Complicating access: digital inequality and adult learning in a public-access computing space

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Permanent URL for this page: http://hdl.voced.edu.au/10707/519424.

Author: Smythe, Suzanne; Breshears, Sherry

Abstract:

Access is often defined in digital inclusion policy as the potential, if not the means, to access an Internet connection. This simple or 'laissez-faire' approach to digital access excludes many of the adults who are also the constituents of adult literacy education programs, suggesting the need for adult educators to attend closely to the entanglements of digital equity and adult learning. Combining methods of critical policy analysis with participant observation of adults' experiences of digital access and learning in a public setting, the study identifies tensions between public sites...  [+] Show more

Subjects: Adult and community education; Equity; Disadvantaged; Skills and knowledge

Keywords: Internet; Digital literacy; Digital skills; Access to education and training; Policy implications; Social exclusion; Barrier

Geographic subjects: Canada; North America

Published: Nova Scotia, Canada: Canadian Association for the Study of Adult Education, 2017

Access item:

https://cjsae.library.dal.ca/index.php/cjsae/article/view/5362

Also called: Complicating access: digital inequality and adult learning in a public access computing space

Journal volume: 29

Journal number: 1

Journal date: January 2017

Pages: pp. 67-81

ISSN: 1925-993X (online)

Notes:
Includes abstract in French

Resource type: Article

Peer reviewed: Yes

Call number: TD/TNC 137.1119

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