Professor David McGillivray conducted a rapid review of recent literature on digital skills development in the UK. The review examined the current state of digital inclusion, factors impacting inclusion, effective interventions, and benefits of inclusion. The review found that while internet access and usage is growing, barriers remain for older individuals, those in low-income households or social housing, and those with disabilities. Effective interventions are locally-focused, provide informal and repeated support, and address individual needs and motivations. Promoting meaningful digital inclusion requires addressing both technical skills and broader social inclusion issues.
Media making & critical digital citizenship: practice-research in actionDavid McGillivray
Presentation delivered a part of online seminar for Mobile Methods for Researching Bodies in Motion seminar, University of British Colombia, School of Kinesiology, 30th January 2017.
Engaging Times: 20 Years of E-Democracy LessonsSteven Clift
Key lessons from twenty years of e-democracy, open government, civic technology, and citizen participation online.
Extended slide deck combining almost all slides used by Steven Clift across 14 presentations across Taiwan and the Philippines to different audiences.
Media making & critical digital citizenship: practice-research in actionDavid McGillivray
Presentation delivered a part of online seminar for Mobile Methods for Researching Bodies in Motion seminar, University of British Colombia, School of Kinesiology, 30th January 2017.
Engaging Times: 20 Years of E-Democracy LessonsSteven Clift
Key lessons from twenty years of e-democracy, open government, civic technology, and citizen participation online.
Extended slide deck combining almost all slides used by Steven Clift across 14 presentations across Taiwan and the Philippines to different audiences.
Engaging Times - We are the Engagement Generation (Online)Steven Clift
A fresh keynote to the Consultation Institute annual conference in London. 5 key lessons from 20 years of e-democracy and 3 major themes for the next decade. (And two more bonus themes in slides only.)
To schedule an updated version of this speech, contact Steven Clift: http://stevenclift.com
Live/updated Google Slides version from: http://e-democracy.org/learn
Connecting Neighbours Online: Strategies for online engagement with inclusion...Steven Clift
Connecting Neighbours Online: Strategies for online engagement with inclusion (Kingston Upon Thames, London 2013)
This was an in-depth two hour gathering. More slides: http://e-democracy.org/learn Details: http://bit.ly/clifteu13
Information literacy in employability training: the experience of Inverclyde ...cirving
LILAC 2010 Presentation - Dr John Crawford
Information literacy in employability training: the experience of Inverclyde Libraries. Evaluating a training programme
Online Communities at EuroPCom - Steven Clift KHub.Net and E-Democracy.orgSteven Clift
Online Communities of Practice presentation at EuroPCom - European Conference for Public Communication by Steven Clift. Mixes lessons from UK-based Knowledge Hub http://khub.net with a few relevant experiences via http://E-Democracy.org
From Consumer to Citizen - Digital Media and Youth Civic Engagement- Mark - Fullbright
company names mentioned herein are for identification and educational purposes only and are the property of, and may be trademarks of, their respective owners.
Helping citizens develop their own information literacy curriculum for lifelo...Sheila Webber
Presentation by Sheila Webber and Bill Johnston, given at the CILIP Umbrella copnference on 2 July 2013 in Manchester, UK. The abstract for this presentation read: "Sheila and Bill will outline a framework to enable citizens to self-audit their changing information literacy needs through life, so they can identify strategies for meeting those needs. In particular they will highlight lifestage transitions. They will indicate implications for people who support these citizens, including possibilities in using tools such as MOOCs."
Policy Brief : Responsive e-inclusion of Europe’s older adults as a pre-condi...Mobile Age Project
Mobile Age project: https://www.mobile-age.eu/
This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No 693319.
This material reflects only the author's view and the Research Executive Agency (REA) is not responsible for any use that may be made of the information it contains.
Engaging Times - We are the Engagement Generation (Online)Steven Clift
A fresh keynote to the Consultation Institute annual conference in London. 5 key lessons from 20 years of e-democracy and 3 major themes for the next decade. (And two more bonus themes in slides only.)
To schedule an updated version of this speech, contact Steven Clift: http://stevenclift.com
Live/updated Google Slides version from: http://e-democracy.org/learn
Connecting Neighbours Online: Strategies for online engagement with inclusion...Steven Clift
Connecting Neighbours Online: Strategies for online engagement with inclusion (Kingston Upon Thames, London 2013)
This was an in-depth two hour gathering. More slides: http://e-democracy.org/learn Details: http://bit.ly/clifteu13
Information literacy in employability training: the experience of Inverclyde ...cirving
LILAC 2010 Presentation - Dr John Crawford
Information literacy in employability training: the experience of Inverclyde Libraries. Evaluating a training programme
Online Communities at EuroPCom - Steven Clift KHub.Net and E-Democracy.orgSteven Clift
Online Communities of Practice presentation at EuroPCom - European Conference for Public Communication by Steven Clift. Mixes lessons from UK-based Knowledge Hub http://khub.net with a few relevant experiences via http://E-Democracy.org
From Consumer to Citizen - Digital Media and Youth Civic Engagement- Mark - Fullbright
company names mentioned herein are for identification and educational purposes only and are the property of, and may be trademarks of, their respective owners.
Helping citizens develop their own information literacy curriculum for lifelo...Sheila Webber
Presentation by Sheila Webber and Bill Johnston, given at the CILIP Umbrella copnference on 2 July 2013 in Manchester, UK. The abstract for this presentation read: "Sheila and Bill will outline a framework to enable citizens to self-audit their changing information literacy needs through life, so they can identify strategies for meeting those needs. In particular they will highlight lifestage transitions. They will indicate implications for people who support these citizens, including possibilities in using tools such as MOOCs."
Policy Brief : Responsive e-inclusion of Europe’s older adults as a pre-condi...Mobile Age Project
Mobile Age project: https://www.mobile-age.eu/
This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No 693319.
This material reflects only the author's view and the Research Executive Agency (REA) is not responsible for any use that may be made of the information it contains.
Slides for a presentation on Tackling Digital Exclusion delivered at an event hosted at University of the West of Scotland on Wednesday 24th January 2018.
Second-level Digital Divide and experiences of Schools and TeachersLiwayway Memije-Cruz
The second-level digital divide, is referred to as the production gap, and it describes the gap that separates the consumers of content on the Internet from the producers of content.
Policy Brief : Pathways to Meaningful Access: Accessible digital services for...Mobile Age Project
Mobile Age project: https://www.mobile-age.eu/
This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No 693319.
This material reflects only the author's view and the Research Executive Agency (REA) is not responsible for any use that may be made of the information it contains.
Cities are leveraging technology to better connect with its constituents. However, cities are at risk of isolating key segments of its populations without closing the digital divide. We will explore the digital divide’s impact on civic technology and the role of cities in increasing access to high-speed Internet.
Sheila Dugan, Marketing and Communications Manager at EveryoneOn
Watch the video online: https://www.youtube.com/watch?v=9yUi_dKovJ8&list=PL65XgbSILalVoej11T95Tc7D7-F1PdwHq&index=1
Get involved with Code for America: http://www.codeforamerica.org/action
A presentation I gave to introduce the Always on (them): Digital and Social Media Use in Education event at University of the West of Scotland in June 2016
Leveraging Parasport Events for Sustainable Community ParticipationDavid McGillivray
Presentation (with Professor Gayle McPherson) to the Scottish Government's Cross Party Group on Colleges and Universities focused on the 'Contribution of Scotland’s Colleges and Universities to the Success of the XX Commonwealth Games in Glasgow '.
Paper presented at EASM conference in Coventry in September 2014 focusing on the use of a digital media project around Glasgow 2014 to empower communities to produce citizen-focused responses to major events.The paper draws on a practice-research project, Digital Commonwealth, and how it utilises citizen journalism and ‘digital storytelling’ techniques, including blogging, video, audio and social media as a method of exploring and sustaining digital participation within identified marginalised and unvoiced communities across Scotland
Extending the University 'community': Integrating Research, Learning and Comm...David McGillivray
In this seminar I explore the challenges facing universities when trying to live up to their commitments towards community engagement and the transformation of the social, cultural and economic environment in the regions they serve. I focus on how the University needs to extend beyond the confines of its campuses and the importance of the curriculum being adaptable to respond to external drivers. I draw on two participatory arts and media projects that I led on behalf of UWS to highlight the opportunities and threats that exist when the University takes its research and learning activities outside the lecture theatre or seminar room - physically and virtually. I will stress that whilst universities rightly focus on the delivery of formal, accredited learning they can also make a significant contribution to their constituencies through the realm of informal learning and the production (and circulation) of open educational resources. I will talk about two externally funded practice-research projects that included significant internal stakeholder involvement across UWS. The first of these is citizenrelay, a project that made an impact on the practices of the University by recruiting students as producers of content, providing them with opportunities for volunteering and other paid employment and that brought about discussion of curriculum changes as a result. Second, I will focus on an ongoing project, Digital Commonwealth, which takes UWS staff and students outside the boundaries of their traditional practice by working with community groups and organisations in the regions around our four campuses and beyond to deliver formal and informal learning in the fields of creative practice (songwriting, filmmaking, creative writing), journalism and community development.
Gen Z and the marketplaces - let's translate their needsLaura Szabó
The product workshop focused on exploring the requirements of Generation Z in relation to marketplace dynamics. We delved into their specific needs, examined the specifics in their shopping preferences, and analyzed their preferred methods for accessing information and making purchases within a marketplace. Through the study of real-life cases , we tried to gain valuable insights into enhancing the marketplace experience for Generation Z.
The workshop was held on the DMA Conference in Vienna June 2024.
Italy Agriculture Equipment Market Outlook to 2027harveenkaur52
Agriculture and Animal Care
Ken Research has an expertise in Agriculture and Animal Care sector and offer vast collection of information related to all major aspects such as Agriculture equipment, Crop Protection, Seed, Agriculture Chemical, Fertilizers, Protected Cultivators, Palm Oil, Hybrid Seed, Animal Feed additives and many more.
Our continuous study and findings in agriculture sector provide better insights to companies dealing with related product and services, government and agriculture associations, researchers and students to well understand the present and expected scenario.
Our Animal care category provides solutions on Animal Healthcare and related products and services, including, animal feed additives, vaccination
Understanding User Behavior with Google Analytics.pdfSEO Article Boost
Unlocking the full potential of Google Analytics is crucial for understanding and optimizing your website’s performance. This guide dives deep into the essential aspects of Google Analytics, from analyzing traffic sources to understanding user demographics and tracking user engagement.
Traffic Sources Analysis:
Discover where your website traffic originates. By examining the Acquisition section, you can identify whether visitors come from organic search, paid campaigns, direct visits, social media, or referral links. This knowledge helps in refining marketing strategies and optimizing resource allocation.
User Demographics Insights:
Gain a comprehensive view of your audience by exploring demographic data in the Audience section. Understand age, gender, and interests to tailor your marketing strategies effectively. Leverage this information to create personalized content and improve user engagement and conversion rates.
Tracking User Engagement:
Learn how to measure user interaction with your site through key metrics like bounce rate, average session duration, and pages per session. Enhance user experience by analyzing engagement metrics and implementing strategies to keep visitors engaged.
Conversion Rate Optimization:
Understand the importance of conversion rates and how to track them using Google Analytics. Set up Goals, analyze conversion funnels, segment your audience, and employ A/B testing to optimize your website for higher conversions. Utilize ecommerce tracking and multi-channel funnels for a detailed view of your sales performance and marketing channel contributions.
Custom Reports and Dashboards:
Create custom reports and dashboards to visualize and interpret data relevant to your business goals. Use advanced filters, segments, and visualization options to gain deeper insights. Incorporate custom dimensions and metrics for tailored data analysis. Integrate external data sources to enrich your analytics and make well-informed decisions.
This guide is designed to help you harness the power of Google Analytics for making data-driven decisions that enhance website performance and achieve your digital marketing objectives. Whether you are looking to improve SEO, refine your social media strategy, or boost conversion rates, understanding and utilizing Google Analytics is essential for your success.
3. DREAMING / BELIEVING / ACHIEVING
A 21ST CENTURY UNIVERSITY
Background
• Commissioned to produce a summary of recent evidence and
learning of basic digital skills development in the UK
• Conducted a ‘Rapid Review’ of academic and grey literature
written from 2012-17 addressing four research questions:
i. What is the current extent of digital inclusion in the UK?
ii. What socio-demographic factors impact on digital inclusion
and how might these barriers best be addressed?
iii. What interventions ‘work’ and which interventions ‘look
promising’ in promoting digital inclusion?
iv. What are the primary social and economic benefits associated
with digital inclusion and how are these best realised?
4. DREAMING / BELIEVING / ACHIEVING
A 21ST CENTURY UNIVERSITY
What is the current extent of digital inclusion in the UK?
• Indicators of progress towards digital uptake
• The ONS (2016) survey of internet access suggested that:
– 82% of adults (aged 16+) access the internet on an almost daily basis, up
from 78% in 2015
– 89% of GB households had internet access in 2016, an increase of 3% on
the previous year’s survey
– 71% of internet users now use their smartphones to access the web and
21% now connect through their TV
– 75% of adults had used the web ‘on the go’ via mobile or other smart
devices
– While almost all young adults – ages 16-24 – had accessed the web using
a mobile device only 33% of the over 65s had done so
5. DREAMING / BELIEVING / ACHIEVING
A 21ST CENTURY UNIVERSITY
ICT has become an indispensable part of both the workplace and our
own leisure activities’ (Hatlevik & Christopherson, 2013:240)
• Most popular online activities were sending and receiving email,
finding out about goods and services
• But significant differences in age group preference:
– People in the 16-24 age group were most likely to engage in social, leisure
and recreational activities online
– Ages 25-34 were most likely to use internet banking services and to read
newspapers
– While 63% of adults engaged in social networking activities online only
51% of 55-64 years olds did so… and only 23% of the over 65s
• Geographical disparities also evident:
– Rural peripherality issues (access and mobile ownership/connection)
Differentiated usage
6. DREAMING / BELIEVING / ACHIEVING
A 21ST CENTURY UNIVERSITY
What socio-demographic factors impact upon digital
inclusion and how might these barriers best be addressed?
• Clear differences in internet use across social categories have
been apparent since the mid 1990s (Bach et al, 2013:249)
• The high degree of correlation between digital inclusion/
exclusion and social inclusion/exclusion has also been
recognised (Mervyn et al, 2014:12; White 2016)
• Those who remain unconnected increasingly likely to be
vulnerable and socially isolated across social and economic
indicators
• Research has shown that lacking basic digital skills and being
offline costs an average of £744 annually (see
doteveryone.org.uk).
7. DREAMING / BELIEVING / ACHIEVING
A 21ST CENTURY UNIVERSITY
• CAB surveys (2013 & 2016) revealing, concluding that:
– Only slightly more than half the respondents (54%) had internet at
home
– 36% said they had never used the internet
– 11% said they hardly ever did so
– 72% said they would struggle to apply for a job or benefits online
(Beattie-Smith, 2013)
• The surveys show precipitous decline on digital confidence with
age
• The 2014 SHS showed that only 61% of those living in rented
social housing have internet access, 60% of those with incomes
of <£6k and 51% of those with incomes of £6-10k annually.
What socio-demographic factors impact upon digital
inclusion and how might these barriers best be addressed?
8. DREAMING / BELIEVING / ACHIEVING
A 21ST CENTURY UNIVERSITY
• MacDonald & Clayton (2013) found that the move towards online service
provision risked further disadvantaging people with disabilities already less
likely to be digitally engaged.
• 42% of disabled respondents had never used a mobile phone or computer
to access the web
• Usage disparities can mask apparent improvements:
– In Netherlands, van Derusen & van Dijk (2014) found that those with lower levels of
education and those with disabilities were spending more time online than those with
higher education attainment or employed people
– However, those in the former groups were undertaking activities less likely to result in
socio-economic benefit.
• This corresponds with other studies suggesting types of use differs across
the socio-demographic spectrum
• Mobile solutions less successful for ‘smartphone by circumstance’ users
What socio-demographic factors impact upon digital
inclusion and how might these barriers best be addressed?
9. DREAMING / BELIEVING / ACHIEVING
A 21ST CENTURY UNIVERSITY
• Although addressing the factors contributing to digital exclusion is
complex, there are some clear pointers:
– Focussing on ‘use’ as a metric of digital engagement is not all that
useful (especially see Helsper, 2012 & Helsper & Reisdorf, 2016)
– Instead it might be more insightful to look at ‘whether the nature of
their use [of ICT] enhances their life’ (Helsper, 2012:13)
– It can’t be assumed that once ICT use has been begun it will be
maintained unproblematically (Olphert & Damordan, 2013)
• More nuanced research is needed on how realms of digital and lived
exclusion correspond (Helsper, 2012)
• Bach et al (2013) propose a ‘digital human capital approach’ which
links the digital with local community and culture:
– Access and tools/skills to bring about change
What socio-demographic factors impact upon digital
inclusion and how might these barriers best be addressed?
10. DREAMING / BELIEVING / ACHIEVING
A 21ST CENTURY UNIVERSITY
What interventions ‘work’ and which interventions ‘look
promising’ in promoting digital inclusion?
• The complex interaction of factors contributing to digital
exclusion make the implementation of workable solutions
particularly challenging for policy makers (Bach et al, 2013).
• The people with the least ICT competence are also the least
likely to take advantage of training opportunities (Hogan, 2016).
• Any intervention must reflect the broader national context,
changing non-user/ex-user profile and individual experience
with the web to be successful (Helsper & Reisdorf, 2016).
• Assistance for the digitally excluded must take into account
individual and community circumstances if it is to be effective. A
‘one size fits all’ approach is unlikely to work.
11. DREAMING / BELIEVING / ACHIEVING
A 21ST CENTURY UNIVERSITY
• Doteveryone piloted a number of approaches to improving
digital skills on a ‘test and learn’ basis.The approaches
included:
– Digital zones: supported spaces for learning skills
– Deep dives: smaller, focussed groups addressing specific needs
– Community engagement: grassroots engagement to foster community
‘ownership’
• They found that:
– Going ‘hyper local’ is the most effective way of engaging the ‘hard to reach’
– People learn best from repeated, informal face-to-face & one-to-one support
– Understanding people’s motivation for learning something new is critical
– There is no magic formula!
What interventions ‘work’ and which interventions ‘look
promising’ in promoting digital inclusion?
12. DREAMING / BELIEVING / ACHIEVING
A 21ST CENTURY UNIVERSITY
• In a similar vein, Piercy (2016) suggests 3 potential avenues for
interventions to hard-to-access populations:
1. Peer support: a wide variety of approaches but tutor/mentee
relationship is common to all
2. Home access: a potential response to clear evidence that home-
based internet access improves skills and builds confidence.
3. Shared practice: focusing on cross-organizational collaboration to
foster informal environments for skills learning and exchange within
specialist service settings
• SCVO has drawn on some of these approaches in its One Digital
programme
What interventions ‘work’ and which interventions ‘look
promising’ in promoting digital inclusion?
13. DREAMING / BELIEVING / ACHIEVING
A 21ST CENTURY UNIVERSITY
• Digital exclusion comes with a price tag! Digital inclusion enables people to
search out the best deal.
• Employment and social opportunities are increasingly ‘digital by default’
• Investment in ‘channel shifting’ from face-to-face towards digital comes with
significant cost saving at the institutional level
• Clarity and accessibility of digital services is key; i.e. can benefits be claimed on
a smartphone which is the platform that many – as a result of their
circumstances - may be using to access the web
• Going digital brings numerous opportunities but a laissez faire approach to
inclusion based on the assumption that ‘digital participation would eventually
address social exclusion once technology access and basic technical skills were
administered to residents and citizens’ (Mervyn et al, 2014:8) is a false one.
What are the primary social and economic benefits associated with
digital inclusion and how are these best realised?
14. DREAMING / BELIEVING / ACHIEVING
A 21ST CENTURY UNIVERSITY
Conclusions
• Promoting digital inclusion in hard-to-reach populations
requires a multi-faceted approach
• Digital inclusion needs to be meaningful and consistent
with users’ overall needs and motivations
• Digital participation requires digital capital
• Leadership and mentorship are important
• Greater understanding of the long-term impacts of digital
inclusion is needed.