Competenze digitali e inclusione sociale nell’Agenda digitale per l’Europa
•Download as PPT, PDF•
0 likes•681 views
Presentazione data in occasione dell'evento "Digital Agenda Going Local 2011", data di Bologna.
Recommended
Recommended
More Related Content
What's hot
What's hot (16)
Viewers also liked
Viewers also liked (20)
Similar to Competenze digitali e inclusione sociale nell’Agenda digitale per l’Europa
Similar to Competenze digitali e inclusione sociale nell’Agenda digitale per l’Europa (20)
Competenze digitali e inclusione sociale nell’Agenda digitale per l’Europa
- 1. Competenze digitali e inclusione sociale nell’Agenda digitale per l’Europa Margot Bezzi DG Società dell’informazione e media Commissione Europea Unità: ICT for Inclusion ••• 1
- 2. Europe 2020: iniziative principali Si rivolgono a: crisi, diminuzione crescita, disoccupazione, invecchiamento, globalizzazione, finanza, clima e risourse • • • • • TARGET PRINCIPALI tasso di occupazione da 69% a 75% Investimenti al 3% del PIL in R&D Emissioni serra del 20% (vs1990), Energie rinnovabili 20% 20% in energy efficiency. Abbandono scolastico del 10% (dal 15%), popolazione 30-34 con istruzione terziaria dal 31%al 40% del 25% chi vive sotto la soglia di povertà, 20 millioni di persone fuori dalla povertà. 7 EU Flagship Initiatives CRESCITA INTELLIGENTE INNOVATION "Innovation Union” EDUCATION "Youth on the move” DIGITAL SOCIETY "A digital agenda for Europe” CRESCITA SOSTENIBILE CLIMATE, ENERGY AND MOBILITY "Resource efficient Europe” CRESCITA INCLUSIVA EMPLOYMENT AND SKILLS "An agenda for new skills and jobs” COMPETITIVENESS "An industrial policy for the globalisation era” FIGHTING POVERTY "European platform against poverty” 2 ••• 2
- 3. Convergenza delle politiche “Europe 2020” Agenda digitale ••• 3
- 4. DAE actions under Pillar VI: Digital literacy, skills and inclusion 1. (KA 57) Digital literacy and competences a priority for the ESF 2. (KA 58) Tools for competences of ICT practitioners and users 3. (KA 59) Digital literacy and skills priority of New skills for jobs flagship 4. (KA 60) Promote a higher participation of women in ICT 5. (KA 61) Online consumer education tool on new media technologies 6. (KA 62) EU-wide indicators of digital competences and media literacy 7. (KA 63) Evaluate accessibility in all revisions of legislation 8. (KA 64) Public sector websites are fully accessible by 2015 9. (KA 65) MoU on Digital Access for persons with disabilities 10. (KA 66) Long-term e-skills and digital literacy national policies 11. (KA 67) Provisions on disability in Telecoms Framework and AVMS 12. (KA 68 ) Mainstream eLearning in national policies ••• 4
- 6. I divari digitali evolvono Da Competenze ICT a competenze digitali Competenze digitali future per generare nuove abilità Competenze digitali avanzate 2006 today Future 2020 Le competenze digitali evolvono… ICT Access, Basic User 26% Skills (in 2010) Variety and Intensity 35% of(in 2010) ICT use Critical & Confident ICT use Share and 72-78% Collaborate; (peer file exchange Privacy in 2010) -up-load aware Innovative Multicultural etc … e egualmente fanno i divari digitali Clara Centeno, JRC-IPTS ••• 6
- 7. Inclusione digitale Portare più persone online 75% 60% 2010 2015 uso regolare 41% 2010 60% 2015 cat. svantaggiate 30% 2010 15% 2015 mai online Formazione ••• 7
- 8. Agenda Digitale per l’Europa e target per l’inclusione digitale DAE: Every European Digital Popolazione occupata Competenze ICT Professionisti dell’ICT Chi usa le ICT per lavoro Esclusi digitali (digital competences, Access, skills, use) Gruppi a rischio di esclusione sociale (ICT for inclusion) eInclusion Clara Centeno, JRC-IPTS ••• 8
- 9. Chi sono gli “esclusi” • eInclusion Riga Declaration (2006), gruppi target Esclusi digitali (digital inclusion): Anziani, persone con disabilità, con basso livello di istruzione, disoccupati, donne, e regioni più arretrate Esclusi sociali (ICT for social inclusion): Anziani, persone con disabilità, con basso livello di istruzione, disoccupati, immigrati, e giovani marginalizzati • DAE: “Gruppi svantaggiati” “Svantaggiati“ Nello Scoreboard 2011 dell’Agenda Digitale si suggerisce di includere questi gruppi target: +55, fuori dal mondo del lavoro (disoccupati, inattivi e pensionati), e con basso livello di istruzione (ISCED-02) – basato su Eurostat survey ••• 9
- 10. Opzioni per attività in ambito eInclusion Moltiplicatori Politiche Individui Trainers Digital Inclusion eInclusion Innovation & Competitivenes Employment Skills Lifelong Learning Vocational Education and Training Formal Education Insegnanti Bibliotecari Attori sociali Incaricati dell’assistenza Social Inclusion Famiglia e amici ••• 10
- 11. Persone incaricate dell’assistenza: le sfide Critical conditions Needs Time devoted to care (up to 24/7) • Balance work and caring functions • Coordinate with service providers and professionals • Remote access to basic services Socialization and isolation -> emotional stress • Communication with others • Share emotions and experiences with peers • Specialized support Limited experience and skills, or No accreditation & certification of skills • Information, training and other support (emergency) • Accreditation / Certification of skills Limited knowledge of services & support opportunities (incl. technology-related) • Available and fast access to information and guidance Sensitive personal information (themselves and recipients) Migrant specific: - Lack of social support network - Intercultural and language barriers - Lack knowledge of institutional care - Often irregular work/residence status - Difficult access to training & support • Guarantee adequate security and privacy • Multi-lingual information and services (including on country culture and institutional care context), "accessible" services 2 CIP projects under negotiations ‘ICT for carers’ ••• 11
- 12. Progetti CIP (Competitiveness and Innovation Programme) Dal programma di lavoro CIP 2011 (due progetti pilota) • Care+ - Competenze digitali degli addetti all’assistenza di anziani per migliorare la qualità della vita di anziani e carers, a casa e nella comunità. • Professionalizzazione dell’assistenza a domicilio e • Supporto a un invecchiamento attivo, in casa e nella comunità • Discover - Digital Inclusion Skills for Carers bringing Opportunities, Value and Excellence • Aumentare le competenze digitali e il contributo degli attori di inclusione sociale (carers) • Aumentare l’utilizzo di soluzioni ICT per fornire supporto sociale e assistenza • Professionalizzare questo tipo di lavoro Dal programma di lavoro CIP 2012 (non ancora approvato) • Progetto pilota su digital capacity e skills building per intermediari / agenti di inclusione sociale • Thematic network su alfabetizzazione e competenze digitali, per connettere attori in diversi Stati membri ••• 12
- 13. Progetti FP7 Progetti su giovani a rischio di marginalizzazione (Marginalised Young People – MYP) • • • • • ComeIn: http://www.comein-project.eu/ (mobile based online communities for the integration of MYP) Hands: http://www.hands-project.eu/ (mobile toolset for autistic young people to support them in better handling situations autonomously and to develop their social and self management skills) Incluso: http://www.incluso.org/ (measurement tool to screen evolution in MYP social inclusion/exclusion and a business model for organizations working with ICT in the area of social inclusion) Replay: http://www.replayproject.eu/ (gaming technology platform to provide light anti-social behaviour MYPs with a tool to facilitate reintegration into society) Umsic: http://www.umsic.org/ (support through music, children with social or emotional disorders, or with moderate learning disabilities, and those who are immigrants with no or limited host country language skills) ••• ••• 13 13
- 14. Attività di Policy • Identificare e condividere buone pratiche / misurare l’impatto • Fare incontrare e conoscere gli attori attivi a livello europeo (conferenze, piattaforma ePractice, www.epractice.eu • Aumentare la consapevolezza • Coordinazione delle politiche (evitare ripetizioni) e canalizzare le buone pratiche all’interno di politiche anche in altri settori (istruzione, lavoro, pari opportunità..) (mainstream successful models) • Supportare gli intermediari • Principali eventi recenti: • Conferenza Gdansk Roadmap, 5-7 Ottobre 2011,PL,www.innodig.eu • Digital Agenda Assembly (DAA), 16-17 Giugno 2011 • Studi (JRC – IPTS, Sevilla): http://ipts.jrc.ec.europa.eu/publications/search.cfm • Digital Champions (proposto da Neelie Kroes – intervista BBC) ••• 14
- 15. Conclusioni 1. Le competenze digitali sono trasversali rispetto agli obiettivi dell’Agenda digitale e ad altre politiche Bisogno di un approccio olistico e di coordinazione tra attori coinvolti e le varie politiche. 2. Le competenze digitali sono istanze sia di inclusione sociale (attraverso l’uso) che di innovazione sociale (attraverso la trasformazione apportata nuovi servizi, competitività. 3. Le competenze digitali evolvono continuamente e così i relativi divari digitali 4. Ci si deve rivolgere sia gli utenti finali che agli intermediari (moltiplicatori), partendo dalla persona e dalla sua vita e motivazione sviluppare politiche e risorse specifiche. 5. Innovare attraverso le ICT è necessario e smart per uscire dalla crisi, ma: Gli investimenti in ICT sono ripagati solo se in parallelo si investe in capitale umano, sociale, intangibile (competenze e fiducia delle persone) = affiancare a investimenti in infrastruttura/ servizi/contenuti quelli in competenze digitali (per differenti target) per costruire una base di utilizzatori capaci di fruire /beneficiare + contribuire /creare valore. ••• 15
- 16. Grazie! • http://ec.europa.eu/einclusion • einclusion@ec.europa.eu • Innovation for digital Inclusion – Gdansk Roadmap www.innodig.eu ••• 16
Editor's Notes
- {"5":"EED – ICT smart way out of crisis. In the knowledge economy, it is the human capital that can drive the economy. \nMa cosa vuol dire parlare di Every European Digital / digital skills and digital inclusion? \nDisporre della tecnologia (es. Broadband), e di tecnologia di tipo inclusivo (inclusive technology / e-accessibility).\nCompetenze operazionali per poter usare la tecnologia (digital literacy / ICT literacy / alfabetizzazione informatica)\nCompetenze digitali (competenze informazionali + media literacy), per discernere, selezionare, interpretare, dubitare, avere approccio critico e indipendente ai contenuti.\nFarne uso: attraverso le competenze di cui sopra, fare delle cose + acquisire competenze altre (empowerment) : studiare/titolo di studio, lavorare e o ercare lavoro, viaggiare, governo, sanità, comunicare e contribuire + superare fattori di esclusione sociale (disabilità, isolamento geografico, estrazione socio-economica, grado di istruzione, età…) – elemento motivazionale (che la tecnologia sia collegata a un senso / scopo non relativo alla tecnologia)\nAdded value: competenze e inclusione digitali sono istanze dell'innovazione sociale. In quanto ci sono soft skills che derivano direttamene dalla portata innovatrice della tecnologia e dal suo modo di funzionare: collaborazione, trasparenza, creatività, comunicazione, imprenditorialità.\nCapturing the ICT Dividend Using technology to drive productivity and growth in the EU – studio pubblicato da Oxford Economics and EMEA, AT&T\nL'investimento in ICT genera un ritorno del 7% più alto rispetto a investimenti in altri settori, ma solo là dove combinato con un investimento in capitale umano / intangibile / competenze e fiducia. \n“ICT investment by itself doesn’t have nearly the impact it would when combined with a set of organisational and human capital investments.”\nBy raising its ICT investment, Europe could see significant economic growth and an “ICT Dividend” from accompanying productivity growth. If by 2020 Europe\nbuilt its ICT capital stock to the same relative level as the US, EU GDP would increase by 5%, equivalent to about €760 billion at today’s prices, or around\n€1,500 per person. For countries experiencing sluggish growth—such as Spain and Italy —the impact on GDP could be more than 7%, or over €100 billion.\nAccording to European companies, 90% of jobs in 2015 will require some sort of ICT skills (IDC, Nov 2009)\n","11":"Europe gets older and the ratio between people at work and others will shift from 4 to 1, to 2 to 1. More people will need care and we have less people to provide care. \nICT can help: it can help people to live longer in their own homes, continue social relationships on line, participate in doing their shopping, health consultations and transactions with government on line, for example. But this only works if we all have the confidence and the skills to feel comfortable working and living with digital appliances and on line services. In this sense demographic ageing is a major opportunity for the European economy. We are talking about a customer base of more than 80 mln people over 65 that is expected to grow to 150 mln people by 2060. \nOne illustrative example is home carers of dependent people. More than 80% of all care across the EU is provided by family caregivers[1] and often also by immigrant workers. Their work often means feeling isolated at home and not being able to take up paid employment. \nCarers (badanti, parenti e non) \nI carers: \n- Maggior parte immigrati / donne / donne anziane / bassa istruzione = essi stessi categorie a rischio di esclusione; sono anche a rishio di esclusione sociale per il lavoro che fanno (stress, isolamento sociale ed emotivo) target di inclusione sociale e digitale (end user)\n- Lavorano con categorie escluse socialmente: anziani, disabili. \n- Possono agire come moltiplicatori di inclusione:\n- socialmente e digitalmente con le persone con cui lavorano;\n- digitalmente con i loro familiari o amici\nAttori situati all'incrocio tra differenti aree di intervento (demografico, socio-economico, sanitario, istruzione). La sanità è esempio; riguarda tutti. \nProjects like Cudadoras en red from Spain show that ICT has proved a great tool for enabling the carers study from home, socialise online or, in case of some migrants, become included into the host community. \nWe are about to start European level pilots under the CIP ICT PSP to identify best models of learning, be able to demonstrate impact, provide certification and recognition.\n","6":"Here, as we explained that Digital Competences are evolving, so are the digital divides. Moving target.\nSocietà che esige un life-long learning, sia su competenze in generale, che su competenze digitali (evoluzione tecnologica). \nCome conseguenza, anche le politiche sulle competenze digitali devono evolvere, sulla base dello sviluppo tecnologico ma ancora di più dell'evoluzione nell'uso fatto dagli utenti.\nFor example: if we take Social Media as an example, one needs much more than PC and Internet skills to be able to fully (and securely) reap the benefits of social media applications, in particular, capacity to share an collaborate and privacy and security awareness. The implication is that Digital Competence policies need to be constantly updated to technology and usage developments\n","12":"We are about to start European level pilots under the CIP ICT PSP to identify best models of learning, be able to demonstrate impact, provide certification and recognition.\n","7":"• Key performance target 3a: to increase regular Internet usage from 60 to 75 % by 2015,\nand from 41 % to 60 % among disadvantaged people.\n• Key performance target 3b: to halve the proportion of population that has never used the\nInternet from 30 % to 15 % by 2015\nThe proportion of the population regularly using the Internet increased by 5 percentage points\n(pp) in a single year, to 65 %. The biggest gains were recorded in France, with an increase of\n10 pp, followed by Slovakia and Slovenia with 7 pp each. Conversely, the percentage of nonusers\nhas decreased from 30 % to 26 %, presenting roughly a mirror image. Romania, Bulgaria\nand Greece remain the only countries where there are fewer regular users than non-users.\nThe signs are even more encouraging for disadvantaged groups: their usage rate has risen\nfrom 42 % to 48 %, indicating moreover a closing of the gap with the overall population.\nContinuing progress at the current rate would result in achieving all three targets well ahead\nof 2015.\n","2":"Relevant targets in Europe 2020 that Digital Literacy and Inclusion can help achieve through its innovative initiatives and solutions. \nDigital literacy, skills, e ICT for inclusion: Per prima cosa inquadrare come questi obiettivi si inserisono all'interno dell'Agenda Digitale, e come l'agenda digitale contribuisce agli obiettivi della strategia politica generale "Europe 2020". \n","8":"Di chi si occupa l'unità ICT for inclusion? Data l'interrelazione tra esclusione sociale e inclusione digitale, il nostro intervento si indirizza a categorie sociali svantaggiate attraverso l'uso dell'ICT. Non includere nella tecnologia, ma attraverso la tecnologia. \n- ICT based initiatives for inclusion of migrants and youth, \n- ICT for language learning by adult migrants\n- ICT to support domiciliary carers of elderly people\n- Civil society, Third Sector and other intermediaries \n","14":"DAA Workshop\nPurpose To raise awareness of the need and of the tools available to stakeholders and public authorities of all levels through demonstrating models of successful, relevant policies and funding mechanisms. Define a to-do list. Coordinate policy at EC level (INFSO, EAC, ENTR)\nStatus of progress and challenges reported in the workshop - eInclusion is a journey: from inclusion to engagement and empowermentsustainable and scalable - Various routes to eInclusion (different models, places, partnerships)- Strong economic argument: Digital literacy for inclusive society and competitive economy - need for coordination\nStakeholders’ actions and commitments mentioned in the workshop - Systemic support for Digital campaigns & Champions and Intermediaries- Reaching outside the eInclusion community towards key decision makers- Long term platform for knowledge and experience brokerage- Promote Digital talent for all – to support people in all aspects of life - Digital Capacity building – for both social innovation and enterprise- Standardisation, certification, harmonisation and impact assessment \nOutcomes on intermediaries\nAwareness raising and recognition of the role of intermediaries + the need for mapping of those actors and their contribution\nMeasure the Impact of the actions of those intermediaries, including the mapping, sharing, developing the related methodologies\nNeed to increase the level of digital competence (both of those that use ICT and those who do not)\neFacilitator role, through a European Competence Framework, and vocational training\nQuality assurance tools for the delivery of DC training activities (non formal settings), e.g peer processes\nFunding at the cross road of ICT and social inclusion goals\nGdansk:\nDopo la Roadmap, la commissione ha chisto agli stakeholder di mapparsi e venire con una proposta su cosa possono fare. \nDigital Champion: in ogni stato, avere un’entità, pubblica o privata, o una persona, che prendere le redini della digital agenda.\nStudi:\nLanguage Learning by Adult Migrants: Policy Challenges and ICT Responses \nICT Use in L2 Education for Adult Migrants - A qualitative study in the Netherlands and Sweden \nThe 2011 report on R&D in ICT in the European Union \nUnder the Radar: The Contribution of Civil Society and Third Sector Organisations to eInclusion \nDigital Literacy Workshop on Digital Competences for Social Inclusion Actors and Intermediaries \nCultural Diversity Workshop on Understanding the Role of Information and Communication Technologies (ICT) in the Integration of Immigrants and Ethnic Minorities (IEM), Brussels, 23 November 2010Teacher Collaboration Networks in 2025. What is the role of teacher Networks for professional development in Europe?The Future of Learning: Preparing for ChangeMapping Digital Competence: Towards a Conceptual Understanding \nAssessing the Impact of Integrated Personal Health and Care Services: The Need for Modelling \nExploring Emerging ICT-enabled Governance Models in European Cities \nPrecedent: Riga declaration – 2006; eInclusion initiative – 2008\n","3":"All'interno della Digital Agenda. Si propone di potenziare l'economia digitale attraverso un circolo virtuoso basato su tre componenti principali che si rafforzano vicendevolmente:\n1) L'aumento di domanda per contenuti e servizi interessanti\n2) investimento in reti più veloci\n3) la crezione di NUOVI servizi, servizi innovativi, che si basano sulla banda larga. \nAssunto di base di questa politica è l'interdipendenza con altre politiche, ovvero, che questo circolo virtuoso espanda i suoi benefici ad altre aree quali: occupazione/lavoro; istruzione; inclusione sociale/povertà; sanità. \nL'agenda digitale è divisa in sette cosiddetti pilastri, uno dei quali si chiama: "migliorare l'alfabetizzazione, le competenze e l'inclusione nel mondo digitale". Vediamo quali singole azioni comprende:\n","9":"Ma chi sono gli esclusi? \nControllare i riferimenti nella slide\nDigital Agenda Scoreboard 2011\nEnhancing digital literacy, skills and inclusion\nDespite the continuing progress of the Internet and ICT, a significant share of the population is still unable to take advantage of these opportunities, in particular people from disadvantaged groups such as the elderly or the disabled. The uptake rate among these groups stands at only 48 %, fully 17 percentage points below the rate for the overall population. To achieve ‘Every European Digital’ by 2015, Europe needs to develop the ICT skills base of its population.\nIn December 2010, digital literacy and eSkills have been included among the priorities of the Agenda for New Skills and New Jobs28. Concretely, this means that the Commission has committed itself to propose by 2012 an EU-wide approach and instruments to support Member States in the integration of ICT competences and digital literacy (e-skills) into core lifelong learning policies. Several actions are undertaken in the domain of education: identification of descriptors of digital competence; a policy handbook on digital competence; the development of indicators to measure the use of ICT in education; and large scale crossnational demonstrations on creative learning and innovative teaching. In addition, preparatory work on the multi-stakeholder sectoral council on ICT skills and employment is progressing in view of an establishment of such a Council before the end of 2012. \nIn September 2010, a Memorandum of Understanding (MoU)29 was agreed on cross-border access to protected works for the benefit of people with a print disability. The aim of the MoU is to increase the production of special-format works and facilitate their distribution through trusted intermediaries across the EU.\n28 COM (2010) 682, available at http://ec.europa.eu/social/main.jsp?langId=en&catId=958\n29 Available at http://ec.europa.eu/internal_market/copyright/docs/copyright-infso/2010/20100914_mou_en.pdf.\n","15":"Need constant update of programmes, training etc Important (basic) divides exist, need action /// (Even youth lack necessary critical skills, privacy awareness -> Not about generation divide) and technologies change continuously\n3) the intermediaries have so far been overlooked\n","4":"Perché pillar 6 è rilevante per gli obiettivi della digital agenda: perché sottende al potenziamento anche di tutti gli altri obiettivi, per il carattere trasversale che hanno le ICT rispetto alle dimensioni personale, sociale e economica delle persone. Potenziale innovatore delle ICT, per miglioramento personale, inclusione sociale e la ripresa economica. \nExplanation: this action is in the remit of the MS and therefore hard to control requiring monitoring and 'nudging'. An expert group including participation from MS will be held in May.\n(KA 57): digital literacy and competences - priority for the new European Social Fund regulation (2014-2020) (DG REGIO); per la prima volta il concetto compare come indipendente. EAC ha Life Long Learning programme. \n(KA 58) Tools for competences: cooperazione tra tre policy areas (sociale, educativa, tecnologica). EAC 1 bando (users); ENTR 1 bando (professionals)\n(KA 59) Digital literacy and skills priority of New skills for jobs flagship: good practices to be mainstreamed into: employment, education, social, poverty, health\n(KA 63) Evaluate accessibility in all revisions of legislation: non esiste una legislazione specifica. \n(KA 66) Long-term e-skills and digital literacy national policies: we ask MS to link this policy to other policies. \n(KA 64) Public sector websites are fully accessible by 2015: Impact assessment ongoing. Next year the options\nDigital literacy and competences a priority for the ESF – EMPL – INFSO H3\nTools for competences of ICT practitioners and users - EAC, ENTR – INFSO H3\nDigital literacy and skills priority of New skills for jobs flagship – EMPL, EAC - INFSO H3\nPromote a higher participation of women in ICT - INFSO – INFSO H3\nOnline consumer education tool on new media technologies - INFSO – E3\nEU-wide indicators of digital competences and media literacy - INFSO, EAC – C4\nEvaluate accessibility in all revisions of legislation - INFSO – INFSO H3\nPublic sector websites are fully accessible by 2015 - INFSO – INFSO H3\nMoU on Digital Access for persons with disabilities – INFSO – INFSO H3\nLong-term e-skills and digital literacy national policies INFSO – INFSO H3\nProvisions on disability in Telecoms Framework and AVMS INFSO – INFSO H3\nMainstream eLearning in national policies - INFSO, EAC – INFSO E3\n","10":"Non possiamo raggiungere tutti. Dobbiamo concentrarci solo su alcuni soggetti. \nPer massimizzare l'impatto, i beneficiari migliori sono gli "intermediari": \nChi lavora nell'ambito sociale o come eFacilitator (in tele-centri, biblioteche), ed è in contatto con categorie escluse sia da p.v. digitale che sociale (slide precedente): \nPerché possono agire come soggetti "moltiplicatori" dell'azione (sostenibilità).\nTra questi soggetti moltiplicatori, alcuni agiscono in contesti informali (non supportati da istituzioni): amici, parenti, badanti e assistenti sociali. In parallelo, they have played so far a crucial role in teaching DC (Eurostat shows that this is the most often way people do learn DC). \nHanno bisogno di tipi di politiche e approccio differenti. \nFor example creating resources to be used has been identified as a needed policy.\n(Ideas for public libraries)\nRe-thinking of the role of the public libraries in the digital era (info hub but also educational and social hub)\nSkills and responsibilities of professional “intermediaries” such as librarians: digital competence in a context\nNew business models and services for public libraries: inclusive eGovernment, eHealth info, accessible /distant education & training (digital literacy classes, employment opportunities, carers training, …); accessible content - \n"}