Digital Literacy Study Policies and stakeholder initiatives Emilie Normann, Chief Consultant

1. Digital Literacy Study Policies and stakeholder initiatives Emilie Normann, Chief Consultant Danish Technological Institute

2. Objectives of the study • Establish overview and comparative analysis of past and on-going initiatives for improved digital literacy in the EU25 and beyond, in particular those targeting disadvantaged groups. • Provide overview and analysis of indicators and measurement tools in the EU25 and beyond • Describe and analyse good practice examples of initiatives for improved digital literacy. • Identify areas for better or further EU support for improved digital literacy • Contribute to the Commission’s work on the eInclusion 2008 initiative, Lisbon Agenda i2010 and adopting actions, and support wider DL strategies

3. What has been achieved so far • Review of digital literacy policies and initiatives in 32 countries: EU 27, Norway, Iceland, Canada, India, USA • 32 country reports • 469 digital literacy initiatives collected and described • Focus on non-national initiatives: local, community and third sector driven initiatives targeting marginalised groups and digital literacy initiatives to disadvantaged groups • 87 Mentoring and monitoring initiatives collected

4. Analytical fundamentals • Definition Digital literacy is a set of competences that enables the individual to improve his or her life chances and quality of life Digital literacy involves the confident and critical use of Information Society Technology (IST) for work, leisure and communication. It is underpinned by basic skills in ICT: the use of technologies such as computers, cell-phones and PDAs to retrieve, access, store, produce, present and exchange information, and to communicate and participate in collaborative networks via the Internet. • What is an Initiative- Digital literacy initiatives can be either specific projects or programmes or a change in general policies or approaches • Include digital literacy initiatives which are relevant for policy making purposes • The study focus is on inclusion, i.e. digital literacy as a way to promote and develop the inclusion of all groups of citizens into society. Include e-skills projects, media skills, elearning projects, when eInclusion is the focus of the project/initiative

6. Target group(s)

7. Level of implementation

8. Implementor(s)

9. DL policies across the 32 countries • Italy - the current strategy of the Minister for the digital literacy is strictly connected with the eInclusion strategy, and overcoming of the digital divide. • UK- Government has taken an early and proactive role in supporting the development of DigitalLiteracy with focus on skills, linking to efficiency gains • India- most of the government backed digital literacy initiatives in India have been initiated at the school level • Greece, Replacing the “White Paper” for the Information Society, thenew Digital Strategy for the period 2006 – 2013 focuses on DL to integrate citizens and improve quality of life • But…in several countries, no specific strategy in place , eg Cyprus and Luxembourg, but for different reasons

10. Examples of initiatives • Using new media • Street-level youth media, USA.Started asa safe place for socializing and storytelling. Use video and audio production, computer art and the Internet, Street-Level's youth address community issues, access advanced communication technology and gain inclusion in our information-based society. • The very marginalised • Internet de Rue, France. Very poor people, isolated, homeless people. The project approaches poor people living in different areas and urban contexts (Paris and Val d'Oise areas) with a connected notebook. • Created in 2005, now more than 130 person have benefited from support from the four ICT instructors. • People are interested in computing and ready to learn. Deal with the limits due to the people s' exclusion, to their extreme poverty, to difficulties linked to partnerships, and the lack of content on Internet that interest these people. Most important requests from this poor population were: • Get news from relatives still abroad and write them • Support to fill out administrative requirements • Take photographs and build up a photograph album • Writing

11. Working with industry and rural communities • Rainbow net. Poland. Since 2003. Targeting senior citizens. The objective of the initiative is to increase accessibility to Internet and propagating computer and internet knowledge. Free courses across Poland offering training in basic Internet for seniors. • Courses organised within the Rainbow Academy – programme of UPC Poland, the largest tradesman of Internet, cable television and telephone services. Public-private partnership • IT for the Terrified UK Somerset village of Wedmore. A community venture for innovative form of introductory and ongoing training in ICT skills using volunteer support. An informal forum for the community. • The centre offers formal classes to ensure ICT is accessible to all in the community. In the community many of over 30 and in particular over 45 had little or no knowledge of the potential benefits of ICT. Rather than lack of interest, this was often the result of lack of access to learning provision and ICT facilities due to both geographical isolation and financial restraints

12. Elderly and women • “Click, Granny, Click!” Hungary • Teaching the use of internet to the elderly. Developed in 2002 by the Budapest Community Centre, and since then the program has been very popular, not only in Budapest but also in other cities where available. Several local stakeholders involved • Club F\C\B Germany. • Club and self-help group, Munster. Women with different disabilities meet on a regular basis to improve computer skills and to discuss or look for assistive technologies. • The aims are to improve the media competence of disabled women and girls, to make the internet accessible for all, to organise computer courses anddigital literacy improvement/ Active citizenship. • The club takes place every second Wednesday of the month, with a relaxing atmosphere.

13. First findings and lessons learned • The situation across Europe (and wider) is diverse. Different views on what constitute digital literacy and its contribution to a society's social and knowledge capacities, and different levels of ICT penetration: • DL linked to learning; skills and growth; efficiency; digital divide; democracy and quality of life • Common trends: implementation of the individual initiatives tends to be driven from the national level- depending on national funding for carrying out initiatives, often with limited localisation taking place. • Most of the initiatives use traditional, non-interactive media for engaging the target groups • Regional initiatives are not necessarily about strengthening a region towards better integration, but instead ensuring empowerment and communication within the region. • Understand and address users in different environments and integrate all dimensions of DL into strategies • Harness local experiments into the national policy domain - apply a systematic understanding to projects • Managing sustainable digital literacy activities and policies requires new partnerships • Initiatives for special, marginalised groups such as homeless or isolated individuals should focus on communication, and interaction with society, not on skills only • ICT access not a main problem area. Instead specific issues e.g. affordable content or motivation

14. Thank you Emilie.normann@teknologisk.dk www.digital-literacy.eu