between 12 and 17 years old. The tasks reflect authentic everyday situations to evaluate skill levels. The primary objective is to design performance tests that provide a comprehensive understanding of children’s digital skills. The tests cover three distinct skill dimensions: (1) information navigation and processing; (2) communication and interaction; and (3) content creation and production. These include several subdimensions, offering a detailed perspective on children’s digital skills. The development process itself revealed several methodological challenges that needed to be addressed, yielding valuable lessons for future applications. Key lessons from our cross-national experiences include the importance of involving children early in the design process, using a combination of open-ended and closed tasks, and allocating ample time to walk through the coding scheme