Addressing Digital Divide through Digital Literacy Training Programs: A Systematic Literature Review

Autor/inn/en	Choudhary, Heena; Bansal, Nidhi
Titel	Addressing Digital Divide through Digital Literacy Training Programs: A Systematic Literature Review
Quelle	In: Digital Education Review, (2022) 41, S.224-248 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Choudhary, Heena) ORCID (Bansal, Nidhi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Access to Computers; Disadvantaged; Digital Literacy; Developed Nations; Developing Nations; Foreign Countries; Older Adults; Educational Attainment; Computer Science Education; Information Seeking; Outcomes of Education; Program Evaluation; Internet + Suchen Sie Ihr Suchwort? Developed countries; Industriestaat; Industrieland; Developing country; Developing countries; Entwicklungsland; Ausland; Älterer Erwachsener; Bildungsabschluss; Bildungsgut; Computer science lessons; Informatikunterricht; Informationserschließung; Lernleistung; Schulerfolg; Programme evaluation; Programmevaluation
Abstract	Digital literacy training programs (DLTPs) are influential in developing digital skills to help build a more inclusive and participatory ecosystem. This study reviews 86 studies related to DLTPs for marginalised populations in developed and developing countries. It aims to understand (a) the profile of DLTPs, (b) the digital competences incorporated in the training curriculum and (c) tangible outcomes of Internet use post-training. The review indicated that developed countries focus more on developing digital literacy in elderly populations. In contrast, the focus still lies on developing digital literacy among people with low skills and education levels in developing countries. The training curricula focus mainly on developing information-seeking and communication competencies, besides the basic operations of digital devices. Most of the studies reported an increase in the personal-level outcomes around health, leisure and self-actualisation achieved post-training. This study can help policymakers, practitioners, and educational researchers improve the scope and quality of educational programs and contribute to people's digital empowerment and well-being. (As Provided).
Anmerkungen	Universitat de Barcelona. Passeig de la Vall d'Hebron 171, Edifici Llevant P3, Barcelona, 08035 Spain. e-mail: der@greav.net; Web site: http://revistes.ub.edu/index.php/der
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01