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A Literacy Approach to the Digital Divide

Unequal access to new technology is often referred to as the "digital divide." But the notion of a digital divide is unclear. This paper explores the concept by attention to prior research on information access. It considers three forms of access, to a device, to an ongoing conduit, and to new social practices, with the latter being the most encompassing and valuable. Earlier research on literacy provides a useful framework for an interpretation of the digital divide based on practices, rather than merely devices or conduits. Both literacy and technology access are multiple, context-dependent, stratified along continua, tied closely for their benefits to particular functions, and dependent on not only education and culture but also power. They also both entail new forms of semiotic interpretation and production. Research in schools illuminates the importance of a precise understanding of the digital divide. Educational reform efforts that place emphasis on a device, such as the One Laptop per Child program, have proven unsuccessful, while those that support new forms of meaning-making and social engagement bring more significant benefits.